بررسی میزان تحقق رویکرد زمینه‌محور در درس علوم پایه ششم: از منظر محتوا و اجرا
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زینب فاضلی
1
(دانش‌آموختۀ کارشناسی ارشد آموزش و پرورش ابتدایی، دانشگاه علامه طباطبائی، تهران، ایران.)
معصومه جلیلیان
2
(دانش‌آموختۀ کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه علامه طباطبائی، تهران، ایران.)
زهرا رحیمی
3
(استادیار گروه آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران)
کلید واژه: رویکرد زمینه‌محور, دوره ابتدایی, کتاب درسی علوم,
چکیده مقاله :
هدف این مطالعه تحلیل محتوای کتاب علوم پایه ششم و بررسی میزان موفقیت این کتاب در پرداختن به رویکرد زمینه محور و نیز میزان اجرایی شدن آن از منظر معلمان این پایه است. در بخش نخست از تحلیل محتوای آنتروپی شانون برای تحلیل کتاب علوم ششم سال تحصیلی ۱۴۰۲-۱۴۰۱، به کمک چک‌لیست استفاده شد. جامعه آماری بخش دوم، شامل معلمانی است که در سال تحصیلی ۱۴۰۲-۱۴۰۱ در پایه ششم ابتدایی مناطق ۶ و ۱۸ شهر تهران مشغول تدریس بودند. محاسبه حجم نمونه با استفاده از جدول نمونه گیری کرجسی-مورگان، ۱۰۳ نفر برآورد شد. برای گردآوری داده‌ها از پرسشنامه استفاده شد. طبق یافته ها ضریب اهمیت مؤلفه‌های پژوهش محوری، یادگیری مشارکتی و ارتباط تئوری و عمل بیشتر و مسئله محوری و کاربردی سازی کمتر از بقیه است. به علاوه به‌جز مؤلفه ارتباط تئوری و عمل و کاربردی سازی، سایر مؤلفه ها حین آموزش توسط معلمان مورد توجه قرار می گیرند.
The purpose of this study is the content analysis of the science book in grade 6 to evaluate the success rate of this book in dealing with the context-oriented approach as well as the extent of its implementation from the viewpoint of the teachers in this grade. In the first part, Shannon's entropy content analysis was used to analyze the science book for the 6th grade in the academic year 2022-2023 with the help of a checklist. The statistical population of the second part includes teachers who were teaching in the 6th grade in the 6th and 18th districts of Tehran in the academic year 2022-2023. Calculating the sample size by using the Krejcie-Morgan sampling table, 103 people were estimated. A questionnaire was used to collect data. According to the findings, the coefficient of the importance of components research-oriented, collaborative learning, and the theory-practice connection is more; and problem-oriented and application are less than others. In addition, except for the theory-practice connection and application, other components are taken into consideration by teachers during training.
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