کشف ابعاد تدریس مبحث ذرات زیراتمی درس شیمی، پایه دهم، براساس نظریه PCK، با روش دلفی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمهشید ترکمان اسدی 1 , مصطفی قادری 2 , محبوبه خسروی 3 , بهرام صالح صدق پور 4 , علیرضا کرمی گزافی 5
1 - دانشجوی دکتری برنامه‌ریزی درسی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشیار گروه برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
3 - دانشیار گروه برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
4 - دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
5 - استادیار گروه شیمی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
کلید واژه: روش دلفی, آموزش شیمی, مبحث ذرات زیراتمی, PCK, بدفهمی,
چکیده مقاله :
مقاله حاضر به بررسی و شناسایی ابعاد تدریس در مبحث ذرات زیراتمی کتاب شیمی، پایه دهم بر اساس مدل دانش محتوای تربیتی (PCK) مگنوسان، کراجکیک و بورکو (Magnusson, Krajcik & Borko, 1999) می‌پردازد. در این پژوهش دو مؤلفه دانش راهبردهای آموزشی و دانش نسبت به فهم دانش‌آموزان از علوم انتخاب و مورد بررسی قرار گرفت. رویکرد پژوهشی این مطالعه بر مبنای پژوهش‌های آمیخته با طرح اکتشافی متوالی، با استفاده از روش دلفی در سه دور انجام شد. مجموعه مشارکت‌کنندگان پژوهش را 33 نفر از دبیران شیمی تشکیل دادند که ابتدا به روش نظری و سپس گلوله برفی انتخاب شده بودند. در دور اول، یک مصاحبه نیمه‌ساختاریافته انجام و نتایج مصاحبه از طریق کدگذاری باز و محوری تحلیل شد. در دور دوم، مبتنی بر نتایج حاصل از کدگذاری دور اول، یک پرسشنامه بسته‌پاسخ طراحی شد. سپس در اختیار متخصصان قرار گرفت و پاسخ‌های آنها، از طریق تحلیل عامل کیو بررسی گردید. در دور سوم، با حذف سؤالات اضافی، مجدداً پرسشنامه در اختیار متخصصان قرار گرفت. در پایان با استفاده از تحلیل عامل کیو، هشت بعد برای تدریس مبحث ذرات زیراتمی، بر اساس مفهوم دانش محتوای تربیتی (PCK)، بدین ترتیب بدست آمد: نماد پردازی تصویری؛ فعالیت های یادگیری؛ تمرین مهارت های ریاضی؛ راهبردهای توضیحی - تعاملی در تدریس؛ منشأ بدفهمی ها؛ بدفهمی های ماهیت و پایداری؛ رفع بدفهمی ها و پیش‌نیازها بدست آمد.
The present article examines and identifies the dimensions of teaching in the subject of subatomic particles in the chemistry book, 10th grade, based on the pedagogical content knowledge model (PCK) of Magnuson, Krajcic and Burko (1999). In this research, two components "Knowledge of educational strategies" and "Knowledge of students' understanding of science" were selected and investigated. The research approach of this study based on mixed-methods sequential exploratory design is carried out using Delphi method in three rounds. The group of research participants is consisted of 33 chemistry teachers selected through “theoretical sampling” and then “Snowball sampling”. The first step involved semi-structured interview (round 1) and the acquired results of interview analyzed by “Open Coding” and “Axial Coding”. In the second round, a closed-answer questionnaire was designed according to the results obtained from the first round’s coding. Then the designed is provided for experts and the answers were investigated by means of Q factor analysis. In the third round, with the elimination of redundant questions, the edited questionnaire was assigned to the experts for the second time. Finally using the Q factor analysis, the following 8 dimensions were achieved: “Image symbolization"; "Learning activities"; "Practice of mathematical skills"; "Interactive-expository strategies of teaching"; "The origin of misunderstandings"; "Misunderstandings of the nature & stability"; "Resolving misunderstandings " and "prerequisites".
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