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ادراک معلمان از برنامه درسی پنهان آموزش محیط زیست در مدارس متوسطه شهر تهران: یک رویکرد پدیدارشناختی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 7، دوره 6، شماره 1 - شماره پیاپی 21، شهریور 1397، صفحه 87-102 اصل مقاله (334.59 K) | ||
| نوع مقاله: پژوهشی | ||
| نویسندگان | ||
| لیلا پرهیزکار* 1؛ کورش فتحی و اجارگاه2 | ||
| 1سازمان مرکزی دانشگاه پیام نور | ||
| 2استاد دانشگاه شهید بهشتی | ||
| چکیده | ||
| برنامه‌های درسی پنهان، بعد غیرقابل پیش‌بینی یادگیری است، توجه نکردن به این بعد، غفلت از بخش مهم عواملی است که در یادگیری دانش‌آموز تأثیر فراوان دارند؛ بنابراین پژوهش حاضر کوشیده است تا با استنباط درک معلمان، برخی عوامل مهم را که در ایجاد برنامه درسی پنهان آموزش محیط زیست در مدارس متوسطه تهران دخیل هستند شناسایی کرده و بسترهای مناسبی را برای ارتقا آموزش محیط زیست دانش‌آموزان فراهم کند. روش پژوهش کیفی از نوع پدیدارشناسی است. شرکت‌کنندگان این پژوهش معلمان دوره متوسطه دوم تهران بودند که براساس نمونه‌گیری هدفمند از نوع موارد عادی انتخاب شدند که تعداد آنها تا رسیدن به مرحله اشباع درنهایت به 32 نفر رسید. در چارچوب موضوع مورد نظر، برای جمع‌آوری اطلاعات، از مصاحبه نیمه ساختاریافته استفاده شد و یافته‌های به دست آمده از ادراکات و تجربیات معلمان با استفاده از روش کوربین و اشتراتوس تجزیه وتحلیل گردید. بعد از پیاده کردن و تجزیه وتحلیل مصاحبه‌ها و 7 کد محوری و 34 کد اولیه به دست آمد و با توجه به فراوانی‌های مشاهده شده مقوله بعد شناختی با مجموع بیشترین ضریب اهمیت و مقوله‌های عوامل برون سازمانی، بُعد اجتماعی، بعد دیوان سالاری مدرسه و ساختار فیزیکی در رده های بعدی قرار داشتند و مقوله بُعد عاطفی از کمترین ضریب اهمیت را از زاویه فراوانی کدها برخوردار بود. معلمان معتقد بودند که مدارس به تاثیر این ابعاد آگاه نبوده و ضعیف عمل کرده‌اند. | ||
| کلیدواژه‌ها | ||
| برنامه درسی پنهان؛ آموزش محیط زیست؛ پدیدار شناختی | ||
| عنوان مقاله [English] | ||
| Teachers' Perceptions of the Environmental Curriculum in Tehran's Second-ary Schools: A Phenomenological Approach | ||
| نویسندگان [English] | ||
| Leila Parhizgar1؛ Korosh Fathivajargah2 | ||
| 1Payame Noor University | ||
| 2Shahid Beheshti University | ||
| چکیده [English] | ||
| Hidden curriculum is the next unpredictable learning experience, ignoring this aspect, neglecting the critical part of the factors that affect student learning. Therefore, the present research has tried to identify some of the important factors involved in creating the hidden curriculum of environmental education in Tehran's secondary schools by providing teachers with perceptions and provide suitable ground for improving the environmental education of students. The method of qualitative research is of phenomenological type. The participants of this study were Tehran Secondary Teachers who were selected on the basis of purposeful sampling of normal subjects, reaching 32 to reach the saturation stage. Within the framework of the topic, semi-structured interviews were used to collect information and the findings of teachers' perceptions and experiences were analyzed and analyzed using Corbin and Strauss's method. After implementing and analyzing the interviews, seven core codes and 34 initial codes were obtained and according to the observed frequencies, the cognitive dimension category with the sum of the most important coefficients and categories of outsourcing factors, social dimension, school bureaucracy dimension And the physical structure are in the next category, and the emotional dimensional category has the least significant coefficient from the angles of code abundance. Teachers believed that schools were not aware of the impact of these dimensions and that they were weak. | ||
| کلیدواژه‌ها [English] | ||
| Hidden Curriculum, Environmental Education, Phenomenology | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 907 تعداد دریافت فایل اصل مقاله: 568 |
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