ساخت و اعتباریابی مقیاس تدریس محتوای کتابهای درسی دوره ابتدایی با رویکرد کارآفرینی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فرهاد شفیع پور مطلق
1
(دانشیار گروه مدیریت آموزشی، واحد محلات،دانشگاه آزاد اسلامی، محلات، ایران)
عباس قلتاش
2
(دانشیار گروه برنامه ریزی درسی، واحد مرودشت،دانشگاه آزاد اسلامی، مرودشت، ایران)
کلید واژه: تدریس, محتوای کتابهای درسی, دوره ابتدایی, کارآفرینی,
چکیده مقاله :
هدف تحقیق حاضر، ساخت و اعتباریابی مقیاس تدریس محتوای کتابهای درسی دوره ابتدایی با رویکرد کارآفرینی بوده است. روش تحقیق توصیفی از نوع توصیفی-پیمایشی بوده است. جامعه آماری این تحقیق شامل کلیه معلمان دوره ابتدایی نمونه کشوری به تعداد 376 نفر در طی سالهای 1401-1395 بوده است. شیوه نمونه گیری تصادفی ساده بوده که بر اساس فرمول کوکران تعداد112 نفر برای تحقیق انتخاب شدند. پس از کسب فهرستی از مؤلفه های تدریس محتوای کتابهای درسی دوره ابتدایی با رویکرد کارآفرینی بر اساس مطالعه ی مقالات منتشر شده در پایگاههای معتبر علمی در رابطه با آموزش کارآفرینی و از طریق پرسشنامه باز ، داده های اولیه فراهم شد . به منظور بررسی روایی پرسش نامه از روایی محتوایی و روایی سازه و نیز برای تعیین آیتم های مقیاس تدریس محتوای کتابهای درسی دوره ابتدایی با رویکرد کارآفرینی ، از تحلیل عاملی اکتشافی با استفاده از روش تحلیل مولفه اصلی با چرخش واریماکس، جهت بررسی میزان تطابق و نام گذاری عوامل استخراجی، استفاده گردید ک ه8 عامل استخراج گردید. ضریب پایایی و همسانی درونی پرسشنامه با استفاده از آلفای کرونباخ برای خرده مقیاس های آشکار سازی وجوه پنهان محتوا برابر 96/0 ، خلق ایده های مبتنی بر یادگیری محتوا برابر 93/0 ، توسعه واحدهای معنایی برابر 95/0 ، نقد محتوا برابر 87/0 بازسازی محتوا برابر 95/0، تبلور سازی محتوا برابر 93/0، جبران محتوای مغفول برابر 94/0 ، بارشناختی برابر با 92/0 محاسبه گردید. یافته ها نشان داد که پرسشنامه حاضر، می تواند برای سنجش تدریس محتوای کتابهای درسی دوره ابتدایی با رویکرد کارآفرینی ، ابزار مناسبی باشد.
The purpose of this research was to construct and validate the content teaching scale of elementary course textbooks with entrepreneurship approach. The descriptive research method was a descriptive-survey type. The statistical population of this research included all primary school teachers of the country, numbering 376 people during the years 1395-1401. The method of random sampling was simple and based on Cochran's formula, 112 people were selected for the research. After obtaining a list of the components of teaching the content of elementary course textbooks with an entrepreneurial approach based on the study of theoretical foundations and through an open questionnaire, primary data was provided. In order to check the validity of the questionnaire from content validity and construct validity and also to determine the items of the content teaching scale of elementary course textbooks with an entrepreneurial approach, from exploratory factor analysis using the method of principal component analysis with varimax rotation, to check the degree of agreement and name Placement of extraction factors was used and 8 factors were extracted. The reliability coefficient and internal homogeneity of the questionnaire using Cronbach's alpha for the subscales of revealing the hidden aspects of the content equal to 0.96, creating ideas based on learning the content equal to 0.93, developing semantic units equal to 0.95, criticizing the content equal to 0.87 Content reconstruction equal to 0.95, content crystallization equal to 0.93, missing content compensation equal to 0.94, cognitive load equal to 0.92 were calculated.
language of adolescent pupils with reference to the primary stage throughout Jordan. International Journal of Humanities and Social Science, 3(5), 155-162.
Adeel, S., Daniel, A. D., & Botelho, A. (2023). The effect of entrepreneurship education on the determinants of entrepreneurial behaviour among higher education students: A multi-group analysis. Journal of Innovation & Knowledge, 8(1), 100324.
Ali Miri, Mustafa. (2008). Entrepreneurship training; Genesis, development, trends and challenges, Entrepreneurship Development Quarterly, No. 1, pp. 131-167. [ In Persian]
Atabaki, A. M. S. , Keshtiaray, N. , & Yarmohammadian, M. H. (2015). Scrutiny of critical thinking concept. International Education Studies, 8(3), 93. [ In Persian]
Awaah, F. (2023). In the classroom I enhance students understanding of entrepreneurship development–the culturo–techno-contextual approach. Journal of Research in Innovative Teaching & Learning, (ahead-of-print).
Azami, Hossein (1998). "Relationship between semantic units and comprehension of English language in engineering texts", master's thesis of Iran University of Science and Technology. [ In Persian]
Baker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning: An experiential approach to knowledge creation. Greenwood Publishing Group.
Bayanfar, Fatemeh; Maliki, Hassan; Saif, Akbar (2008). Explaining the effect of the hidden curriculum of schools on the emotional outcomes of learning in guidance students in order to present a model. Iranian Curriculum Studies Quarterly, fifth year, number 17, pp. 57-85. [ In Persian]
Canter, D. (Ed.). (2012). Facet theory: Approaches to social research. Springer Science & Business Media
Carlson, D. S., Upton, N., & Seaman, S. (2006). The impact of human resource practices and compensation design on performance: an analysis of family‐owned SMEs. Journal of Small Business Management, 44(4), 531-543.
Eisner, Elliot (1994). The Educational Imagination: On the Design and Evaluation of School Programs. Merrill Prentice Hall, New Jersey
Fisher، Alec (2011). Critical thinking: An introduction. Cambridge University Press.
Gibb, A.A. (1993). The enterprise culture and education. Understanding enterprise education and its links with small business, entrepreneurship and wider educational goals, International Small Business Journal, vol.11, n°3, p.11-37.
Holsti, A. (1994). Content analysis in social sciences and humanities. Translation: Salarzadeh Amiri. Tehran: Allameh Tabatabai University Press.
Jones, E. (2012). The emergence of emergent curriculum. YC Young Children, 67(2), 66.
Jordan, K. W., Fazio-Brunson, M., & Butler, S. M. (2019). Strategies for Fostering Critical Thinking in Early Childhood Education. In Handbook of Research on Critical Thinking and Teacher Education Pedagogy (pp. 346-366). IGI Global.
Hosseini khah Ali. (2008). The possibility and necessity of entrepreneurship education in schools, Curriculum Studies Quarterly (scientific-research journal of the Iranian Curriculum Studies Association), third year, number 11, p. 6. [ In Persian]
Hytti, U., & O’Gorman, C. (2004). What is “enterprise education”? An analysis of the objectives and methods of enterprise education programmes in four European countries. Education+ training.
Klein, Peter G. (2006). Can Entrepreneurship Be Taught? IEEE Explorer.
Mazbouhi, Saeed; Sharfi, Mohammad; Moghadam, Mina. (2016) . Curriculum of entrepreneurship education: purpose, content, teaching method and evaluation method, Quarterly Journal of Innovation and Creativity in Humanities, Autumn and Winter, Volume 1, Number 3, pp. 97-130. [ In Persian]
Mehrmohammadi, Mahmoud. (2012). Curriculum: viewpoints, approaches and perspectives, Tehran; Astan Quds Razavi Publications. [ In Persian]
Mets, T., Kozlinska, I., Raudsaar, M., & Trabskaia, I. (2023). New Perspectives on Entrepreneurship Education: Introduction. Administrative Sciences, 13(1), 13.
Morteza Nejad, Niloufer; Attaran, Mohammad; Hosseinikhah, Ali; Abbasi, Eft. (2016). Explaining the elements of the entrepreneurship curriculum in general education (synthesis research), two quarterly journals of theory and practice in the curriculum, fifth year, number 9, spring and summer, pp. 105-142. [ In Persian]
Motta, V. F., & Galina, S. V. R. (2023). Experiential learning in entrepreneurship education: A systematic literature review. Teaching and Teacher Education, 121, 103919.
Musa Rezaei, Mehdi (2015). Determining the effective factors on improving the preparation of higher education centers regarding the development of knowledge crystallization (viewpoint of professors of Islamic Azad University of Khorasgan), Master's thesis in the field of educational research, Isfahan Islamic Azad University [ In Persian]
Mwasalwiba, E.S.(2008). Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators. Education + Training Vol. 52 No. 1,pp. 20-47.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York, NY.
Renz, S. M., Carrington, J. M., & Badger, T. A. (2018). Two strategies for qualitative content analysis: An intramethod approach to triangulation. Qualitative health research, 28(5), 824-831.
Rezaei, Esa; Nili,Mohamad Reza; Fardanesh, Hashem;Shah alizadeh, Mohammad. (2013). Qualitative content analysis of relational theory and presentation of a conceptual model for the design of learning ecosystems, scientific research journal of electronic learning (MEDIA), volume 5, number 1, pp. 33-45. [ In Persian]
Rosenthal, D. B., & Bybee, R. W. (2018). Emergence of the biology curriculum: a science of life or a science of living?. In The Formation of School Subjects (pp. 123-144). Routledge.
Safari, Mahmoud; Gurchian, Nadergholi. (2016). An analysis of absurd curriculum in educational content, scientific-research quarterly of research in curriculum planning, 14th year, 2nd period, number 27 (54 consecutive), autumn, pp. 74-66. [ In Persian]
Sari, M., & Doganay, A. (2009). Hidden Curriculum on Gaining the Value of Respect for Human Dignity: A Qualitative Study in Two Elementary Schools in Adana. Educational Sciences: Theory and Practice, 9(2), 925-940.
Sargazi, Hossein Ali; Khoshfar, Gholamreza; Jandaghi Mirmohle (2014). "Critical thinking skills survey", International Conference on Humanities, Psychology and Social Sciences, November 27.
Shariatmadari, Ali (2012). "Several Basic Topics in Curriculum Planning", Publisher: Samat
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285. [ In Persian]
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Tiberius, V., Weyland, M., & Mahto, R. V. (2023). Best of entrepreneurship education? A curriculum analysis of the highest-ranking entrepreneurship MBA programs. The International Journal of Management Education, 21(1), 100753.
Vesper,k (1993). Entrepreneurship education, losangeles,entrepreneurial studies center, ucl A.N 4
Yedalhi Farsi, Jehangir; Mir Arab Razi, Reza (2009). Reviewing the presentation of the curriculum of entrepreneurship education in the field of educational sciences, Journal of Entrepreneurship Development, Volume 2, Number 1, June, pp. 61-80. [ In Persian]
Yaqoubi Najafabadi, Ashraf. (2010) . The necessity of entrepreneurship education at all levels of education, Roshd Journal, Volume 25, Number 4, Summer, pp. 28-33. [ In Persian]
Zanganeh, Hossein; Pour Jamshidi, Maryam; Velayati, goddess; Abolghasemi, Ibrahim. (2014). Cognitive load management in the design and production of electronic content, Education and Learning Technology Quarterly, first year, number 4, autumn, pp. 105-124.[ In Persian]
_||_