تحليل محتواي كتاب علوم تجربي سوم ابتدايي از منظر فعال بودن و غيرفعال بودن بر مبناي الگوي ويليام رومي

Content Analysis of the Elementary Third Experimental Science Book from the Perspective of Being Active and Passive Based on the William Roman Model

ﻣﻄﺎﻟﺐ ﮐﺘﺎب آﻣﻮزﺷﯽ ﺑﺎﯾﺪ ﺑﻪ ﮔﻮﻧﻪ اي ﺳﺎزﻣﺎﻧﺪﻫﯽ ﺷﻮﻧﺪ ﮐﻪ داﻧﺶ آﻣﻮز ﺿﻤﻦ ﺣﺮﮐﺖ در ﻣﺴـﯿﺮي ﻫﻤﻮار، ﺑﻪ ﻃﻮر ﺗﺪرﯾﺠﯽ ﺑﺎ ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي درﮔﯿﺮ ﺷﻮدوﮔﺎم ﺑﻪ ﮔﺎم در ﯾﮏ ﻣﺎرﭘﯿﭻ ارﺗﻘﺎ ﯾﺎﺑﻨـﺪه،ﺧﻮد در ﺗﻮﻟﯿﺪ ﻣﻔﻬﻮم ﻣﺸﺎرﮐﺖ ﮐﻨﺪ.در ﭼﻨﯿﻦ ﻓﺮاﯾﻨﺪي ﻣﻤﮑﻦ اﺳﺖ، ﻣﻘﺪاري از داﻧﺶ ﺑﻪ ﺻﻮرت اﻧﺘﻘﺎﻟﯽ و ﻣﻘﺪاري از ﻃﺮﯾﻖ ﮐﺸﻒ،ﻣﻘﺪاري از ﻃﺮﯾﻖ درﮔﯿﺮ ﺷﺪن در ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﻣﺒﺘﻨـﯽ ﺑـﺮ ﻣﻬـﺎرت ﻫـﺎي ﻓﺮاﯾﻨﺪي و ﻣﻘﺪارياز ﻃﺮﯾﻖ ﺗﻌﺎﻣﻞ ﺑﺎ دﯾﮕﺮان ﺣﺎﺻﻞ ﺷﻮد.در ﻫﻤـﻪ ي اﯾـﻦ ﻣﺮاﺣـﻞ،ﻣﻬﻢ ﺗـ ﺮﯾﻦ اﻣـﺮ ﻏﻠﺒﻪ ي ﻣﺤﻮرﯾﺖ ﯾﺎدﮔﯿﺮي ﻓﻌﺎل ﺑﺮ ﺣﺠﻢ ﯾﺎدﮔﯿﺮي ﻫﺎي اﻧﻔﻌﺎﻟﯽ اﺳﺖ.از اﯾﻦ رو ﮐﺘﺎب ﻫﺎي درﺳـﯽ ﻧﯿﺰ ﺑﺎﯾﺪ ﻣﺘﻨﺎﺳﺐ ﺑﺎ اﯾـﻦ ﻫـﺪف ﺗـﺪوﯾﻦ ﮔﺮدﻧـﺪ و ﻧﻘـﺎﯾﺺ اﺣﺘﻤـﺎﻟﯽ آن ﻫـﺎ در اﯾـﻦ زﻣﯿﻨـﻪ رﻓـﻊ ﮔﺮدد.ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﻧﯿﺰ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﺘﻓﺼﻠﻨﺎﻣﻪ ﭘﻮﯾﺎﺶ در آﻣﻮزش ﻋبﻠﻮم ﺗﺮﺑﯿﺘﯽ و ﻣﺸ ﺎورهﻋﻠ ﻮم ﺳﻮم اﺑﺘﺪاﯾﯽ از ﻣﻨﻈﺮ ﻓﻌﺎل و ﻏﯿـﺮ ﻓﻌـﺎل ﺑﻮدن ﻣﺤﺘﻮا ﺑﺎ اﺳﺘﻔﺎده از روش وﯾﻠﯿﺎم روﻣﯽ ﻣﯽ ﺑﺎﺷﺪ.روش ﻣﻮرد اﺳﺘﻔﺎده ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا و ﺟﺎﻣﻌـﻪ ي آﻣﺎري ﭘﮋوﻫﺶ،ﮐﺘﺎب ﻋﻠﻮم ﺳﻮم اﺑﺘﺪاﯾﯽ ﺳﺎل 1395 ﺑﻮد.ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪه ﺷـﺎﻣﻞ 14 ﺻـﻔﺤﻪ از دو ﻓﺼﻞ ﮐﺘﺎب ﺑﻮد ﮐﻪ ﺑﻪ روش ﺗﺼـﺎدﻓﯽ ﺳـﺎده اﻧﺘﺨـﺎب ﮔﺮدﯾـﺪه اﺳـﺖ،در ﻫـﺮ ﻓﺼـﻞ ﺗﻤـﺎﻣﯽ ﺟﻤﻼت،ﺗﺼﺎوﯾﺮو ﻓﻌﺎﻟﯿﺖﻫﺎ اﻧﺘﺨﺎب و ﮐﺪﮔﺬاري ﮔﺮدﯾﺪﻧﺪ.ﻧﺘـﺎﯾﺞ ﺗﺤﻘﯿـﻖ ﻧﺸـﺎن داد ﮐـﻪ ﺿـﺮﯾﺐ درﮔﯿﺮي داﻧﺶ آﻣﻮزان ﺑﺎ ﻣﺘﻦ ﮐﻢ ﺗﺮ از 0,4 ﻣﯽ ﺑﺎﺷﺪو اﯾﻦ ﯾﻌﻨـﯽ ﻣـﺘﻦ ﻧﺘﻮاﻧﺴـﺘﻪ ﺑـﻪ اﻧـﺪازه ي ﮐﺎﻓﯽ داﻧﺶ آﻣﻮزان را ﺑﻪ ﻓﻌﺎﻟﯿﺖ وادارد.ﺿﺮﯾﺐ ﺑـﺎﻻي 1,5 در ﻓﻌﺎﻟﯿـﺖ ﻫـﺎ ﺑﯿـﺎﻧﮕﺮ درﮔﯿـﺮي زﯾـﺎد اﺳﺖ.ﺿﺮﯾﺐ درﮔﯿﺮي ﺗﺼﺎوﯾﺮ ﻧﯿﺰ در ﺣﺪ ﻣﺘﻮﺳﻂ ﺑﻮده و ﺿﺮﯾﺒﯽ ﺑﯿﻦ 0,4 و 1,5 را دارا ﻫﺴﺘﻨﺪ.ﺑـﻪ ﻃﻮر ﮐﻠﯽ ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐـﻪ ﺑﺨـﺶ ﻫـﺎي ﻣﺨﺘﻠـﻒ ﮐﺘـﺎب ﻣﮑﻤـﻞ ﻫـﻢ ﻫﺴـﺘﻨﺪ و ﻏﯿﺮﻓﻌﺎل ﺑﻮدن ﻣﺘﻦ ﺗﻮﺳﻂ ﻓﻌﺎل ﺑﻮدن ﻓﻌﺎﻟﯿﺖ ﻫﺎ ﭘﻮﺷﺶ داده ﻣﯽ ﺷﻮد.

The contents of the textbook should be organized in such a way that the student, as they move along the smooth path, gradually becomes involved in the concept of step-by-step learning in an upward spiral, thus contributing to the production of the concept. Through discovery, some is achieved through engaging in process-based activities and through quantification through interaction with others . In all these stages, the overriding focus of active learning over the passive learning volume is, therefore, textbooks . They should be formulated to this end and deficiencies The purpose of this study is to analyze the content of elementary tertiary science books from the perspective of active and inactive content using William Roman method . The sample consisted of 14 pages of two chapters of the book that were selected by simple random sampling. In each chapter , all sentences, pictures and activities were selected and coded. It is less than 0.4 , which means the text failed to get enough students to do the work. Coefficient 1.5 indicates a high level of involvement in the activities . The images are moderately involved and have a coefficient of between 0.4 and 1.5 . Active activities are covered.