ﺗﺤﻠﯿﻞ ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﯽ ﺟﺎﯾﮕﺎه ﺳﺎزﻧﺪهﮔﺮاﺋﯽ در ﻣﺤﺘﻮاي ﮐﺘﺎبﻫﺎي درﺳﯽ ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ دوره ﻣﺘﻮﺳﻄﻪ

Sociological analysis of the position of constructivism in content of social science textbooks for secondary school

ﭼﮑﯿﺪه ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻣﯿﺰان ﺗﻮﺟﻪ ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎي روﯾﮑﺮد ﺳﺎزﻧﺪهﮔﺮاﺋﯽ در ﮐﺘﺎبﻫﺎي درﺳﯽ ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ دوره ﻣﺘﻮﺳﻄﻪ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. در اﯾﻦ ﺗﺤﻘﯿﻖ از روش ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي آﻧﺘﺮوﭘﯽ ﺷﺎﻧﻮن اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻠﯿﻪ ﮐﺘﺎبﻫﺎي درﺳﯽ ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ دوره ﻣﺘﻮﺳﻄﻪ ﺑﻮد. ﺟﻬﺖ ﮔﺮدآوري دادهﻫﺎ ﭼﮏ ﻟﯿﺴﺖ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ و اﻋﺘﺒﺎر آن ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن ﻓﻦ ﺗﺄﯾﯿﺪ ﺷﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﻌﯿﯿﻦ ﭘﺎﯾﺎﯾﯽ اﺑﺰار ﺗﺤﻘﯿﻖ از روش ﺑﺎزآزﻣﺎﯾﯽ اﺳﺘﻔﺎده ﺷﺪ و ﻣﻘﺪار ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ 0/86ﺑﻪ دﺳﺖ آﻣﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺑﻪ ﻣﺆﻟﻔﻪ ﺗﻌﺎﻣﻞ ﮔﺮوﻫﯽ ﺑﯿﺶ از ﺳﺎﯾﺮ ﻣﺆﻟﻔﻪﻫﺎ ﺗﻮﺟﻪ ﺷﺪه و ﮐﻤﺘﺮﯾﻦ ﻣﯿﺰان ﺗﻮﺟﻪ و اﻫﻤﯿﺖ ﻣﺮﺑﻮط ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎي ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﯿﻂ ﻓﯿﺰﯾﮑﯽ ﯾﺎدﮔﯿﺮﻧﺪه، ارزﯾﺎﺑﯽ ﻓﻌﺎﻟﯿﺖﻫﺎي ﮔﺮوﻫﯽ، ﺳﻨﺠﺶ ﻋﻤﻠﮑﺮدي، ارزﯾﺎﺑﯽ ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي، ﻧﻘﺶ ﺗﺴﻬﯿﻠﮕﺮي ﻣﻌﻠﻢ ﯾﺎدﮔﯿﺮي ﻣﻮﻗﻌﯿﺘﯽ، ﺗﻮﻟﯿﺪ داﻧﺶ ﻣﯽﺑﺎﺷﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺎزﻧﮕﺮي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ دوره ﻣﺘﻮﺳﻄﻪ در راﺳﺘﺎي ﺗﻮﺟﻪ ﺑﯿﺸﺘﺮ ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎ و ﺷﺎﺧﺺﻫﺎي ﮐﻤﺘﺮ ﻣﻮرد ﺗﻮﺟﻪ ﯾﺎ ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎﯾﯽ ﮐﻪ اﺻﻼً ﺗﻮﺟﻪ ﻧﺸﺪه اﺳﺖ، ﺿﺮوري ﺑﻪ ﻧﻈﺮ ﻣﯽرﺳﺪ.

The present study was conducted with the aim of investigating the level of attention paid to the components of the constructivism in social science textbooks of the secondary school. Shannon entropy method was used for content analysis. Statistical population were consisted of all social science textbooks at the secondary school level in the academic 92- 93. A content analysis checklist was used to collect data, and its validity was confirmed by experts. In order to determine the reliability of the research tool, the retest method was used and the value of the correlation coefficient was 0.86 The results of the data analysis showed that, more attention was paid to the group interaction than other components, and the lowest amount of attention and importance related to the components of attention to the learner's physical environment, evaluation of group activities, functional evaluation, evaluation of the learning process, the facilitative role of teacher in situational learning and knowledge production. According to the findings of the present research, it seems necessary to revise the social science curriculum of secondary school in order to pay more attention to the components and indicators that are less important or to the components that have not been paid attention to at all.