الگوي برنامه درسي مبتني بر واقعيت مجازي در درس علوم

پژوهش حاضر با هدف طراحي الگوي برنامه درسي مبتني بر واقعيت مجازي در درس علوم براساس روش سنتزپژوهي انجام شد. جامعۀ آماري اين پژوهش شامل تمامي مقالات علمي معتبر در زمينۀ واقعيت مجازي بود كه باتوجه به جست و جوي منظم در پايگاه هاي اطلاعاتي، بر اساس معيارهاي ورود تعداد 920 مقاله علمي شناسايي و در نهايت بر اساس معيارهاي خروج تعداد 197 مقاله پژوهشي براي تحليل نهايي انتخاب شدند. براي گردآوري، گزارش و ثبت اطلاعات پژوهش هاي اوليه، از فرم كاربرگ طراحي شده توسط محقق استفاده شد. تحليل يافته ها با استفاده از الگوي هفت مرحله اي سنتزپژوهي مارش(1991) و روش هاي كدگذاري باز و محوري انجام شد. يافته هاي پژوهش نشان داد كه برنامه درسي مبتني بر واقعيت مجازي در درس علوم، برنامه اي دانش آموز محور است كه نقش ها و مسئوليت هاي متفاوتي را براي فراگير، مدرس و دانش، ايجاد مي كند.

The purpose of this study was to design a virtual reality curriculum model in science course based on a synthesis method. The statistical population of this study consisted of all valid scientific articles in the field of virtual reality that based on regular search of databases,205 scientific articles were identified according to the inclusion criteria and finally 78 exclusion criteria were selected for final analysis. Were. A researcher-designed worksheet form was used to collect, report and record the initial research data. Findings were analyzed using Marsh's (1991) seven-step model of open synthesis and axial coding methods. To ensure the coding method, two evaluators were used to recodify the findings. In order to confirm the reliability, Cohen's kappa coefficient formula was used. In this study, the agreement between the evaluators was 0.77, which indicates 77%. There was agreement between the evaluators on the coding. Research findings show that the Virtual Reality-Based Curriculum in Science is a studentcentered curriculum that creates different roles and responsibilities for the learner, teacher, and knowledge. The logic of this curriculum is to create practical and participatory learning and to help the process of knowledge building and understanding of complex mental processes. The goals of the curriculum are in line with the logic of the curriculum and the content is compiled in a rich, objective and flexible way. In a virtual reality-based curriculum, multi-sensory cues, scaffolding, and immersion are used for teachinglearning, and learners engage in learning activities such as discovery, prediction through a variety of interactions, observation and manipulation, and physical activity. The virtual reality-based curriculum uses hardware and software with multimedia and 3D capabilities. Students are grouped based on content, knowledge and learning time, and there is no spatial or temporal limit to the use of the curriculum. Assessing the achievement of goals occurs by tracking learners' movements and responses, and in this regard, visual feedback is provided to students.