تحلیل محتوای کتاب علوم پایه هشتم براساس مراحل طراحی آموزشی زمینه محور

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 56441 -888 تهران، ایران

چکیده

راهبردهای یاددهی و یادگیری باید امکان درک و تفسیر پدیده ها، وقایع و روابط را در موقعیّت­های واقعی زندگی تدارک ببیند، به گونه­ای که شرایط را برای درک و تصمیم­گیری در مورد مسائلی که دانش­آموزان در موقعیّت­های مختلف با آن مواجه می­شوند، فراهم کند. هدف مطالعه حاضر تحلیل محتوای کتاب درسی علوم تجربی مبتنی بر مراحل راهبرد یادگیری مبتنی بر زمینه است. روش پژوهش تحلیل محتوا از نوع کمی است. جامعه آماری کتاب­ درسی علوم تجربی پایه هشتم و نمونه آماری فصل دوم با موضوع شیمی است. واحد ثبت شامل جملات، سؤالات، فعّالیت­های یادگیری، تجربه و آزمایش­هاست. ابزار جمع آوری اطّلاعات، عبارت است از جدول مقوله بندی که هر مقوله معیار توصیف مراحل راهبرد زمینه­محور است. نتایج پژوهش نشان می­دهد که در محتوا به برقراری ارتباط و مرحله به تجربه گذاشتن بیشتر توجّه شده است. اما سایر مراحل از فراوانی کمتری برخوردار است. بنابر این، لازم است محتوای کتاب درسی فعّالیت های بیشتری را در زمینه به کار بستن آموخته ها، به اشتراک گذاشتن و انتقال به موقعیّت جدید فراهم نماید.

کلیدواژه‌ها

عنوان مقاله [English]

Content analysis of the 8th grade science textbook based on the stages of context-based educational design

نویسنده [English]

  • Saied Dadashzadeh
Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده [English]

Teaching and learning strategies should provide the possibility of understanding and interpreting phenomena, eventsو and relationships in real life situations so that the students would be able to understand and decide on the issues the students face in different settings. The aim of the present study is to analyze the content of experimental science textbooks based on the stages of the context-based learning strategy. The research method is quantitative content analysis. The population of the study is the 8th grade experimental science textbook, and the sample includes the second chapter of the book on chemistry. The recording unit includes sentences, questions, learning activities, experience, and experiments. The tool for data collecting is the classification table. Each category in this table is a criterion for describing the steps of the contextual strategy. The results show that, there has been more focus on relationship and the experience stage. However, the other stages are less frequent. Therefore, it is necessary for the content of the textbook to provide more activities in the field of applying what has been learned, sharing, and transferring it to a new situation.

کلیدواژه‌ها [English]

  • Content analysis
  • Teaching strategy
  • Contextual learning
  • Chemistry education

مراجع

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