بررسی وضعیت درک دانشجو- معلمان آموزش علوم تجربی از ماهیت علم تجربی: مطالعه موردی مراکز تربیت‌معلم تهران
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمد ظاهری
1
(کارشناس ارشد تحقیقات آموزشی ، تهران، ایران)
صابر عبدالملکی
2
(دانشجوی دکتری برنامه ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.)
لیلا فرجادمند
3
(1. دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه پیام نور تهران، تهران، ایران.)
کلید واژه: مبانی فلسفی علم تجربی, دستاوردهای علم تجربی, روش علمی, آموزش علوم تجربی, ماهیت علم تجربی,
چکیده مقاله :
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.
The objective of this research is studying the perception of student teachers of science education of the empirical nature of science in the teacher training centers of Tehran province. Method of the research was descriptive and field-searching. The statistical society consists of all the male and female teachers and students of science education in the teacher training centers of Tehran province. Since the population of the society was only 300 people, the sampling was carried out by the WRT sampling method. For data collection, the researcher designed a 31-component questionnaire. The content validity of the questionnaire was assessed by experts and its construct validity was assessed through exploratory factor analysis. The reliability of the questionnaire was assessed by Cronbach's alpha method (α=0.84) was eventually verified. All the data were analyzed via the Pearson product-moment correlation coefficient, independent t-test, and ANOVA variance analysis in SPSS software. The results indicated that student teachers of experimental science education do not have a correct and sufficient understanding of the nature of science and its components -- philosophical foundations of science, different steps of an empirical method, scientific achievements – and there is no significant relation between the teaching experiences of the teacher students and their understanding of the true nature of the empirical science. In addition, there is a significant correlation at p ≤ 0.01 between the student teachers’ performances and their understanding of the nature of science, and the sex of the student teachers was also significant in understanding the nature of science.
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