ﻃﺮاﺣﯽ و اﻋﺘﺒﺎر ﺳﻨﺠﯽ اﻟﮕﻮي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﮋوﻫﺸﮕﺮي دﺑﯿﺮان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺑﺮ اﺳﺎس اﻟﮕﻮي اﮐﺮ

Designing and Validating the Research Curriculum Pattern of Secondary High School Teachers Based on the Akker Pattern

ﻣﻘﺪﻣﻪ و ﻫﺪف: اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﻣﻨﻈﻮر ﻃﺮاﺣﯽ و اﻋﺘﺒﺎر ﺳﻨﺠﯽ اﻟﮕﻮي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﮋوﻫﺸﮕﺮي دﺑﯿﺮان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺑﺮ اﺳﺎس اﻟﮕﻮي اﮐﺮ در ﺳﺎل 1399- 1398 اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: اﯾﻦ ﺗﺤﻘﯿﻖ از ﻟﺤﺎظ روش، از ﻧﻮع ﺗﺤﻘﯿﻘﺎت ﺗﺮﮐﯿﺒﯽ) ﮐﻤّﯽ- ﮐﯿﻔﯽ( و از ﻟﺤﺎظ ﻫﺪف ﺟﺰو ﺗﺤﻘﯿﻘﺎت ﮐﺎرﺑﺮدي ﺑﻮده ﮐﻪ در روﯾﮑﺮد ﮐﯿﻔﯽ از روش ﺳﻨﺘﺰ ﭘﮋوﻫﯽ اﺳﺘﻔﺎده ﺷﺪه و ﺑﺮاي اﻋﺘﺒﺎرﺳﻨﺠﯽ آن از روش ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﺴﺒﺖ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ ﻻوﺷﻪ و آزﻣﻮن ﯾﻮ ﻣﻦ وﯾﺘﻨﯽ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﻧﻤﻮﻧﻪ آﻣﺎري ﺷﺎﻣﻞ 20 ﻧﻔﺮ از دﺑﯿﺮان ﭘﮋوﻫﺸﮕﺮ ﺑﺮﺗﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ اﺳﺘﺎن آذرﺑﺎﯾﺠﺎن ﻏﺮﺑﯽ و 10 ﻧﻔﺮ از ﻧﺨﺒﮕﺎن و ﺻﺎﺣﺒﻨﻈﺮان ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﮐﻪ ﺣﺪاﻗﻞ داراي دو ﺗﺄﻟﯿﻒ ﮐﺘﺎب و 5 ﻣﻘﺎﻟﻪ ﻋﻠﻤﯽ ﭘﮋوﻫﺸﯽ ﻫﺴﺘﻨﺪ، ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺗﺎ ﺣﺪ اﺷﺒﺎع داده ﻫﺎ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: در اﯾﻦ ﺗﺤﻘﯿﻖ، اﺑﺘﺪا ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ اﻟﮕﻮي اﮐﺮ، ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﮋوﻫﺸﮕﺮي ﻣﺸﺨﺺ و ﺳﭙﺲ ﺑﺮاي ﭘﺎﺳﺦ ﺑﻪ ﺳﺆاﻻت ﺗﺤﻘﯿﻖ، اﺑﺘﺪا ﺑﺮ اﺳﺎس ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎر ﯾﺎﻓﺘﻪ، دﯾﺪﮔﺎهﻫﺎي دﺑﯿﺮان ﭘﮋوﻫﺸﮕﺮ ﻧﻤﻮﻧﻪ و ﻧﺨﺒﮕﺎن و ﺻﺎﺣﺒﻨﻈﺮان ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺳﺘﺨﺮاج وﺳﭙﺲ از ﻃﺮﯾﻖ ﮐﺪ ﮔﺬاري ﭘﺎﺳﺦﻫﺎي ﻣﺼﺎﺣﺒﻪ ﺷﻮﻧﺪﮔﺎن ﮐﺪ ﺑﻨﺪي و ﻣﻘﻮﻻت ﻧﻬﺎﯾﯽ ﻣﺸﺨﺺ و ﺑﺮ اﺳﺎس آن اﻟﮕﻮي ﻧﻬﺎﯾﯽ ﺗﺪوﯾﻦ ﺷﺪ. ﺳﭙﺲ اﻟﮕﻮي ﺑﻪ دﺳﺖ آﻣﺪه ﺗﻮﺳﻂ دو ﮔﺮوه دﺑﯿﺮان ﭘﮋوﻫﺸﮕﺮ و ﻧﺨﺒﮕﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﻮرد اﻋﺘﺒﺎر ﺳﻨﺠﯽ ﻗﺮار ﮔﺮﻓﺖ و دو ﮔﺮوه، اﻋﺘﺒﺎر اﻟﮕﻮي ﺑﻪ دﺳﺖ آﻣﺪه را ﺗﺄﯾﯿﺪ ﻧﻤﻮدﻧﺪ

Introduction: This research has been done in order to design and validate the research curriculum of secondary high school teachers based on the Akker pattern in 2019-2020. Research Methodology: In terms of method, this research is a mixed type of research (quantitative-qualitative), and in terms of purpose, it is an applied one. In the qualitative approach, the research synthesis method was used and for its validation, the descriptive-survey method was used, implementing the content validity ratio method of Lawshe, and Mann–Whitney U. The statistical sample includes 20 top research teachers of the secondary high school in West Azerbaijan province and 10 curriculum elites and experts who have authored at least two books and 5 scientific research papers, who were selected through purposive sampling method up to the extent of data saturation. Findings: In this research by considering the Akker pattern, first the elements of the research curriculum are identified and then in order to answer the research questions, and based on semi-structured interviews, first the views of sample research teachers and elites and curriculum experts are extracted and then by coding the interviewees answers, the coding and the final categories were determined and the final pattern was developed based on it. The pattern obtained was validated by two groups of research teachers, elites and curriculum experts, and the two groups confirmed the validity of the pattern