نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

واکاوی وضعیت موجود توجه به استم در برنامه درسی آمار پایه یازدهم دوره متوسطه(رویکرد تحلیل زمینه)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، اصفهان، ایران.
2 استاد گروه علوم تربیتی دانشگاه اصفهان، اصفهان، ایران(نویسنده مسئول).
3 دانشیار گروه علوم تربیتی، دانشگاه اصفهان، اصفهان ایران.
4 استاد گروه روان‌شناسی دانشگاه اصفهان، اصفهان، ایران.
چکیده
هدف پژوهش حاضر، بررسی الگوی توجه به استم در برنامه درسی آمار پایه یازدهم دوره متوسطه است. این پژوهش با رویکرد کیفی و با استفاده از روش داده بنیاد انجام گرفت. جامعه آماری شامل کلیه معلمان، مدیران و دانش‌آموزان دوره متوسطه دوم بود، که با شیوه نمونه‌گیری هدفمند و از نوع ملاک محور، 31 نفر برای مشارکت در پژوهش انتخاب شدند. روش جمع‌آوری اطلاعات، مصاحبه نیمه ساختاریافته بود که به‌منظور تجزیه‌وتحلیل داده‌ها از روش کدگذاری باز، محوری و انتخابی استفاده شد. به‌منظور اعتبارسنجی و تأمین روایی و پایایی یافته‌های پژوهشی از معیارهای چهار گانه لینکن و گوبا استفاده شد. نتایج پژوهش نشان‌دهنده بیست مفهوم محوری بود، که با توجه به مدل پارادایمی اشتراوس و کوربین (2008) در قالب، پدیده محوری پژوهش (بی‌توجهی به بنیان‌های کل گرایانه دانش آمار و کاربست آن)، شرایط علی (دانش‌محوری و عدم توجه به یادگیری تلفیقی دانش‌آموزان دوره متوسطه دوم، چالش‌های دانشی دبیران و مجریان برنامه درسی، ضعف در طرح‌ریزی‌های آموزش مبتنی بر استم)، راهبردها، عوامل زمینه ای، عوامل مداخله‌گر و سازمان‌دهی شد. در انتها بر مبنای نتایج پژوهش پیشنهاد می شود، با استفاده از فراهم سازی بسترسازی در ابعاد مذکور، به فراهم سازی آموزش استم محور در درس آمار با توجه به جنبه کاربردی آن، توجه ویژه صورت گیرد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Analyzing the current situation of paying attention to STEM in the statistics curriculum for the eleventh grade of secondary school (context analysis approach)

نویسندگان English

Batool Shahbazi dastjerdeh 1
Mohammad Javad Liaghatdari 2
Yasamin Abedini 3
Hamidreza Oreyzi 4
1 PhD student in Curriculum Planning, University of Isfahan, Isfahan, Iran.
2 Professor, Department of Educational Sciences, University of Isfahan, Isfahan, Iran (Corresponding author).
3 Associate Professor, Department of Educational Sciences, University of Isfahan, Isfahan, Iran.
4 Professor, Department of Psychology, University of Isfahan, Isfahan, Iran.
چکیده English

The aim of the present study is to examine the model of attention to STEM in the eleventh-grade statistics curriculum at the secondary school level. This research was conducted using a qualitative approach and the grounded theory method. The statistical population included all teachers, administrators, and students of the upper secondary level, from which 31 participants were selected through purposive and criterion-based sampling. Data were collected through semi-structured interviews, and open, axial, and selective coding methods were used for data analysis. To validate and ensure the credibility and reliability of the research findings, Lincoln and Guba’s four criteria were employed. The results of the study revealed twenty core concepts, which, based on Strauss and Corbin’s (2008) paradigm model, were categorized within the core phenomenon of the study (lack of attention to holistic foundations of statistical knowledge and its application), causal conditions (knowledge-centricity and neglect of integrated learning for upper secondary students, knowledge challenges among teachers and curriculum implementers, weaknesses in planning STEM-based education), strategies, contextual factors, and intervening conditions. Finally, based on the findings, it is recommended that, by laying the groundwork in the aforementioned dimensions, special attention should be paid to providing STEM-oriented education in the statistics course, with an emphasis on its practical aspects.

کلیدواژه‌ها English

STEM
integration
statistics curriculum
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