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پیامدهای اجرای برنامۀ درسی تلفیقی علوم تجربی | ||
| مطالعات بین رشته ای در آموزش | ||
| مقاله 4، دوره 3، شماره 1 - شماره پیاپی 6، فروردین 1403، صفحه 73-112 اصل مقاله (1.17 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/ise.2024.14790.1072 | ||
| نویسندگان | ||
| عنایت کریم زاده* 1؛ هادی پورشافعی2؛ محمد اکبری بورنگ3؛ حسین شکوهی فرد3 | ||
| 1دانشجوی دکتری، دانشگاه بیرجند،بیرجند، ایران. | ||
| 2دانشیار،دانشکده روانشناسی و علوم تربیتی، بیرجند، ایران. | ||
| 3دانشیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران. | ||
| چکیده | ||
| روند کنونی در یادگیری برنامۀ درسی علوم بیشتر به سمت یادگیری میانرشتهای (تلفیقی) گرایش دارد. بنابراین، هدف این مقاله برداشتن گامی در جهت معرفی هرچه بیشتر این رویکرد نوین آموزشی و ارائۀ تصویری روشن، جهت عملیاتی کردن این چهارچوب در سیستم آموزشی است. این پژوهش از نوع توصیفی است و روش این پژوهش مرور نظاممند میباشد. جامعۀ پژوهش متشکل از 270 مقاله دربارۀ پیامدهای اجرای برنامۀ درسی تلفیقی علوم تجربی بود، که بین سالهای 2010 تا 2019 میلادی در مجلات معتبر علمی Indexed Scopus, Google Scholar, Springlink, Science Direct ارائه شده بودند. نمونۀ پژوهش، شامل 28 مقاله بود، که به صورت هدفمند و بر اساس غربالگری در مراحل مختلف، مورد مطالعۀ عمیق و تحلیل قرار گرفتند. نتایج حاصل از یافتهها نشان داد که علوم تلفیقی در کشورهای مختلف اجرا شده است؛ با وجود این، اجرای علوم تلفیقی آنطور که انتظار میرفت، موفقیتآمیز نبوده است. شناخت نداشتن دانشآموزان نسبت به تلفیق، مرتبط نبودن سوابق آموزشی معلمان با تلفیق، به روز نبودن کتابهای درسی و همچنین گسترده نبودن برنامۀ درسی در سطح وسیع، از جمله مشکلات در اجرای برنامۀ درسی تلفیق بوده است؛ بنابراین آگاهی از اجرای برنامۀ درسی تلفیق علوم در ارتقای مهارتهای دانشآموزان مؤثر است. | ||
| کلیدواژهها | ||
| برنامۀ درسی؛ آموزش تلفیق علوم؛ معلم؛ دانشآموز | ||
| عنوان مقاله [English] | ||
| Consequences of the Implementation of the Integrated Curriculum of Natural Sciences | ||
| نویسندگان [English] | ||
| enayat karimzadeh1؛ hadi pourshafei2؛ mohammad akbaryborng3؛ hossein shokohifard3 | ||
| 1PhD Student, University of Birjand, Birjand, Iran. | ||
| 2Associate Professor, Faculty of Psychology and Educational Sciences, Birjand, Iran. | ||
| 3Associate Professor, Department of Educational Sciences, Birjand University, Birjand, Iran | ||
| چکیده [English] | ||
| The current trend in learning the science curriculum is more towards interdisciplinary (combined) learning. In the past years, several studies have examined articles related to integrated science curriculum. However, so much research on articles on integrated science curriculum is still not available to date. The purpose of this study was to review 29 empirical research articles in the field of science curriculum integration that have been published from 2010 to 2019. Most of these articles are taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in different countries. Nevertheless, the implementation of integrated science has not been as successful as expected. Students' understanding of integrated sciences shows it to be difficult, boring, uninteresting and abstract. There are several issues in the implementation of integrated science learning: inconsistency of teachers' educational background with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science is effective for improving students' skills. | ||
| کلیدواژهها [English] | ||
| Program, curriculum, science, integration, education | ||
| مراجع | ||
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