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طراحی و اعتبارسنجی الگوی برنامة درسی توسعة دانش محتوایی تخصصی دانشجومعلمان آموزش ابتدایی: یک مطالعه موردی با روش ترکیبی در تقسیم کسرها | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 8، شماره 2 - شماره پیاپی 30، آذر 1399، صفحه 61-82 اصل مقاله (376.07 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2020.53925.3268 | ||
| نویسندگان | ||
| حمید دافعی* 1؛ محمدرضا امام جمعه2؛ علیرضا عصاره2؛ صادق نصری2 | ||
| 1دانشجوی دکترای، برنامهریزی درسی، دانشگاه تربیت دبیر شهید رجایی تهران و آموزشگر ریاضی دانشگاه فرهنگیان | ||
| 2دانشیار، گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی تهران | ||
| چکیده | ||
| هدف پژوهش حاضر طراحی و اعتبارسنجی الگوی برنامة درسی توسعة دانش محتوایی تخصصی دانشجومعلمان آموزش ابتدایی در تقسیم کسرها بوده است. این پژوهش جزء پژوهشهای ترکیبی با طرح اکتشافی بود که با مدل تدوین طبقهبندی در دو بخش کیفی و کمّی انجام شد. در بخش کیفی با روش مطالعه موردی به فرآیند طراحی الگو و در بخش کمّی با روش توصیفی از نوع پیمایشی به اعتبارسنجی الگو پرداخته شد. مشارکتکنندگان در بخش کیفی شامل 19 نفر از افراد متخصص و 61 پژوهش انجام شده در ارتباط با موضوع پژوهش بودند. جامعة آماری در بخش کمّی شامل آموزشگران ریاضی دانشگاه فرهنگیان، متخصصان آموزش ریاضی و معلمان دورة ابتدایی بودند که از طریق نمونهگیری هدفمند تعداد 22 نفر از متخصصان و 85 نفر از معلمان دورة ابتدایی انتخاب شدند. برای گردآوری دادهها در بخش کیفی از مطالعة اسنادی و مصاحبههای نیمه ساختاریافته و در بخش کمّی از پرسشنامة محقق ساخته که شامل 13 گویه بود استفاده شد. تحلیل دادهها در بخش کیفی با روش تحلیل محتوا و در بخش کمّی با تحلیل عاملی تاییدی انجام شد. نتایج تحلیل عناصر نشان داد که عناصر محتوا و فعالیتهای یادگیری، اهداف مهارتی، اهداف شناختی در سطح تجزیه و تحلیل و سطح ترکیب و روشهای ارزشیابی دارای بیشترین قدرت تبیین هستند، همچنین عناصر دیگر نظیر روشهای یاددهی یادگیری، اهداف نگرشی و وضوح و جامعیت برنامة درسی نیز به ترتیب به عنوان تبیین کنندههای معنادار شناسایی شدند. | ||
| کلیدواژهها | ||
| طراحی؛ برنامة درسی؛ دانش محتوایی تخصصی؛ تقسیم کسرها | ||
| عنوان مقاله [English] | ||
| Designing and Validating the Pattern of Curriculum for Developing the Spe-cialized Content Knowledge of Primary Student Teachers: A Case Study with Mixed Method in Division of Fractions | ||
| نویسندگان [English] | ||
| Hamid Dafeei1؛ Mohamad Reza Emamjomeh2؛ Alireza Assareh2؛ Sadegh Nasri2 | ||
| 1Ph.D. Student, Curriculum Planning, Shahid Rajaee Teacher Training University & Math Educator of Far-hangian University | ||
| 2Associate Professor, Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
| چکیده [English] | ||
| The aim of the present research was the designing and validating a Pattern of Curriculum for Developing the Student Teachers Specialized Content Knowledge in Division of Fractions. This research was the mixed Research with Exploratory Design and Taxonomy Devlopment Model. In the qualitative part, the Curriculum Pattern was designed with case study method , and in the quantitative part, the Pattern validation was done with Descriptive-survey method. Participants in the qualitative Part included 19 experts and 61 sources. The statistical population in quantitative part included the specialists in math education and primary school teachers. Through purposive sampling, 22 specialists and 85 teachers were selected. For collecting qualitative data, documentary study, semi-structured interviews and for collecting quantitative data, researcher-made questionnaire with 13 items were used. For analyzing the qualitative data, the content analysis was used and in the quantitative part, confirmatory factor analysis was used. Results of analysis of elements showed that the items of content and learning activities, skill goals, cognitive goals at the level of analysis and composition level and evaluation methods have the most explanatory power. Also other elements such as teaching-learning methods, attitudinal goals and Clarity and comprehensiveness were in next priorities. | ||
| کلیدواژهها [English] | ||
| Designing, Curriculum, Specialized Content Knowledge, Division of Fractions | ||
| مراجع | ||
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