تحلیل برنامه درسی علوم تجربی پایه‌های چهارم، پنجم و ششم ابتدایی براساس سبک‌های یادگیری

نوع مقاله : علمی - پژوهشی

نویسندگان

1 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران

2 دانشجوی دکترای برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران

3 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران

4 استاد گروه روانشناسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف: پژوهش با هدف تحلیل برنامه درسی علوم تجربی پایه‌های چهارم، پنجم و ششم ابتدایی براساس سبک‌های یادگیری وارک انجام پذیرفت.
مواد و روش‌ها: پژوهش توصیفی، از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است. جامعه آماری شامل برنامه‌های درسی (هدف، محتوا، روش و ارزشیابی) پایه‌های چهارم، پنجم و ششم ابتدایی است. نمونه آماری برنامه‌های درسی علوم تجربی می‌باشد. برای تحلیل برنامه‌های درسی موجود (قصد شده) با هر یک از سبک‌های یادگیری ابتدا اهداف مندرج در کتاب‌های درسی، سپس محتوا کتاب درسی و برای بررسی روش‌های پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد. در بخش ارزشیابی، سوالات مطرح شده در کتاب‌های درسی و راهنمای تدریس تحلیل گردید. ابزار پژوهش، چک لیست وارسی سبک‌های یادگیری وارک (1998) بود که براساس پیشینه و پرسشنامه سبک‌های یادگیری وارک تدوین و به‌منظور حصول اطمینان از پایایی تحلیل‌های به دست آمده، کدگذاری‌های تحلیل را در اختیار سه پژوهشگر در رشته برنامه‌ریزی درسی قرار داده و درصد توافق آن‌ها برابر 88/0 برآورد شد.
بحث و نتیجه‌گیری: نتایج نشان داد در برنامه درسی چهارم و ششم ابتدایی سبک دیداری در رتبه اول و سبک خواندن/ نوشتن در رتبه پنجم قرار دارد اما در برنامه درسی پنجم ابتدایی سبک شنیداری رتبه اول و سبک جنبشی دارای رتبه پنجم می‌باشد. بنابراین می توان نتیجه گرفت سبک ارجح در برنامه‌های درسی علوم تجربی چهارم و ششم ابتدایی سبک دیداری و در برنامه درسی پنجم ابتدایی سبک شنیداری است.

کلیدواژه‌ها

عنوان مقاله [English]

The Analysis of the Curriculum for Empirical Science at Fourth, Fifth and Sixth Grades of Elementary School, Based on Learning Styles

نویسندگان [English]

  • Yousef Adib 1
  • Syed Bahaadin Karimi 2
  • Firouz Mahmoodi 3
  • Rahim Badri Gargari 4
1 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
2 Ph.D. student in Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
3 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
4 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
چکیده [English]

Objective: The purpose of this study was to analyze the curriculum of empirical science at the fourth, fifth, and sixth grades of elementary school based on Vark's learning styles.
Materials and Method:It was a content analysis descriptive research using Shannon entropy method. The statistical population included the curriculum (purpose, content, methodology and evaluation) of the fourth, fifth, and sixth grades of the elementary school. The statistical sample of curricula is social studies subject. In order to analyze the existing curriculum (intended) with each learning style, the objectives of the textbooks were first studied, then the content of the textbook was examined. And in order to review the proposed methods, we analyzed the teaching manual. In the evaluation section, the questions raised in the textbooks and the teaching guide were analyzed. The research tool was Vark's Learning Styles Checklist (1998), which was developed based on the VARK Learning Styles Questionnaire and questionnaire and provided coding analysis to three researchers in planning to ensure the reliability of the obtained analyzes. A lesson was agreed and the percentage of agreement was estimated to be 0.88.
Result and Discussion: The results of data analysis showed that in the curriculum of empirical science at the fourth and sixth elementary grades, the visual style was first and the Read/write style in the fifth rank. In fifth grade, the auditory style was first, and the combinative style in the fifth rank. Therefore, it can be said that the preferred style in the empirical science curriculum is the visual style in the fourth and sixth grades and the auditory style in the fifth grade.

کلیدواژه‌ها [English]

  • The analysis of the curriculum
  • learning styles & Vark

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