كليدواژه :
برنامۀ درسي كنجكاوانه , ابعاد و مؤلفه , تحليل محتوا , كتب درسي , دورۀ ابتدايي
چكيده فارسي :
پژوهش ح‍اض‍ر با هدف تبيين چارچوب مفهومي ابعاد و مولفه هاي برنامه درسي كنجكاوانه و بررسي ميزان انطباق محتواي برنامه درسي دوره ابتدايي ايران با آن انجام شده است. روش پژوهش توصيفي است و در خلال آن، از تحليل اسنادي و تحليل محتوا استفاده شده است. رويكرد پژوهش نظري و كاربردي است و جامعه پژوهش شامل دو بخش متون نظري برنامه درسي كنجكاوانه و نيز محتواي 36 جلد كتاب درسي دوره ابتدايي ايران در سال تحصيلي 1398-1399 بود كه بالغ بر 3924 صفحه است. با توجه به ماهيت موضوع، از نمونه گيري صرف نظر و كل جامعه پژوهش بررسي شد. ابزارهاي پژوهش، فرم فيش برداري و سياهه تحليل محتواي محقق ساخته بود. داده ها با استفاده از فرايند تحليلي آنتروپي شانون تحليل شد. ع‍م‍ده ت‍ري‍ن نتايج نشان داد كه: 1. ابعاد برنامه درسي كنجكاوانه را مي توان در نه بعد ذهنيت باز، اكتشاف، اشتياق يادگيري، خودجهت دهي، خلاقيت، نوآوري، پرسشگري، يادگيري مشاركتي و خودانگيختگي خلاصه كرد؛ 2. محتواي كتب درسي دوره ابتدايي، با ابعاد و مولفه هاي برنامه درسي كنجكاوانه منطبق نيست؛ به طوري كه از بين ابعاد نه گانه برنامه درسي كنجكاوانه، بعد از خودانگيختگي بيشترين و بعد از ذهنيت باز كمترين ضريب اهميت را دارد؛ 3. در محتواي كتب درسي دوره ابتدايي، از بين خرده مولفه هاي ابعاد نه گانه برنامه درسي كنجكاوانه، بيشترين ضريب اهميت به خرده مولفه مشاركت معلمان و دانش آموز و كمترين ضريب اهميت به خرده مولفه تدارك فعاليت هاي گروهي اختصاص دارد. بر اساس نتايج به دست آمده از تحقيق، پيشنهاد مي شود در ويراست هاي آتي كتب دوره ابتدايي، به مولفه هاي كمتر توجه شده عنايت بيشتري شود.
چكيده لاتين :
The purpose of this study was to elucidate the conceptual framework of the dimensions and components of the curious curriculum and to investigate the extent of the conformity of the content of the curriculum of Iranian primary school level with it. The research method was descriptive and along with, the documentary and content analysis were also used. The research approach was theoretical and applied. The research population consisted of two parts: the theoretical texts of the curious curriculum and the content of 36 volumes of Iranian primary school textbooks (including 3924 pages) at the academic year 2020. Due to the nature of the subject, sampling was ignored and the entire research population was investigated. The research tools were note-taking form and a researcher-made content analysis checklist. Data was analyzed using Shannon entropy analysis process. The most important results showed that: 1. curious curriculum dimensions can be summarized in nine dimensions of open-mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, collaborative learning, and spontaneity; 2. The content of primary school textbooks does not match the dimensions and components of the curious curriculum; Among the nine dimensions of the curious curriculum, the spontaneity dimension had the highest coefficient of importance and the open-mindedness dimension had the lowest coefficient of importance. 3. In the content of primary school textbooks, among the sub-components of the nine dimensions of the curious curriculum, the highest importance was given to the component of teacher-student participation and the lowest importance was given to the sub-component of group activities. Based on the results obtained from the research, it is suggested that in the future editions of primary school textbooks, more attention be paid to the less-considered components.
The results showed that :- The dimensions of the curious curriculum can be summarized in nine dimensions: open mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, participatory learning, and spontaneity
1:Among the nine dimensions of the curious curriculum the most important factor relates to the spontaneity and the least to the dimension of open mindedness.
2:Among the sub components of the curiosity curriculum, the most important factor was related to the component of Teacher and student participation and the least important factor was related to the component of group activity preparation.
Based on the results of the study, it is suggested that educational policymakers and curriculum planners should pay more attention to the less-considered components in future editions of elementary school textbooks
