تحلیل محتوای تمرین‌های کتاب علوم تجربی پایه هفتم دوره اوّل متوسطه بر مبنای الگوی کاوشگری ساچمن
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - دانشجوی دکتری مدیریت آموزشی دانشگاه شیراز، شیراز، ایران
2 - استادیار بخش مدیریت و برنامه‌ریزی آموزشی دانشگاه شیراز، شیراز، ایران
کلید واژه: پایه هفتم, کتاب علوم تجربی, کاوشگری, تحلیل محتوا,
چکیده مقاله :
هدف از این تحقیق تحلیل محتوای تمرین‌های کتاب علوم تجربی پایه هفتم دوره اوّل متوسطه بر اساس الگوی کاوشگری ساچمن بود. روش این پژوهش توصیفی از نوع تحلیل محتوا و جامعه آماری این پژوهش کلیه تمرین‌های (فعالیت، گفت‌وگو کنید، اطلاعات جمع‌آوری کنید، خود را بیازمایید، فکر کنید، آزمایش کنید) کتاب علوم تجربی پایه هفتم دوره اوّل متوسطه بود. واحد ثبت در این پژوهش تمرین و ملاک تحلیل محتوا مراحل کاوشگری ساچمن بود. نتایج نشان داد که از 156 تمرین کتاب تنها 49 تمرین (31 درصد) مطابق الگوی کاوشگری بود؛ از میان شش نوع تمرین، آزمایش کنید با 97/48 درصد و گفت‌وگو کنید و همچنین خود را بیازمایید با صفر درصد به ترتیب بیشترین و کمترین درصد را در میان تمرین‌های مرتبط با کاوشگری به خود اختصاص دادند. سایر نتایج نشان داد که در این 49 تمرین، بیشترین حضور به مرحله گردآوری داده‌ها (آزمایشگری) با 69/34 درصد و کمترین حضور به مرحله جمع‌آوری اطلاعات (تأیید) با 08/4 درصد و سپس مرحله فرضیه‌سازی با 20/10 درصد مربوط می‌شد. در مجموع، نتایج نشان داد که در تمرین‌های کتاب به الگوی کاوشگری توجه کمی شده است؛ این یافته لزوم توجه بیشتر به الگوی کاوشگری در تدوین کتاب و آماده کردن دانش‌آموز برای زندگی واقعی را نشان می‌دهد.
The purpose of this research was the content analysis of 7th grade science textbook's exercises based on Suchman's inquiry model. The method of this research was content analysis and the statistical population were the exercises of 7th grade science textbook (activity, discussion, collecting information, testing yourself, thinking, experiment). Exercise was the unit of analysis and the criteria were phases of inquiry model. The result showed that among 156 exercises only 49 exercises (31%) were based on inquiry model; among the six exercises, experiment with the frequency of 24(48/97%) and testing yourself with no frequency had the most and the least frequency. Other result showed that among those 49 exercises, gathering data with frequency of 17(34/69%) had the most frequency; collecting information with frequency of 2(4/08%) and hypothesizing with frequency of 5(10/20%) had the least frequency. Totally, the result shows that the book hasn't regarded inquiry model very much so it's necessary to pay more attention to "inquiry model" and preparing students for real life.
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