نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

ویژگی ها و عناصر برنامه درسی علوم تجربی مبتنی بر ایده های کلان: یک مرور نظام مند

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران.
2 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران
10.22034/cstp.2025.548359.1108
چکیده
با توجه به چالش‌های مطرح‌شده در آموزش علوم تجربی ایران و بازتاب‌های منفی در نتایج آزمون‌های بین‌المللی مانند تیمز پژوهش حاضردرصدد است تا بر پایه مرور مطالعات منتخب، ویژگی‌های برجسته طراحی برنامه درسی علوم مبتنی بر ایده‌های کلان را شناسایی کند. مطالعه حاضر با روش کیفی و با رویکرد مرور نظام‌مند و تحلیل محتوای اسنادی انجام شد. ابتدا ۱۲۲۱ سند علمی منتشرشده بین سال‌های ۲۰۰۰ تا ۲۰۲۴ با استفاده از پایگاه‌هایی چون اریک ، اسکوپوس و وب آو ساینس شناسایی شدند. سپس، با به‌کارگیری معیارهای مشخصی همچون اعتبار موضوع، بهره‌گیری از مفهوم ایده های کلان و اعتبار علمی، تعداد ۳۰ سند برای تحلیل نهایی انتخاب شد. داده‌ها از طریق تحلیل محتوای اسنادی و با استفاده از نرم‌افزارمکس کیودی ای کدگذاری شدند. یافته‌های حاصل از تحلیل مضمون مطالعات منتخب به روش استقرایی، چهار ویژگی کلیدی در برنامه درسی مبتنی بر ایده‌های کلان را نمایان ساخت: سازماندهی و انسجام دانش درون‌رشته‌ای، سازماندهی و انسجام دانش برون‌رشته‌ای، کاربرد و تأثیر اجتماعی، و پویایی و نوآوری در یادگیری. در پایان، با توجه به شواهد مرورشده، ضرورت بازنگری در محتوای کتب درسی و بررسی اثرگذاری آزمایشی رویکرد مبتنی بر ایده‌های کلان در مدارس، به عنوان پیشنهاد مطرح شده است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Characteristics and Elements of the Science Curriculum Based on Big Ideas: A Systematic Review

نویسندگان English

shadi nosrati 1
ebrahim talaee 1
javad hatami 1
mahmoud mehrmohammadi 2
1 Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran. Iran.
2 Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran.
چکیده English

In light of the challenges facing science education in Iran and the negative outcomes reflected in international assessments such as TIMSS, the present study aims to identify the prominent features of science curriculum design based on big ideas through a review of selected studies. This study was conducted using a qualitative approach, employing systematic review and documentary content analysis methods. Initially, 1,221 scholarly documents published between 2000 and 2024 were identified through databases such as ERIC, Scopus, and Web of Science. Then, using specific criteria—including topical relevance, incorporation of the big ideas concept, and scientific credibility—30 documents were selected for final analysis. The data were coded through documentary content analysis using MaxQDA software. Thematic findings derived inductively from the selected studies revealed four key features of a big ideas-based curriculum: intra-disciplinary organization and coherence of knowledge, interdisciplinary organization and coherence, social application and impact, and dynamism and innovation in learning. Based on the reviewed evidence, the study concludes by recommending a revision of science textbook content and the experimental implementation of the big ideas-based approach in schools.

کلیدواژه‌ها English

Curriculum
Science Education
Big Ideas
Systematic Review
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