بررسی وضعیت درک دانشجو- معلمان آموزش علوم تجربی از ماهیت علم تجربی: مطالعه موردی مراکز تربیت‌معلم تهران
الموضوعات : پژوهش در برنامه ریزی درسیمحمد ظاهری 1 , صابر عبدالملکی 2 , لیلا فرجادمند 3
1 - کارشناس ارشد تحقیقات آموزشی ، تهران، ایران
2 - دانشجوی دکتری برنامه ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.
3 - 1. دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه پیام نور تهران، تهران، ایران.
الکلمات المفتاحية: مبانی فلسفی علم تجربی, دستاوردهای علم تجربی, روش علمی, آموزش علوم تجربی, ماهیت علم تجربی,
ملخص المقالة :
پژوهشحاضر به‌منظور بررسی میزان درک دانشجو- معلمان آموزش علوم تجربی از ماهیت علمتجربی در مراکز تربیت‌معلم استان تهران انجام شد. روش پژوهش مذکور، توصیفی - زمینه‌یابیاست. جامعة آماری پژوهشی تمامی دانشجو - معلمان زن و مرد رشته آموزش علوم تجربیاست که تعداد آن‌ها 300 نفر بودند. با توجه به تعداد کم‌حجم جامعه برای نمونه‌گیریاز روش سرشماری استفاده گردید. برای اندازه‌گیری درک دانشجو- معلمان از ماهیت علمتجربی از پرسشنامه‌ای محقق ساخته استفاده شد. روایی محتوایی این پرسشنامه توسطمتخصصان مورد بررسی قرار گرفت. همچنین روایی سازه آن نیز از طریق تحلیل عاملیاکتشافی تأیید شد. پایایی پرسشنامه با استفاده از روش آلفای کرونباخ (84/0=)محاسبه شد. داده‌های پژوهش از طریق آمار توصیفی (مانند فراوانی، درصد فراوانی انحرافمعیار) و آمار استنباطی (مانند آزمونتی و همبستگی) با استفاده از نرم‌افزار spss مورد تحلیل شدند. یافته‌ها نشان داد کهدانشجو - معلمان آموزش علوم تجربی درک درست و کافی از ماهیت کلی علم تجربی و مؤلفه‌هایآن (مبانی فلسفی علم تجربی، مراحل مختلف روش علمی و دستاوردهای علم تجربی) ندارندو بین سابقه تدریس دانشجو - معلمان آموزش علوم تجربی و درک آن‌ها از ماهیت علمتجربی رابطه معنی‌داری وجود ندارد. همچنین بین عملکرد دانشجو - معلمان با درکماهیت علم تجربی همبستگی معنی‌داری وجود داشت و از نظر جنسیت نیز در درک ماهیتعلمی تفاوت معنادار مشاهده شد.
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