شاخص‌های محتوا در برنامه درسی دانش فناوری رشته آموزش ابتدایی و میزان توجه به آن‌ها

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه نوآوری آموزشی و درسی، موسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران

2 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

3 استادیار، گروه مطالعات مدیریت آموزش عالی، موسسه پژوهش و برنامه ریزی آموزش عالی، تهران، ایران

10.22034/cipj.2025.62871.1194

چکیده

هدف: پژوهش حاضر با هدف شناسایی شاخص‌­های عنصر محتوا در برنامه درسی دانش فناوری رشته آموزش ابتدایی و سپس میزان توجه به آن‌­ها در دانشگاه فرهنگیان انجام شد.
روش پژوهش: در پژوهش حاضر از طرح ترکیبی از نوع اکتشافی متوالی استفاده شد. از روش پدیدارشناسی در بخش کیفی و از روش توصیفی - پیمایشی در بخش کمی بهره گرفته شده است. در بخش کیفی با 15 نفر از متخصصان و اعضای هیئت‌علمی دانشگاه‌­ها، مصاحبه نیمه‌­ساختاریافته به عمل آمد. جامعه آماری بخش کمی دانشجومعلمان دوره کارشناسی دانشگاه­‌های فرهنگیان بودند که به روش تصادفی طبقه‌­ای نسبی، تعداد 316 نفر انتخاب شدند. ابزار گردآوری داده‌­ها مصاحبه نیمه­‌ساختاریافته و پرسش‌نامه مستخرج از بخش کیفی بوده است. برای اعتباریابی بخش کیفی از روش همسوسازی و تکنیک کنترل توسط اعضاء بهره گرفته شد. برای تعیین روایی سؤالات مصاحبه و پرسش‌نامه از روایی صوری و محتوایی و برای برآورد پایایی پرسش‌نامه از ضریب آلفای کرونباخ برابر با 0/932 استفاده شد. تحلیل بخش کیفی از طریق روش تحلیل مضمون و بخش کمی از آمار توصیفی و استنباطی انجام شده است.
یافته‌ها: یافته­‌های بخش کیفی نشان داد مهم‌ترین شاخص‌­های محتوا در برنامه درسی دانش فناوری رشته آموزش ابتدایی شامل پنج مضمون 5 مضمون محتوای مربوط به دانش عمومی فناوری؛ محتوای مربوط به دانش تخصصی فناوری؛ محتوای مطلوب جهت کسب مهارت‌های تفکر عملی، تفکر انتقادی، خلاق و رفتار فناورانه؛ محتوای مناسب با کمک فناوری‌های نوین با قابلیت تعاملی، به‌روزرسانی، استفاده مکرر و ... برای دستیابی به هدف‌های آموزشی؛ سازماندهی محتوا بر اساس معیارهای علاقه‌مندی، کاربرد و ... با استفاده از فناوری‌های نوین بوده است. همچنین نتایج در بخش کمی نیز نشان داد میزان توجه به مؤلفه‌های دانش فناوری در عنصر محتوا برنامه درسی رشته آموزش ابتدایی در سطح ضعیفی است.
نتیجه‌گیری: دانشگاه و استادان باید محتوایی را انتخاب کنند که دانشجویان بتوانند شایستگی‌های فناوری خود را توسعه دهند. همچنین از آنجایی که هر روز با فناوری­‌های جدید روبرو هستند ضرورت دارد آن را در کلاس‌­های درس بیاموزند و آموزش دهند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Content Indicators in the Science and Technology Curriculum of Elementary Education and the Amount of Attention Paid to Them

نویسندگان [English]

  • Mostafa Bagherianfar 1
  • Fatollah Koushki 2
  • Somaye Nasirzadeh 3
1 Assistant Professor, Department of Educational and Curriculum Innovations, Institute for Research and Planning in Higher Education, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Assistant Professor, Department of Higher education management studies, Institute for Research and Planning in Higher Education, Tehran, Iran
چکیده [English]

Objective: The present research was conducted with the aim of identifying the indicators of the content element in the science and technology curriculum of elementary education, assessing the level of attention given to these indicators at Farhangian University.
Method: In the present study, a combination design of sequential exploratory type was used. The phenomenological method was used in the qualitative part and the descriptive-survey method was used in the quantitative part. In the qualitative part, a semi-structured interview was conducted with 15 experts and university faculty members. The statistical population was a quantitative part of undergraduate students and teachers of Farhangian universities, with a total of 316 participants selected using proportional stratified random sampling. The data collection tool was a semi-structured interview and a questionnaire extracted from the qualitative section. To validate the qualitative part, the alignment method and control technique were used by the members. Form and content validity were used to determine the validity of the interview questions and the questionnaire, and Cronbach's alpha coefficient equal to 0.932 was used to estimate the reliability of the questionnaire. The analysis of the qualitative part has been done through thematic analysis and the quantitative part of descriptive and inferential statistics.
Results: The findings of the qualitative section showed that the most important content indicators in the curriculum of technology knowledge in the field of elementary education include five themes, 5 content themes related to general technology knowledge; content related to specialized technological knowledge; Desirable content for acquiring practical thinking skills, critical thinking, creative thinking and technological behavior; appropriate content with the help of new technologies with interactive, updating, repeated use, etc., to achieve educational goals; The organization of the content was based on the criteria of interest, use, etc., using new technologies. Also, the results in the quantitative section showed that the amount of attention paid to the components of technological knowledge in the content element of the elementary education curriculum is at a weak level.
Conclusion: University and professors should choose content that students can develop their technological competencies. Also, since they face new technologies every day, it is necessary to learn and teach them in the classrooms.

کلیدواژه‌ها [English]

  • content
  • curriculum
  • technological knowledge
  • elementary education course
  • Farhangian University
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  • تاریخ دریافت: 28 آبان 1403
  • تاریخ بازنگری: 29 دی 1403
  • تاریخ پذیرش: 01 بهمن 1403
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404