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بررسی سطوح شناختی سؤالات شیمی امتحان نهایی 1402-1398 بر اساس الگوی اسمیت و نخله و برتز با روش تلفیقی آنتروپی شانون و تاپسیس | ||
| پژوهش در آموزش شیمی | ||
| مقاله 1، دوره 7، شماره 3 - شماره پیاپی 27، مهر 1404، صفحه 1-28 اصل مقاله (1.12 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.17479.1277 | ||
| نویسندگان | ||
| الناز رشتی زاده* 1؛ سپیده نوروزی2؛ سارا باصری3 | ||
| 1گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
| 2گروه علوم تربیتی دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
| 3دانشجوی کارشناسی ارشد گروه آموزش شیمی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: تحلیل سؤالات امتحانی از طریق چهارچوبی مختص علم شیمی امری ضروریست که بهندرت مورد بررسی قرارگرفته است. هدف از پژوهش حاضر، بررسی میزان بهکارگیری سطوح چهارچوب شناختی اسمیت، نخله و برتز در مورد سؤالات امتحانات نهایی سالهای 1398 تا 1402، در پایه دوازدهم است. این چهارچوب مختص تحلیل سؤالات شیمی و دارای سطوح اولیه و ثانویه است. روشها: روش انجام پژوهش، توصیفی و بر مبنای تحلیل تمام سؤالات انجام شد. جامعة آماری، شامل کلیه سؤالات امتحانات نهایی خرداد، شهریور و دیماه کتاب درسی بوده و با توجه به هدف پژوهش حاضر، تمامی پرسشهای مربوط به سالهای 1398 تا 1402 انتخاب شدند. ابزار گردآوری دادهها با توجه به فهرست تحلیل سؤالات شاخص اسمیت، نخله و برتز بود. برای تجزیه و تحلیل دادهها از شاخصهای آماری توصیفی و روشهای آماری استنباطی آنتروپی شانون-تاپسیس استفاده شد. یافتهها: با توجه به تحلیل دادهها، در هر سه نوبت امتحانی، سطوح ثانویه تجزیه و تحلیل تصاویر و سپس تجزیه و تحلیل دادهها، بیشترین اهمیت را داشتند. در برخی نوبتها، سطوح ماکروسکوپی-میکروسکوپی، ماکروسکوپی-تحلیلی و پیشبینی نتایج مورد توجه قرارنگرفته بود و تعادلی در میزان توجه به کلیه سطوح دیده نمیشد. نتایج: با توجه به نقش آزمون نهایی در سرنوشت شغلی دانشآموزان، پیشنهاد میشود در طراحی سؤالات از معیارهای تخصصی محتوایی و به صورت متوازن استفاده شود. | ||
| کلیدواژهها | ||
| الگوی اسمیت؛ نخله و برتز؛ آنتروپی شانون-تاپسیس؛ تحلیل محتوا؛ سطوح شناختی؛ شیمی دوازدهم | ||
| عنوان مقاله [English] | ||
| Study of the cognitive levels of chemistry questions of the final exam of 1398-1402 based on the model of Smith, Nakhleh, and Bretz with the integrated method of Shannon and Topsis entropy | ||
| نویسندگان [English] | ||
| Elnaz Rashtizadeh1؛ Sepideh Norouzi2؛ Sara Baseri3 | ||
| 1Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 3Department of Chemistry Education, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Analyzing exam questions through a framework specific to chemistry is essential and has rarely been examined. The purpose of the present study is to investigate the level of application of Smith, Nakhleh, and Bratz cognitive framework in the final exams of 2019 to 2023, given the importance of evaluation in the twelfth grade of high school. This framework is a brief analysis of chemistry and has a superficial and secondary appearance. Methods: The research method was descriptive and based on the analysis of all questions. The statistical population included all questions from the final exams of June, September, and December of the textbook, and according to the purpose of the present study, all questions from 2019 to 2023 were selected. The data collection tool was the Smith, Nakhleh, and Bartz index question analysis List. Descriptive statistical indices and inferential statistical method of Shannon-Topsis entropy were used to analyze the data. Findings: Regarding data analysis, in each exam round, the secondary level, image analysis followed by data analysis, has the highest amount. In some rounds, macroscopic-microscopic, macroscopic-analytical and prediction of survey results levels had not been taken into account. Conclusion: Considering the role of the final exam in the career life of students, it is suggested to use them in specialized design questions in a balanced manner. | ||
| کلیدواژهها [English] | ||
| Smith, Nakhleh and Bretz model, Shannon-Tapsis entropy, Content analysis, Cognitive levels, 12th chemistry | ||
| مراجع | ||
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