پديد آورندگان :
مرادي، سمانه دانشگاه تبريز - گروه علوم تربيتي، تبريز، ايران , طهماسبزاده شيخلار، داود دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي - گروه علوم تربيتي، تبريز، ايران , اديب، يوسف دانشگاه تبريز - دانشكده علوم تربيتي و روانشناسي - گروه علوم تربيتي، تبريز، ايران , اصغرپور، حسين دانشگاه تبريز - دانشكده اقتصاد و مديريت - گروه اقتصاد، تبريز، ايران
كليدواژه :
چارچوب برنامه درسي , عناصر برنامه درس , ي تربيت اقتصادي , سنتزپژوهي
چكيده فارسي :
پژوهش حاضر با هدف طراحي چارچوب برنامه درسي تربيت اقتصادي در رشته مطالعات اجتماعي بر اساس روش سنتزپژوهي تركيبي انجام شد. جامعۀ آماري اين پژوهش شامل تمامي مقالات علمي معتبر درزمينۀ تربيت اقتصادي بود. منابع گردآوري داده ها شامل پايگاه هاي اطلاعات علمي، جهاد دانشگاهي، اسكوپوس، پروكوئست، اشپرينگر، ساينس دايركت، نشريات كشور بودند. 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) انجام شد و تركيبي بهينه از نتايج آن ها ارائه گرديد. براي اطمينان از نحوۀ كدگذاري ها از دو نفر ارزشياب جهت كدگذاري مجدد يافته ها استفاده شد كه به منظور تأييد پايايي، از فرمول ضريب كاپاي كوهن، استفاده شد كه در اين پژوهش ميزان توافق نشان دهندۀ درصد بالايي ازتوافق بين ارزشيابان در كدگذاري ها بود. يافته هاي پژوهش نشان داد كه چارچوب برنامه درسي تربيت اقتصادي در رشته مطالعات اجتماعي، با ده عنصر تحت عناوين، عنصرمنطق (تحقق اهداف مطالعات اجتماعي و رشد تفكر انتقادي)، هدف (رشد مهارت ها، نگرش و دانش اقتصادي)، محتوا (مفاهيم اساسي علم اقتصاد)، روش هاي ياددهي – يادگيري (روش هاي يادگيري فعال)، منابع و مواد آموزشي (استفاده از منايع آموزشي متنوع)، نقش معلم (راهنما و تسهيل گر بودن)، گروه بندي فراگيران (افزايش يادگيري از طريق گروه هاي كوچك)، زمان (انعطاف پذيري در زمان آموزش)، مكان (محيط هاي آموزشي اعم از درون و خارج از كلاس) و ارزشيابي (به كار بردن شيوه هاي ارزشيابي متنوع) طراحي گرديد كه برنامه اي فراگير محور و جامعه محور است كه در پي كمك به تحقق اهداف مطالعات اجتماعي، رشد تفكر انتقادي، تحليل آگاهانه متون و كاربرد مفاهيم در زندگي واقعي توسط فراگيران، افزايش درك فراگيران از مفاهيم و موضوعات اقتصادي، صرفه جويي در وقت و منابع آموزشي مي باشد.
چكيده لاتين :
Regarding technological and economic requirements of today's world, public education systems
need to take more responsibility for paying enough attention to educational planning and programs.
Learners face many economic problems in their daily lives; therefore, economic education can
help them to develop their economic thinking. Accordingly, it is the responsibility of educational
and cultural institutions of countries not only to teach such basic and essential skills as reading and
writing, mathematics, literature, and history to individuals, but also to pay attention to economic
education and economic education programs because such programs can lead to the realization of
desirable behaviors in individuals' lives and promote social interactions between them.
Considering this, the objective of the present study was to design a framework for economic
education in the Social Studies curriculum of Farhangian University. In line with this, this
descriptive study, which was of an applied type, benefitted from a qualirtatuive approach to
research and and a meta-synthesis method. Accordingly, the study was an attempt to analyze the
research it covers and to resolve the contradictions in its literature. While integrating the results,
the study also identified some relevant topics for future research. The following seven steps were
taken in conducting this study: identifying first-hand sources based on the relevant keywords;
identifying and categorizing concepts, and reviewing and conceptually analysing key elements;
identifying information clusters for the desired pattern based on conceptual analysis patterns; putting together information within each category; repeating analysis cycles, until the categories
were validated and the final statement was obtained; arranging categories for the desired
application; and interpreting synthetic content. The findings of this study revealed that the
framework for economic education in the Social Studies Curriculum consisted of ten elements, as
proposed by Aker, of logic (achieving the goals of social studies and cultivating critical thinking),
purpose (developing economic attitudes, knowledge, and skills), content (focusing on basic
concepts of economics), learning and teaching methods (using active learning and teaching
methods), resources and educational materials (using various educational resources), teacher role
(guiding learners and facilitating learning), grouping (increasing learning through small groups),
time (having flexibility in teaching time), place (focusing on learning environments both inside
and outside the classroom), and evaluation (using various evaluation methods). A program which
encompasses these element is an inclusive and community-oriented program which can lead to
achievement of the goals established by the curriculum, development of students' critical thinking,
conscious analysis of texts, students' application of concepts in real life and increased
understanding of economic issues, and saving of time and educational resources. As the results of
this study revealed, all ten elements of Acker were considered in the design of the relevant
curriculum framework. This can indicate the comprehensiveness of the developed framework. As
education policy makers believe, the training courses should involve economic education because
it can provide the learners with the opportunity for improving their economic skills, attitudes, and
behaviors. Overall, curriculum planners should pay more attention to economic education in
targeting, organizing, and designing textbook content.
