طراحی چارچوب برنامه درسی مبتنی بر درک طراحی محور در دوره متوسطه اول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 انشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز

2 دانشگاه تبریز

3 دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز

10.22034/tpcj.2024.447643.1010

چکیده

پژوهش حاضر با هدف طراحی چارچوب برنامه درسی مبتنی بر درک طراحی محور در دوره متوسطه انجام شد. جامعه پژوهشی شامل کلیه اسناد علمی معتبر مرتبط با موضوع بود که با جستجوی منظم در پایگاه های اطلاعاتی و بر اساس معیارهای ورود، تعداد 286 پژوهش شناسائی و بر اساس معیارهای خروج، تعداد 39 پژوهش برای بررسی نهایی انتخاب شدند. برای جمع آوری، ثبت و گزارش اطلاعات اولیه پژوهش ها از فرم کاربرگ محقق ساخته استفاده شد. تحلیل یافته ها با استفاده از الگوی هفت مرحله ای هورد (1983) و روش کدگذاری باز و محوری انجام شد. جهت اطمینان از نحوه کدگذاری، از دو نفر ارزشیاب برای کدگذاری مجدد یافته ها استفاده شد و برای تایید پایایی فرمول ضریب کاپای کوهن بکار برده شد. یافته ها نشان داد که برنامه درسی مبتنی بر الگوی درک طراحی محور برنامه ای پیامد محور است که با مطرح کردن مفهوم معلم طراح، برای تمامی عناصر برنامه درسی نقشی نوین و متفاوت از الگوهای سنتی تعریف می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Designing the Understanding By Design Curriculum Framework in Middle School

نویسندگان [English]

  • Seyed Taher Seyedi Nazarloo 1
  • Firooz Mahmoodi 2
  • Davood Tahmasebzade Sheykhlar 3
  • Hosseyn Dehghan zadeh 3
1 University of Tabriz, Tabriz, Iran
2 هیات علمی /دانشگاه تبریز
3 University of Tabriz, Tabriz, Iran
چکیده [English]

The current research was conducted with the aim of Designing the Understanding By Design Curriculum Framework in Middle School.The research community included all valid scientific documents related to the subject, which were selected for the final review by regularly searching the databases and based on the entry criteria, 286 researches were identified and based on the exit criteria, 39 researches were selected. To collect, record and report the primary data of the researches, the researcher-made worksheet form was used.The analysis of the findings was done using Hord's (1983) seven-step model and the open and axial coding method. In order to ensure the coding method, two evaluators were used to re-code the findings and Cohen's Kappa formula was used to confirm the reliability. The findings showed that the Understanding By Design Curriculum By Introducing The Concept of Designer Teacher is an outcome-oriented program that defines a new and different role for all curriculum elements from traditional models.

کلیدواژه‌ها [English]

  • curriculum based on Understanding By Design
  • curriculum elements
  • curriculum design
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