تحلیل سؤالات کتب علوم دورۀ ابتدایی با استفاده از ابزار ارزیابی سبک سؤالات کتاب درسی لووری و لئونارد
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - دانشجوی کارشناسی ارشد برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، تبریز، ایران
2 - دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران
کلید واژه: سبک سؤال‌های کتاب درسی, ابزار تحلیل سبک سؤال‌های کتابهای علوم لوری و لئونارد, تحلیل نوع سؤال‌های درس علوم,
چکیده مقاله :
این پژوهش با هدف اصلی تحلیل سبک سؤالات کتاب های علوم دورۀ ابتدایی با استفاده از TQSAI بود. جامعۀ آماری پژوهش کتابهای علوم دورۀ ابتدایی چاپ 1398 و نمونۀ آماری سؤالات کتاب های علوم بود. روش تحقیق از نوع تحلیل محتوا ( تحلیل سؤالات) و ابزار مورد استفاده، ابزار ارزیابی سبک های پرسش‌های کتاب درسی لووری و لئونارد (1978) بود. روایی این مقیاس بر اساس روایی محتوایی مورد تأیید متخصصان قرار گرفت و پایایی این روش نیز با استفاده از پایایی ضریب توافق کاپای کوهن محاسبه شد که 89/0 به دست آمد. نتایج تحلیل سؤالات کتاب های درسی علوم در شش پایه نشان داد که فراوانی سؤالات باز (05/54 درصد) در پایۀ اول و (3/47 درصد) در پایۀ ششم نسبت به سایر دوره ها بیشتر بود. فراوانی سؤالات متمرکز در کتاب علوم پایۀ دوم (1/13درصد)، پایۀ سوم 5/37 درصد، پایۀ چهارم 3/39 درصد و پایۀ 7/47 درصد بود. بررسی کتابهای درسی علوم تجربی دورۀ ابتدایی نشان داد سؤالات تجربی بیشتر از نوع سؤالات سازماندهی است. این موضوع نشان می‌دهد که باید برای طراحی سؤالات سطح بالا و انواع دیگر سؤالات تجربی، توجه بیشتری نشان داد؛ بنابراین بهتر است مؤلفان کتب درسی علوم بین سؤالات سطح بالا و سؤالات سطح پایین تعادل ایجاد کنند.
The purpose of this study was to analyze elementary science textbooks questions using Textbook Questioning Styles Assessment Instrument (TQSAI). The population of the study was elementary school science textbooks published in 2019 and the sample was the questions of elementary science textbooks. The research method was content analysis (question analysis). The Instrument used was the Questioning Styles Assessment Instrument (TQSAI) Lowry and Leonard (1978). The validity of this Instrument was confirmed by experts based on content validity and the reliability was Cohen's Kappa inter-rater agreement coefficient which was 0.89. The results showed that questions in six grades showed that the frequency of open-ended questions (54.05%) in the first grade and (47.3%) in the sixth grade was higher than other grades. The frequency of Focusing questions on the second grade science textbook (13.1%), the third grade textbook is 37.5%, the fourth grade textbook is 39.3% and the basic textbook is 47.7%. On the other hand, a review of elementary school textbooks showed that the organizing experiential question type are more other types of experiential questions. This shows that the necessary attention should be paid to the design of high-level questions and other types of experiential questions. Therefore, it is better for science textbook authors to balance high-level questions with low-level questions.
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