شناسایی مؤلفه‌های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی: رویکردی قوم‌نگارانه
الموضوعات : پژوهش در برنامه ریزی درسینیلوفر فرج پور 1 , هادی پورشافعی 2 , محمد اکبری 3
1 - دانش آموخته دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
2 - دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
3 - دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
الکلمات المفتاحية: دانش‌آموزان ابتدایی, زمینۀ فرهنگی, مؤلفه‌های فرهنگ یادگیری,
ملخص المقالة :
پژوهش حاضر با هدف شناسایی مؤلفه های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی و با استفاده از روش قوم‌نگاری انجام شد. محدودۀ پژوهش حاضر، مدارس ابتدایی دورۀ اول شهر داراب (استان فارس) در سال تحصیلی 1398-1399 بود که با استفاده از روش نمونه‌گیری هدفمند، 12 کلاس از 6 مدرسه برای مشاهده و مصاحبۀ قوم‌نگارانه با معلمان و دانش آموزان انتخاب شد. برای تجزیه و تحلیل داده های حاصل از مشاهدۀ مشارکتی و مصاحبۀ قوم‌نگارانه، از روش نظام دار منسوب به استراوس و کوربین استفاده شد. بر اساس این رویکرد، داده ها در سه سطح کدگذاری باز، محوری و گزینشی مورد تجزیه و تحلیل قرار گرفت. اعتبار کدهای تنظیم شده و صحت یافته ها با استفاده از روش مرور همتایان و کنترل اعضا بررسی شد. پایایی کدگذاری های انجام شده نیز با استفاده از روش توافق کدگذاران و ضریب کاپای کوهن 88/0 و 86/0 محاسبه شد. یافته های پژوهش نشان داد که فرهنگ یادگیری دانش‌آموزان ابتدایی دارای 6 مؤلفۀ ارزشیابی، روابط و تعاملات، انگیزش تحصیلی، محیط یادگیری، رفتارهای آموزشی دانش آموزان و مدیریت فعالیت های یاددهی-یادگیری است. به طور کلی طبق مشاهدات انجام شده در فرهنگ یادگیری دانش‌آموزان ابتدایی دورۀ اول، معلم‌محور و مرکز اصلی کلاس بوده و فرایندهای یاددهی-یادگیری را هدایت و کنترل می کند.
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