بررسی تطبیقی برنامه درسی استیم در کشورهای منتخب: گامی به سوی عمل

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

3 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان ایران

4 استاد گروه روان‌شناسی، گروه علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

10.48308/mpes.2026.240561.1614

چکیده

هدف: رویکرد استیم از جمله رویکردهای سازنده‌گرا در زمینه برنامه درسی تلفیقی و مبتنی بر دنیای واقع است که در کشورهای مختلف مورد استفاده واقع شده است. استیم متشکل از سرواژه حوزه‌های، علوم، فناوری، مهندسی، هنر و ریاضیات است که در آن مفاهیم دقیق در این حوزه‌ها با مفاهیم زندگی واقعی ترکیب‌شده و به شکل چند رشته‌ای، میان‌رشته‌ای و فرارشته‌ای عرضه می‌شود. بررسی پیشینه پژوهش نشان‌دهنده تأثیر رویکرد استیم بر عناصر مختلف برنامه‌های درسی آموزش و پرورش از جمله رویکردهای یادگیری جامع؛ ارزشیابی پویا و متنوع و تلفیق حوزه‌های محتوایی؛ ادغام و تلفیق حوزه‌های موضوعی؛ تلفیق دانش محتوایی و مهارت در دانش‌آموزان و تأکید بر حوزه‌های کل‌نگر و پشتیبانی و حمایت سیستمی از آموزش دارد. لذا در این پژوهش، به بررسی تطبیقی برنامه درسی استیم در کشورهای منتخب (آمریکا، کانادا، ژاپن، انگلستان، استرالیا، فنلاند) پرداخته شد.
مواد و روش‌ها: پژوهش حاضر از نظر هدف کاربردی و یک پژوهش کیفی است که با روش تطبیقی و بر مبنای الگوی پیشنهادی بردی (1969) انجام پذیرفت. جامعه‌ی آماری شامل کلیه مقالات علمی پژوهشی چاپ شده در زمینه استیم در کشورهای منتخب، معلمان مجتمع‌های آموزشی ایران در کشورهای منتخب و اساتید دارای تجربه آموزشی و فرصت مطالعاتی در کشورهای منتخب بودند که نمونه پژوهشی به صورت هدفمند شامل 19 مقاله علمی پژوهشی، 11 نفر از معلمان مجتمع‌های آموزشی در کشورهای منتخب و 5 نفر از اساتید بودند. در انتخاب کشورها از نمونه‌گیری هدفمند بر مبنای ملاک‌هایی همچون، برتر بودن نظام آموزشی در حوزه موضوعی (استیم) و پیشرفت آن‌ها در سالیان اخیر در حوزه آزمون‌های بین‌المللی استفاده گردید. ابزار جمع‌آوری اطلاعات، پژوهش‌های مرتبط با حوزه موضوعی در کشورهای منتخب در دهه اخیر بود. شیوه انجام کار تطبیقی، روش پیشنهادی بردی (1969) بود. برای قضاوت و اعتبارسنجی اسناد و نتایج پژوهشی از نقد بیرونی و درونی استفاده گردید. در نقد بیرونی، اصلی بودن مدرک مدنظر و انتشار آن در مجلات معتبر بین‌المللی و در ارزیابی درونی، اهمیت و دقت اطلاعات و داده‌های مستخرج از مقاله قضاوت شدند. برای ارتقای اعتبارسنجی پژوهش‌ها در تمام مراحل، متخصص برنامه درسی بر انجام کار و یافته‌های پژوهشی نظارت داشت.
بحث و نتیجه‌گیری: با اجرای چهار مرحله الگوی تطبیقی برودی، نتایج پژوهش در چهار بخش، اهداف برنامه درسی استیم (مشتمل بر توسعه مهارت‌های خود راهبر، توسعه مهارت‌های عملی، آشنایی با مشاغل و حرفه‌ها)، راهبردهای یاددهی-یادگیری استیم (مشتمل بر تحقیق علمی و فرایند طراحی مهندسی، یادگیری مبتنی بر مسئله، یادگیری مبتنی بر مشارکت)، ابعاد محتوایی برنامه درسی استیم (مشتمل بر ملاک‌های انتخاب محتوا، ویژگی محتوا و شیوه سازمان‌دهی محتوا)، رویه‌های ارزیابی استیم (مشتمل بر عوامل مؤثر بر انتخاب راهبرد ارزیابی و انواع رویه‌های ارزشیابی) سازمان‌دهی شدند. بر مبنای یافته‌ها می‌توان نتیجه گرفت در برنامه‌های درسی مبتنی بر استیم به خودراهبری، تحقیق علمی و فرآیندی، انعطاف‌پذیری محتوا و سازماندهی بین‌رشته‌ای و فرارشته‌ای و ارزیابی گروهی توجه شود. با توجه به یافته‌های بُعد اهداف برنامه درسی استیم پیشنهاد می‌شود در طراحی برنامه‌های درسی مبتنی بر استیم به مهارت‌های خودراهبری، توسعه مهارت‌های عملی و توجه به شناخت نسبت به مشاغل و حرفه‌ها توجه شود. این مهم در اهداف دوره‌های مختلف تحصیلی از جمله دوره متوسطه نیز مورد توجه و تأکید است، هم‌چنین با توجه به یافته‌های راهبرد آموزش در استیم پیشنهاد می‌شود در رویکردهای آموزشی مبتنی بر استیم به تحقیق علمی و فرآیندهای طراحی مهندسی، به یادگیری مبتنی بر مسئله و یادگیری مشارکتی توجه شود. در این زمینه می‌توان با طراحی فعالیت‌های پروژه‌ای در برنامه‌های درسی مختلف ضمن تأکید بر مشارکت و فعالیت گروهی که رویکردهای اصلی آموزش در برنامه‌های درسی استیم محور است زمینه تحقیق علمی فراگیران را نیز فراهم آورد. از سویی پیشنهاد می‌شود از رویه‌های چالشی و جذاب در ارزشیابی استفاده شود تا ضمن تغییر دیدگاه فراگیران به ارزشیابی زمینه علاقه آن‌ها به ارزشیابی فراهم آید.

کلیدواژه‌ها

عنوان مقاله [English]

A comparative study of STEAM curriculum in selected countries: a step towards action

نویسندگان [English]

  • Batool Shahbazi dastjerdh 1
  • Mohammd Javad Liaghatdar 2
  • Yasamin Abedini 3
  • Hamid reza Oreyzi 4
1 Ph.D. Student in Curriculum Planning, Faculty of Educational Sciences, University of Isfahan, Isfahan, Iran
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences, University of Isfahan, Isfahan, Iran
3 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences, University of Isfahan, Isfahan, Iran
4 Professor, Department of Psychology, Faculty of Educational Sciences, University of Isfahan, Isfahan, Iran
چکیده [English]

Objective: The STEAM approach is one of the constructivist approaches in the field of integrated and real-world-based curriculum that has been used in different countries. STEAM consists of the headings of the fields of science, technology, engineering, art, and mathematics, in which precise concepts in these fields are combined with real-life concepts and are presented in a multidisciplinary, interdisciplinary, and transdisciplinary manner. A review of the research background shows the impact of the STEAM approach on various elements of education curricula, including comprehensive learning approaches; dynamic and diverse assessment and integration of content areas; integration and integration of subject areas; integration of content knowledge and skills in students and emphasis on holistic areas and systemic support and support for education. Therefore, in this study, a comparative study of the STEAM curriculum in selected countries (USA, Canada, Japan, England, Australia, Finland) was conducted.
Materials and Methods: The present study is an applied study in terms of purpose and is a qualitative study that was conducted with a comparative method and based on the model proposed by Brody (1969). The statistical population included all scientific research articles published in the field of STEAM in selected countries, teachers of Iranian educational complexes in selected countries, and professors with teaching experience and study opportunities in selected countries. The research sample was purposively selected from 19 scientific research articles, 11 teachers of educational complexes in selected countries, and 5 professors. In selecting countries, purposive sampling was used based on criteria such as the superiority of the educational system in the subject area (STEAM) and their progress in recent years in the field of international tests. The data collection tool was research related to the subject area in selected countries in the last decade. The comparative method was the method proposed by Brody (1969). External and internal criticism was used to judge and validate the research documents and results. In the external review, the originality of the document in question and its publication in reputable international journals were judged, and in the internal evaluation, the importance and accuracy of the information and data extracted from the article were judged. To enhance the validity of the research at all stages, the curriculum specialist supervised the work and research findings.
Discussion and Conclusion: By implementing the four stages of Brody's adaptive model, the research results were organized into four sections: STEAM curriculum objectives (including the development of self-directed skills, the development of practical skills, and familiarity with jobs and professions), STEAM teaching-learning strategies (including scientific research and the engineering design process, problem-based learning, and participatory learning), STEAM curriculum content dimensions (including content selection criteria, content characteristics, and content organization methods), STEAM evaluation procedures (including factors affecting the selection of evaluation strategies and types of evaluation procedures). Based on the findings, it can be concluded that STEAM-based curricula should pay attention to self-direction, scientific and process research, content flexibility, interdisciplinary and transdisciplinary organization, and group assessment. Considering the findings of the STEAM curriculum objectives dimension, it is suggested that self-direction skills, development of practical skills, and attention to knowledge of jobs and professions should be paid attention to in the design of STEAM-based curricula. This is also considered and emphasized in the objectives of various academic courses, including secondary school. Also, considering the findings of the STEAM education strategy, it is suggested that STEAM-based educational approaches should pay attention to scientific research and engineering design processes, problem-based learning, and collaborative learning. In this regard, by designing project activities in various curricula, while emphasizing participation and group activity, which are the main approaches to education in STEAM-based curricula, it is also possible to provide a basis for learners' scientific research. On the other hand, it is suggested that challenging and attractive procedures be used in evaluation to change learners' perspectives on evaluation and create a basis for their interest in evaluation.

کلیدواژه‌ها [English]

  • STEAM
  • Curriculum
  • Comparative Review

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