تحلیل محتوای کتاب‌های علوم اجتماعی دوره ابتدایی بر اساس رویکرد زمینه محور
محورهای موضوعی : پژوهش در برنامه ریزی درسیمریم رضایی 1 , پرستو بلمانه 2 , غلامعلی احمدی 3
1 - دانشجوی دکتری رشته مطالعات برنامه درسی دانشگاه تربیت دبیر شهید رجایی تهران.
2 - کارشناس ارشد مطالعات برنامه درسی، دانشگاه تربیت دبیر شهید رجایی تهران، ایران.
3 - دانشیار و عضو هیئت علمی دانشگاه تربیت دبیر شهید رجایی تهران.
کلید واژه: رویکرد زمینه محور, دورة ابتدایی, علوم اجتماعی, تحلیل محتوا,
چکیده مقاله :
هدف پژوهش حاضر تحلیل محتوای کتاب‌های علوم اجتماعی پایه سوم و چهارم دوره ابتدایی بر اساس مؤلفه‌های رویکرد زمینه محور است. روش تحقیق در پژوهش حاضر، تحلیل محتوا است. جامعة آماری این پژوهش کتاب‌های علوم اجتماعی دوره ابتدایی در سال تحصیلی 94-93 است. حجم نمونه این پژوهش شامل کتاب‌های علوم اجتماعی پایه سوم و چهارم دوره ابتدایی است. ابزار جمع‌آوری داده‌ها در این تحقیق فرم تحلیل محتوا است که این فرم با توجه به مؤلفه‌های رویکرد زمینه محور تهیه شده است. به‌منظور تعیین روایی ابزار تحقیق از دیدگاه صاحب‌نظران و متخصصان تعلیم و تربیت استفاده گردید. پایایی ابزار تحقیق با استفاده از فرمول هولستی 90/0 محاسبه گردید. برای تحلیل محتوای کتاب‌های علوم اجتماعی پایه‌های سوم و چهارم ابتدایی از یک فرم کدگذاری شده استفاده گردید، در مرحله اول واحدهای فعال و غیرفعال کتاب‌های علوم اجتماعی دو پایه مشخص گردید، در مرحله دوم واحدهای غیرفعال حذف گردید و در مرحله بعد واحدهای فعال بر مبنای مؤلفه‌های رویکرد زمینه محور کدگذاری شدند و در مرحله بعد داده‌های حاصل از یافته‌های تحقیق با استفاده از آمار توصیفی مورد تجزیه‌وتحلیل قرار گرفت. نتایج این تحقیق نشان داد که در هر دو کتاب به رویکرد زمینه محور به‌طور متوسط توجه شده است. در هر دو کتاب مورد تحلیل به مؤلفه‌های رویکرد زمینه محور به‌طور نامتعادل توجه شده است. در هر دو کتاب به مؤلفه‌های یادگیری معنادار، کسب شایستگی علمی، ایجاد موقعیت‌های حل مسئله بیشتر از سایر مؤلفه‌ها توجه شده است و به مؤلفه‌های درگیر شدن دانش‌آموزان در کارهای گروهی و فراهم ساختن زمینه پرورش استدلال علمی بسیار کم توجه شده است.
The purpose of the present study was to analyze the contents of social science books in the third and fourth grades of the elementary school according to the components of context-base approach. The research method in this study was content analysis. The populations of study were the social science books in the elementary school in the academic year 93-94. The sample of study was the social science book contents in the third and fourth grades of the elementary school. The instrument of data gathering in this study is the content analysis form. It is made according to the components of context-base approach. Educational experts’ ideas were used to determine the reliability of the instrument. The reliability of the instrument was calculated 90% through the Holsti formula. One coding form was used to analyze contents of social science books in the third and fourth grades of elementary school. At the first stage, active and inactive units of the social science books were determined in the two grades. At the second stage, the inactive units were omitted and at the next stage, the active units were coded according to the components of field-centered approach. At the next stage, the obtained data from the research were analyzed through the descriptive statistics. The results of this study showed that the context-base approach was averagely focused in both books. The components of field-centered approach were focused asymmetrically in both books in a way that in both books more attention is paid to the components of meaningful learning, scientific competence, providing problem solving situations and less attention was paid to the components of involving students in group works and providing scientific reasoning training background.
Abdinezhade,Taleb(2009), The effectiveness of teaching and learning based on chemical kinetics high school students, Master's Thesis, University of Rajai martyr [Persian].
Asadpoor,Said (2014)-The effect of experimental science education Fields approach based on the academic achievement of students from grade seven city Baharestan 2012-2013, Master's thesis, Faculty of Humanities, shahid Rajai teacher training university [Persian].
Asadpoor,Said,Assareh,Alireza (2014)," The effect of experimental science approach - axis (thematic) skills acquired by students from grade seven" The first Global Conference on Sustainable Development in Psychology, Social and Cultural Studies, Center for strategies to achieve sustainable development [Persian].
Badryan,Abad, Arabshahi, Baherh, Abdinezhad, Taleb, Nasri azar, Akbar (2011), " evaluate the effectiveness of chemical kinetics on growth-oriented education and students' attitudes" [Persian].
Barman, C. R. (2002). How do you define inquiry? Science and Children, 40(2), 8-9.
Cem Gercek, Ozgur Ozca (2015)" Views Of Biology Teacher Candidates About Context Based Approach"Procedia - Social and Behavioral Sciences 197 (2015 810 – 81).
Dadfar,Reza,Bazdar, fatmeh, nasrollahi, Abass, Abdolhossaini, Amir, Ahmadi, Vahid (20. loss of male and female high school students Darh city in the academic year 90-91, Islamic University of Medical Sciences, 21 (6 (Title 82)). 224- 231 [Persian].
Donna,King (2015)" Teaching and Learning in a Context –based chemistry classroom" Doctot philosophy, Questland university of technology.
Jafarzadeh, robabeh (2010), Evaluate the effectiveness of STS approach in planning and teaching concepts based on chemical stoichiometry khalkhal city high school, master's thesis, Faculty of Science, shahid Rajai Teacher Training university. Journal of Education, 27 ((s 105)): 93[Persian].
King, Donna, T. Winner, Evan, & Ginns, Ian (2010) Engaging middle school students in context-based science: One teacher’s approach. In STEM 2010, STEM - Science,
Technology, Engineering and Mathematics in Education., Queensland University of Technology, Brisbane, Australia.
Madnipoor(2012) ‘A Study of the Implementation of the Subject-Based Approach in the Empirical Curriculum of the 6th Basic Elementary School of Public Schools in Karaj, Alborz Province, from the Viewpoints of Teachers in the Year of Education of 2011-2012” Master's Thesis, Faculty of Humanities, Shahid Rajaee Teacher training University[Persian].
Mohammad Jani, Ebrahim (2016)
"The position of Global citizen in “social studies” curriculum of the sixth grade of elementary school" Research in Curriculum PlanningVol 13. No 21 (continus 48) Spring 2016, Pages 82-92.
Mungandi Monde Monica, Kazeni, (2012),comparative effectiveness of context-based and tradiotnal teaching approach in enhancing learner performance in life sciences, a thesis submitted in partial fulfillment of the requirements for the degree philosophia doctor(PhD), science education in the faculity of education,university of Pretoria.
System of Georgia President’s Council Meeting, September 13, 2011.
Tural, Guner. (2013). The functioning of context –based physics instruction in higher education. Asia-Pacific Forum on Science Learning and Teaching, Voume 14,Issue 1,Article 4, p. 1 (Jun., 2013).
Zgur Ozcan, Cem Gercek (2015) "What are the pre-service physics teachers’ opinions about context based approach in physics lessons?" Procedia - Social and Behavioral Sciences 197 (2015) 892 – 897
_||_