ارائه مدلی از تفکر آموزگاران در خصوص بدفهمی¬های دانش¬آموزان در مفهوم محیط و مساحت: یک مطالعه داده- بنیاد
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محیا زارع
1
,
مهدی ایزدی
2
,
ابراهیم ریحانی
3
*
1 - دانشجوی کارشناسی ارشد، گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
2 - دکتری آموزش ریاضی، سازمان پژوهش و برنامه¬ریزی آموزشی، گروه ریاضی، تهران، ایران
3 - دانشیار، گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
کلید واژه: بدفهمی, محیط, مساحت, معلمان ابتدایی و نظریه داده بنیاد,
چکیده مقاله :
پژوهش حاضر با هدف ارائه مدلی از تفکر معلمان ابتدایی در مورد بدفهمیهای دانشآموزان از مفاهیم محیط و مساحت انجام شد. رویکرد اين پژوهش «کیفی» و روش مورد استفاده در آن، روش «نظریه داده بنیاد» بود. از میان رویکردهای موجود، رویکرد نظاممند اشتراوس و کوربین برگزیده شد. حوزه این مطالعه، آموزش ریاضی و قلمرو آن، معلمان مقطع ابتدایی شهرستان میبد واقع در استان یزد بوده است که انتخاب آن‌ها به صورت هدفمند بر اساس دو معیار رسمی بودن و علاقه‌مند بودن به این حوزه و مشارکت در این مطالعه صورت گرفت. برای جمعآوری دادهها در این مطالعه از مصاحبه نیمهساختاریافته استفاده شد و انجام مصاحبه تا رسیدن به مرحله اشباع نظری ادامه داشت که پس از 16 مطالعه حاصل شد. دادهها به شیوه «کدگذاری» و «مقولهبندی» در سه مرحله کدگذاری باز، محوری و انتخابی مورد تحليل قرار گرفتند. یافتههای پژوهش نشان داد مقوله محوری در خصوص تفکر معلمان ابتدایی در مورد بدفهمیهای دانشآموزان از مفاهيم محیط و مساحت، «نقص شناختی» است. از نظر معلمان ماهیت این بدفهمیها عبارتند از: عدم درک مفهوم توسط دانش‌آموز، عدم توانایی استفاده از مفهوم به صورت ذهنی و جابجایی مفهوم با مفهومی دیگر. همچنين از نظر آنان؛ عوامل متعددي موجب ايجاد اين بدفهمي‌ها مي‌شوند كه از مهم‌ترين آن‌ها مي‌توان به شیوههای تدریس معلمان، طرحوارهها و تجربیات ناکافی دانشآموزان و محتوای نامناسب اشاره كرد. مطابق نتايج اين پژوهش اگر اين بدفهمي‌ها به موقع شناسايي نشوند، مي‌توانند موجب پيامدهاي منفي شوند؛ اين درحالي است كه در صورت شناسايي به موقع آنان، مي‌توان از آنان به عنوان فرصت‌هاي غني براي ارتقاء فرآيند آموزش دانشآموزان استفاده كرد. در پژوهش‌های آتی میتوان از مدل ارائه شده در این مطالعه براي تحلیل درك معلمان و محتواي کتاب‌هاي درسی در خصوص محیط و مساحت استفاده نمود.
The present research was conducted with the aim of providing a model of primary teachers' thinking about students' misconceptions of the concepts of perimeter and area. The approach of this research was "qualitative" and the method used in it was the "grounded theory" method. Among the existing approaches, the systematic approach of Strauss and Corbin was chosen. The study is in the field of mathematics education and scope of the research was the primary school teachers of Meybod city located in Yazd province, whose selection was done purposefully based on two criteria: being formal and being interested in the field. Semi-structured interviews were used to collect data in this study, and the interviews continued until reaching the theoretical saturation stage, which was achieved after 16 studies. The data were analyzed by "coding" and "categorization" in three stages of open, central and selective coding. The findings of the research showed that the central category in primary teachers' thinking about students' misconceptions of the concepts of perimeter and area is "cognitive deficiency". According to the teachers, the nature of these misconceptions are: the student's lack of understanding of the concept, the inability to use the concept mentally, and replacing the concept with another concept. Also, according to them; Several factors cause these misconceptions, the most important of which are teachers' teaching methods, students' schemas and insufficient experiences, and inappropriate content. According to the results of this research, if these misconceptions are not identified in time, they can cause negative consequences; At the same time, if they are identified in time, they can be used as rich opportunities to improve the education process of students. In future researches, the model presented in this study can be used to analyze teachers' understanding and content of textbooks regarding perimeter and are.
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