طراحی و اعتباربخشی الگوی برنامه درسی مبتنی بر سبک های یادگیری در علوم تجربی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان

2 استادیار، گروه آموزش روانشناسی، دانشگاه فرهنگیان

3 عضو هیات علمی دانشگاه فرهنگیان

چکیده

پیشینه و اهداف: هدف از  این پژوهش طراحی و اعتباربخشی الگوی برنامه درسی مبتنی بر سبک­ های یادگیری در علوم تجربی است. روش‌ها‌: پژوهش حاضر از نوع توسعه‌ای ـ کاربردی و با توجه به رویکردهای اتخاذشده، از نوع آمیخته(کیفی و کمی) است. لذا به منظور طراحی الگوی بهینة برنامة درسی مبتنی بر سبک­های یادگیری از بعد هدف، محتوا، روش­های یادهی- یادگیری و ارزشیابی ابتدا به بررسی اسناد و منابع علمی پرداخته شد سپس با انجام مصاحبه­ای نیمه سازمان­یافته با صاحبنظران و معلمان درس علوم تجربی نظریات آن­ها به طور جداگانه ثبت و مصاحبه­ ها در هر دو گروه تا اشباع داده­ها ادامه پیدا کرد. مشارکت­ کنندگان شامل کلیة اسناد و مدارک علمی(اسناد بالا دستی) در درس علوم تجربی و متخصصان مطالعات برنامة درسی و روانشناسی تربیتی بودند. بر این اساس برای تحلیل یافته‌های حاصل از مصاحبة نیمة ساختارمند تعداد افراد مصاحبه شونده برای متخصصین 9 نفر و برای معلمان درس علوم تجربی 8 نفر بودند. در بعد کیفی به‌منظور دستیابی به هدف مطالعه، انتخاب نمونه‌ها براساس رویکرد مبتنی بر هدف و به روش نمونه‌گیری متوالی انجام پذیرفت. تحلیل محتوایی تحقیقات کیفی از طریق فرایند طبقه بندی نظام‌مند، کدها و طبقات و به صورت استقرایی از داده‌های خام استخراج شد. جهت بررسی معیارهای دقت در تحلیل محتوا از اعتبار، انتقال‌پذیری، قابلیت اعتماد و قابلیت تأیید استفاده شد و در نهایت درصد توافق درون موضـوعی 82/0 برآورد گردید. یافته‌ها: در نهایت، الگوی برنامة درسی مبتنی بر سبک ­های یادگیری در علوم تجربی طراحی گردید. برای اعتباریابی الگوی طراحی شده، از نظرات متخصصان حوزه‌های برنامه‌ریزی درسی، روانشناسی تربیتی، معلمان علوم تجربی استفاده شد که درصد بالایی از افراد مذکور الگوی پیشنهادی را تأیید نمودند. نتیجه‌گیری: الگوی طراحی شده برنامة درسی مبتنی بر سبک­ های یادگیری در علوم تجربی از اعتبار لازم برخودار است.

کلیدواژه‌ها

موضوعات


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