پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,569 |
| تعداد دریافت فایل اصل مقاله | 3,207,288 |
مطالعه پدیدارشناسانه در بهبود چالش های حاکم در آموزش درس علوم مقطع ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 4، دوره 4، شماره 2 - شماره پیاپی 7، اسفند 1403، صفحه 59-73 اصل مقاله (717.14 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18750.1146 | ||
| نویسندگان | ||
| کمال نصرتی هشی1؛ حسین صمیدی بنه* 2؛ علی شاهین2؛ میلاد نصیروند2 | ||
| 1استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| 2کارشناسی آموزش ابتدایی، آموزگار رسمی آموزش و پرورش، اردبیل | ||
| چکیده | ||
| پیشینه و اهداف: هدف پژوهش، بررسی بهبود آموزش درس علوم در مقطع ابتدایی و شناسایی چالشها و راهکارها جهت غلبه بر مشکلات با تکیه بر تجارب زیستة معلمان و متخصّصین تعلیم و تربیت است. روشها: روش پژوهش حاضر، کیفی از نوع پدیدارشناسی است. مصاحبه شوندگان شامل معلمان و متخصّصان شهر اردبیل در سال تحصیلی 1403-1402بودند. برای انتخاب شرکت کنندگان، 22 نفر معلم و 17 نفر متخصّص از شیوة نمونه گیری هدفمند و تا حد اشباع استفاده شد. داده ها با استفاده از مصاحبة نیمه ساختار یافته و با سؤالات باز پاسخ جمع آوری شد. برای تعیین روایی و پایایی مصاحبه ها، تکنیک تثلیث، تکنیک کنترل اعضاء، تکنیک کسب اطلاعات دقیق موازی و خود بازبینی محقّقان استفاده شد. یافته: در مصاحبه با معلمان، اکثریث آنها بر وجود چالشها باور داشتند. همچنین با مشکلات متعددی نیز مواجه بودند. در گام بعدی در مصاحبه با متخصّصان، بر مشکلاتی همچون فقدان امکانات و تجهیزات آزمایشگاهی، ضعف نیروی انسانی در زمینة تخصّص، محدودیتهای زمانی، آموزشی و فرهنگی، چالشها در زمینة روشهای تدریس معلمان تأکید شد و جهت غلبه بر چالشها راهکارهایی ارائه شد. نتیجهگیری: برای عبور از چالش ها در مسیر بهبود آموزش درس علوم مقطع ابتدایی راه حل های مختلفی به دست آمد که برخی از آنها شامل: استفاده از امکانات موجود به صورت خلّاقانه، آموزش معلمان متخصّص و کارآمد، استفاده و به کارگیری روش تدریس مناسب و جذاب، ارائة محتوای درس علوم به شیوة عملی و تجربی، بهبود محتوای کتاب از نظر کمیّت و کیفیت، فراهم آوردن امکانات آزمایشگاهی در مدارس، استفاده از روش های نوین تدریس، بهره مندی از معلمان و اساتید برتر، افزایش ارتباط مدارس با خانه و جوامع بود. | ||
| کلیدواژهها | ||
| 'تجربه زیسته'؛ 'معلمان'؛ 'بهبود آموزش درس علوم مقطع ابتدایی'؛ 'چالش ها'؛ 'راهکارها' | ||
| عنوان مقاله [English] | ||
| A phenomenological study on improving the prevailing challenges in teaching science at the elementary course | ||
| نویسندگان [English] | ||
| Kamal Nosrati Heshi1؛ Hossein Samidi2؛ ali shahin2؛ milad nasirvand2 | ||
| 1Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| 2Bachelor of Elementary Education, Official Teacher of Education, Ardabil. | ||
| چکیده [English] | ||
| Background and Objectives: The present research aimed to investigate the improvement of teaching science course in elementary schools and to identify the challenges and solutions to overcome problems based on the lived experiences of teachers and education specialists. Methods: The research method was a qualitative phenomenological method. The interviewees included teachers and specialists in Ardabil city in the academic year 2024. To select the participants, 22 teachers, and 17 specialists were selected using purposive sampling until theoretical saturation. Data were collected using semi-structured interviews with open-ended questions. The validity and reliability of interviews were determined through the triangulation technique, member control technique, parallel accurate information acquisition technique, and researchers' self-review. Findings: Based on the findings, the majority of teachers believed in the existence of challenges and, of course, faced numerous problems. Also, in the next step, in the interview with experts, problems such as lack of laboratory facilities and equipment, and weak human resources, time, educational and cultural constraints, and challenges in the field of teachers' teaching methods were emphasized, and solutions were presented to overcome these challenges. Conclusion: As a result, various solutions were identified to overcome the challenges in improving elementary science education, some of which included: using existing facilities creatively, training expert and efficient teachers, using and applying appropriate and attractive teaching methods, presenting science content practically and experimentally, improving the content of books in terms of quantity and quality, providing laboratory facilities in schools, using modern teaching methods, benefiting from skilled teachers and professors, and increasing the connection between schools and communities. | ||
| کلیدواژهها [English] | ||
| ' lived experience', 'teachers', 'improving elementary science education', 'challenges', 'solutions' | ||
| مراجع | ||
|
Adelkhah, F., Shamseddin, F., & Zarrinkhat, S. (2022). Investigating active teaching methods in teaching social studies in the first year of secondary school. Research in Social Studies Education, 3(2) 29-58. [In Persian]. Adib, Y. (2014). Obstacles to achieving the goals of the process-oriented curriculum of experimental sciences in the secondary school from the perspective of teachers of girls' schools in Tabriz city in the academic year 2014-2015. Educational Sciences, Shahid Chamran University of Ahvaz, 6(1), 189-210. [In Persian]. Aftabi, P. (2019). Designing a model of content, educational and technological knowledge for first-year secondary science teachers in Kurdistan province. Research in Teaching, 7 (2), .161-188. doi: 10.34785/J012.2019.320. [In Persian].
Amin Khandaghi, M., & Zarghani, K. (2011). An analysis of the status of experimental science teaching methods in primary school in Iran and providing solutions for improving the current situation. Third National Education Conference. National Curriculum of the Islamic Republic of Iran. [In Persian]. Barahui Moghadam, N. M., & Kahrazhi, M. (2019). A comparative study of teaching methods for elementary science education in Iran and England. Teacher Professional Development, 5(2), 41-58. [In Persian]. Elahi, S., Sorani, A., & Rajabzadeh, A. (2019). Assessing the status of employee motivation and knowledge sharing components before and after implementing knowledge management. Smart Business Management Studies, 7 (28). 33-66. / 10.22054:doi. [In Persian]. Erfani, N., Shabbiri, S. M., Saheb Anvar, S., & Mashayekhipour, M. (2016). The effectiveness of lesson study training courses on the knowledge and teaching skills of elementary school teachers. [In Persian]. Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. Forootan, K., Hashemi, S. A., Qaltash, A., & Mashinchi, A. A. (2023). The effect of using the reverse class approach on learning the experimental sciences of elementary school students. Journal of psychologicalscience, 0-0. Garavand, Y., Omidian, M., Farhadi-Rad, H., Razavi, S. A., Maktabi, G.H. (2022). Meta-analysis of the effectiveness of constructivist-based training on academic performance in science lessons. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning), 18(42 (69th issue), 94-112. [In Persian]. Hashemi, S. A. (2018). Investigating the relationship between the creativity of school principals and their performance in attracting financial resources in Lamerd County in the academic year 2013-2014. Educational Management Innovations, 13(2), 35-46. [In Persian]. Javidi Kalateh Jafarabadi, T., Mehram, B., & Jahangard, F. (2018). Challenges in teaching experimental science. National Conference on New World Achievements in Education, Psychology, Law and Sociocultural Studies. [In Persian]. Marouf, Y., & Karami, Z. (2015). Lesson study, a new approach in teachers' professional development. Educational Sciences, 22(1): 39-127. [In Persian]. Mir Shekari, Z., Oji Nejad, A. R., & Qoltash, A. (2015). Evaluation of the consistency of the intended, implemented and learned curriculum of the second year of secondary school science course in Neyriz city in the academic year 2012-2013. Research in Curriculum Planning, 2(17), 89-98. [In Persian]. Moustakas, C. (1994). Phenomenological research methods. Sage publications. Okhovat, A. M., Ahmadi, G., & Foroughi, A. A. (2017). The effect of research-based science teaching method on academic achievement and problem-solving skills of sixth grade elementary school students in District 1 of Yazd city. Research in Curriculum, 2(27), 147-159. [In Persian]. Rezaei, M. (2013). Artistic Education in the Iranian Educational System. Quarterly Journal of Culture-Communication Studies, 14(22) 7-29. [In Persian]. Saadati, M. (2019). The Necessity of Change in Science Education in Iran. Journal of Research in Chemistry Education, 1- 4(3)1. [In Persian]. Sarsarabi, S. S. (2019). A study of the teacher training system in Finland with emphasis on the Vocational Teacher Training University of Jamak. Journal of Educational Sciences and Counseling, 6(12), 42-61. SID. https://sid.ir/paper/398379/fa. [In Persian]. Shudayfat, E. A., & Alsalhi, N. R. I. (2023). Science learning in 3D virtual environment multi-users online in basic education stage. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2216. Steidtmann, L., Kleickmann, T., & Steffensky, M. (2023). Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality. Journal of Research in Science Teaching, 60(1), 164-195. Zaheri, M., Abdolmaleki, S., & Farjadmand, L. (2018). Investigating the understanding of science education students-teachers of the nature of science: A case study of Tehran teacher training centers. Research in Curriculum, 15 (58), 79-94./10.30486:.doi. [In persian]. | ||
|
آمار تعداد مشاهده مقاله: 559 تعداد دریافت فایل اصل مقاله: 248 |
||