نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

از سند برنامه‌ درسی تا صلاحیت حرفه‌ای: تحلیل ویژگی‌های برنامه‌ریزی درسی آموزش علوم‌تجربی و دلالت‌های آن برای تربیتِ معلم علوم

نوع مقاله : مقاله پژوهشی

نویسنده
گروه علوم تربیتی، دانشگاه فرهنگیان شهید شرافت، تهران، ایران
چکیده
سند برنامه درسی ملی ایران به‌عنوان یکی از اسناد بالادستی نظام آموزشی، جهت‌گیری‌های کلان برنامه‌ریزی درسی را تبیین می‌کند و می‌تواند مبنایی برای بازتعریف صلاحیت‌های حرفه‌ای معلمان، به‌ویژه در حوزه آموزش علوم‌تجربی، فراهم آورد. پژوهش حاضر با هدف تحلیل ویژگی‌های برنامه‌ریزی درسی آموزش علوم‌تجربی در این سند و تبیین دلالت‌های آن برای برنامه درسی تربیت معلم علوم انجام شد. این مطالعه با رویکرد آمیخته اکتشافی انجام شد. در مرحله کیفی، داده‌ها از طریق تحلیل اسنادی سند برنامه درسی ملی استخراج، کدگذاری و مقوله‌بندی شد. در مرحله کمی، میزان انطباق یافته‌ها با ادراک دانشجو–معلمان علوم‌تجربی از طریق پرسشنامه محقق‌ساخته بررسی گردید. جامعه آماری شامل 120 دانشجو–معلم علوم‌تجربی و 200 دانش‌آموز دوره متوسطه بود. داده‌ها با آمار توصیفی و آزمون t تحلیل شد. پایایی ابزار با آلفای کرونباخ 0.843 تأیید گردید. نتایج نشان داد برنامه‌ریزی درسی آموزش علوم‌تجربی در سند ملی در ابعاد شناختی و نگرشی بر تقویت سواد علمی، نگرش علمی و یادگیری فعال تأکید دارد؛ اما در مؤلفه‌های مهارتی و توسعه صلاحیت‌های عملی معلم علوم کاستی‌هایی مشاهده شد. همچنین شفافیت اهداف، هم‌سویی با نیازهای جامعه، یکپارچگی میان‌رشته‌ای، پرورش تفکر علمی و ارزشیابی مبتنی بر شایستگی به‌عنوان عناصر اصلی برنامه‌ریزی درسی علوم شناسایی گردید. یافته‌ها بر ضرورت بازنگری برنامه درسی تربیت معلم علوم‌تجربی با رویکرد مبتنی بر شایستگی و تقویت صلاحیت‌های حرفه‌ای معلمان تأکید دارد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

From Curriculum Document to Professional Competence: An Analysis of Science Curriculum Planning Features and Their Implications for Science Teacher Education

نویسنده English

Seyed_e_Zahra Afshooni
Department of Science Education, Shahid Sherafat Farhangian Univercity Tehran, Iran
چکیده English

The National Curriculum Document of Iran, as a key upstream policy of the educational system, defines the overarching orientations of curriculum planning and provides a basis for redefining teachers’ professional competencies—particularly in science education. This study aimed to analyze the characteristics of science curriculum planning reflected in this document and to determine its implications for science teacher education. An exploratory mixed methods design was employed. The qualitative phase involved document analysis of the National Curriculum Document, with data coded and categorized. The quantitative phase examined the extent to which the identified features corresponded with the perceptions of pre service science teachers using a researcher developed questionnaire. The sample included 120 pre service science teachers and 200 secondary school students. Data were analyzed through descriptive statistics and a one sample t test. Instrument reliability was confirmed using Cronbach’s alpha (0.843). Findings revealed that science curriculum planning in the National Curriculum Document emphasizes scientific literacy, positive scientific attitudes, and active learning within cognitive and affective domains. However, limitations were observed in skill based components and in fostering teachers’ practical competencies. Additionally, clarity of objectives, relevance to societal needs, interdisciplinary integration, development of scientific thinking, and competency based assessment were identified as central elements of science curriculum planning. Overall, the results highlight the need to revise the science teacher education curriculum with a competency based approach and stronger focus on developing teachers’ professional competencies.

کلیدواژه‌ها English

science curriculum
teacher education
national curriculum
PCK
scientific skills
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