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طراحی و اعتباربخشی الگوی برنامه درسی مبتنی بر سبک های یادگیری در علوم تجربی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 11، دوره 6، شماره 1 - شماره پیاپی 10، شهریور 1405، صفحه 164-182 اصل مقاله (1.76 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.21273.1248 | ||
| نویسندگان | ||
| سیدبهاالدین کریمی* 1؛ سمیه رسولی2؛ رامین نوظهوری3 | ||
| 1استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان | ||
| 2استادیار، گروه آموزش روانشناسی، دانشگاه فرهنگیان | ||
| 3عضو هیات علمی دانشگاه فرهنگیان | ||
| چکیده | ||
| پیشینه و اهداف: هدف از این پژوهش طراحی و اعتباربخشی الگوی برنامه درسی مبتنی بر سبک های یادگیری در علوم تجربی است. روشها: پژوهش حاضر از نوع توسعهای ـ کاربردی و با توجه به رویکردهای اتخاذشده، از نوع آمیخته(کیفی و کمی) است. لذا به منظور طراحی الگوی بهینة برنامة درسی مبتنی بر سبکهای یادگیری از بعد هدف، محتوا، روشهای یادهی- یادگیری و ارزشیابی ابتدا به بررسی اسناد و منابع علمی پرداخته شد سپس با انجام مصاحبهای نیمه سازمانیافته با صاحبنظران و معلمان درس علوم تجربی نظریات آنها به طور جداگانه ثبت و مصاحبه ها در هر دو گروه تا اشباع دادهها ادامه پیدا کرد. مشارکت کنندگان شامل کلیة اسناد و مدارک علمی(اسناد بالا دستی) در درس علوم تجربی و متخصصان مطالعات برنامة درسی و روانشناسی تربیتی بودند. بر این اساس برای تحلیل یافتههای حاصل از مصاحبة نیمة ساختارمند تعداد افراد مصاحبه شونده برای متخصصین 9 نفر و برای معلمان درس علوم تجربی 8 نفر بودند. در بعد کیفی بهمنظور دستیابی به هدف مطالعه، انتخاب نمونهها براساس رویکرد مبتنی بر هدف و به روش نمونهگیری متوالی انجام پذیرفت. تحلیل محتوایی تحقیقات کیفی از طریق فرایند طبقه بندی نظاممند، کدها و طبقات و به صورت استقرایی از دادههای خام استخراج شد. جهت بررسی معیارهای دقت در تحلیل محتوا از اعتبار، انتقالپذیری، قابلیت اعتماد و قابلیت تأیید استفاده شد و در نهایت درصد توافق درون موضـوعی 82/0 برآورد گردید. یافتهها: در نهایت، الگوی برنامة درسی مبتنی بر سبک های یادگیری در علوم تجربی طراحی گردید. برای اعتباریابی الگوی طراحی شده، از نظرات متخصصان حوزههای برنامهریزی درسی، روانشناسی تربیتی، معلمان علوم تجربی استفاده شد که درصد بالایی از افراد مذکور الگوی پیشنهادی را تأیید نمودند. نتیجهگیری: الگوی طراحی شده برنامة درسی مبتنی بر سبک های یادگیری در علوم تجربی از اعتبار لازم برخودار است. | ||
| کلیدواژهها | ||
| طراحی الگوی؛ اعتباربخشی؛ برنامه درسی؛ سبکهای یادگیری؛ علوم تجربی | ||
| عنوان مقاله [English] | ||
| Designing and validating a curriculum model based on learning styles in experimental sciences | ||
| نویسندگان [English] | ||
| syed bahaadin karimi1؛ Somayeh Rasouli2؛ Rahim nozhoori3 | ||
| 1Assistant Professor, Department of Educational Sciences, Farhangian University | ||
| 2Assistant Professor, Department of Psychology Education, Farhangian University | ||
| 3Member of the Scientific Committee of Daneshgah Farhangian | ||
| چکیده [English] | ||
| Background and Objectives: The present study aimed to design and validate a curriculum model based on learning styles in the field of experimental sciences. Methods: This research employed a developmental-applied approach and utilized a mixed-methods design, incorporating both qualitative and quantitative components. To develop an optimal learning-styles-based curriculum model, the study first reviewed relevant documents and scientific literature. Subsequently, semi-structured interviews were conducted with curriculum experts and experimental science teachers. Data collection continued until saturation was reached. Participants included 9 experts in curriculum studies and educational psychology and 8 experimental science teachers. Purposive and sequential sampling methods were used in the qualitative phase. Content analysis was conducted systematically, with codes and categories derived inductively from the raw data. Rigor was ensured through credibility, transferability, dependability, and confirmability, with an intra-coder agreement of 0.82. Findings: Findings: A curriculum model based on learning styles in experimental sciences was developed. Validation involved soliciting feedback from curriculum planning and educational psychology experts, as well as experimental science teachers. A high percentage of participants confirmed the proposed model. Conclusion: The designed learning-styles-based curriculum model for experimental sciences demonstrates adequate validity and reliability. | ||
| کلیدواژهها [English] | ||
| Model design, validation, curriculum, learning styles, experimental sciences | ||
| مراجع | ||
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