بررسی میزان نفوذ رویکرد استم در کتاب‌های درسی علوم تجربی دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش فیزیک، دانشگاه فرهنگیان، صندوق پستی 889 –14665 تهران، ایران

2 کارشناس ارشد مهندسی سیستمهای اقتصادی- اجتماعی، موسسه عالی آموزش و پژوهش مدیریت و برنامه ریزی

3 گروه مدیریت آموزشی، دانشگاه فرهنگیان، صندوق پستی 889 –14665 تهران، ایران

چکیده

پیشینه و اهداف: رویکرد استم، به عنوان یک شیوه نوین بر آموزش هم‌زمان علم، فن‌آوری، مهندسی و ریاضیات تاکید دارد. کامل‌ترین نوع استم که آن را استم یکپارچه نامیده‌اند، می‌کوشد چارچوبی برقرار کند که دانش‌آموزان حل مسائل جهان واقعی را با استفاده از علم، فناوری، مهندسی و ریاضیات تجربه کنند. اصلی‌ترین نمود استم در کتاب‌های درسی ابتدایی می‌تواند در کتاب علوم تجربی باشد. علوم تجربی تنها کتابی است که شرایط رشد توانمندی­های علمی دانش‌آموزان را فراهم می‌کند و می‌تواند محملی برای پیاده‌سازی روش استم باشد. روش‌ها‌: مقاله حاضر با روش تحلیل محتوا، به مطالعه تمامی سرفصل­های کتاب‌های علوم تجربی (نسخه 1403) شش پایه ابتدایی پرداخته است. در این پژوهش،  با بر شماری نزدیک به 900 عنوان درسی، میزان نفوذ رویکرد استم در کتاب‌های مذکور بررسی­شده­ است. میزان توجه کتاب‌های علوم تجربی به حوزه‌های چهارگانه استم بعلاوه هنر و اجتماعی به صورت جداگانه و نیز به صورت استم یکپارچه در این مقاله مورد بررسی قرار گرفته است. یافته‌ها: نتایج این بررسی نشان می‌دهد که هرچند شکل کامل و مطلوب استم یکپارچه در کتاب‌های علوم تجربی پیاده‌سازی نشده است؛ با این وجود، سرفصل­های کتاب‌های علوم تجربی؛ نگاهی به حوزه‌های استم، به ویژه حوزه مهندسی دارند. نتیجه‌گیری: این نگاه، هرچند می‌تواند نقطه روشنی برای ابتدای کار باشد، اما از نگاه رویکرد استم یکپارچه، هنوز راه زیادی برای توسعه و تعالی وجود دارد.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Influence of the STEM approach in elementary science textbooks

نویسندگان [English]

  • Fatemeh Amiri 1
  • Mohammad Reza Golsefatan 2
  • Fatemeh Mohammadpour 1
  • Moslem Amiri tayyebi 3
1 Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Master of Science in Socio-Economic Systems Engineering, Higher Institute of Management and Planning Education and Research
3 Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده [English]

Background and Objective: The STEM approach, as a new method, emphasizes the simultaneous teaching of science, technology, engineering, and mathematics. The most complete type of STEM, called integrated STEM, attempts to establish a framework in which students experience solving real-world problems using science, technology, engineering, and mathematics. The main manifestation of STEM in elementary school textbooks can be seen in science textbooks. Science is the only book that provides the conditions for the growth of students’ scientific capabilities and can be a vehicle for implementing the STEM method. Materials and Methods: Using the content analysis method, the present article studied all the headings of the science textbooks for the six elementary-level school grades. In this study, the extent of the influence of the STEM approach in the aforementioned books including nearly 900 course titles was examined. The extent to which science textbooks focus on the four STEM areas, as well as art and social studies, separately and as an integrated STEM is examined in this article. Findings: The results of this study show that although the complete and desirable form of integrated STEM has not been implemented in empirical science textbooks, the headings of empirical science textbooks do have a look at STEM fields, especially engineering. Conclusion: Although this look can be a bright spot at the outset, from the perspective of the integrated STEM approach, there is still a long way to go toward development and excellence.

کلیدواژه‌ها [English]

  • STEM Approach
  • integrated STEM curriculum
  • science textbook
  • content analysis

مراجع

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پژوهش در آموزش شیمی
دوره 8، شماره 1 - شماره پیاپی 29
فروردین 1405
صفحه 124-145

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