شاخص های روش های یاددهی و یادگیری در برنامه درسی دانش فناوری رشته آموزش ابتدایی و میزان توجه به آن ها (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف شناسایی شاخصهای روشهای یاددهی و یادگیری در برنامه درسی دانش فناوری رشته آموزش ابتدایی و سپس میزان توجه به آنها در دانشگاه فرهنگیان انجام شد. در پژوهش حاضر از طرح ترکیبی از نوع اکتشافی متوالی استفاده شد. در بخش کیفی از روش پدیدارشناسی و در بخش کمی از روش توصیفی – پیمایشی بهره گرفته شده است. در بخش کیفی با 15 نفر از متخصصان و اعضای هیئت علمی دانشگاه ها، مصاحبه نیمه ساختاریافته به عمل آمد. جامعه آماری بخش کمی دانشجومعلمان دوره کارشناسی دانشگاه های فرهنگیان بودند که به روش تصادفی طبقه ای نسبی، تعداد 236 نفر انتخاب شدند. دادههای پژوهش از طریق مصاحبه نیمه ساختاریافته و پرسش نامه مستخرج از بخش کیفی جمعآوری شد. برای اعتباریابی بخش کیفی از روش همسوسازی و تکنیک کنترل توسط اعضاء بهره گرفته شد. برای تعیین روایی سؤالات مصاحبه و پرسش نامه از روایی صوری و محتوایی و برای برآورد پایایی پرسش نامه از ضریب آلفای کرونباخ برابر با 876/0 استفاده شد. برای تحلیل دادههای پژوهش در بخش کیفی از روش تحلیل مضمون و در بخش کمی از آمار توصیفی و استنباطی بهره گرفته شد. یافته های پژوهش در بخش کیفی نشان داد مهم ترین شاخص های روش-های یاددهی - یادگیری در برنامه درسی دانش فناوری رشته آموزش ابتدایی پنج مضمون تدریس مبتنی بر فناوری های نوین آموزشی، تدریس مبتنی بر وب و اینترنت، تدریس مبتنی بر فعالیت دانشجومعلمان ابتدایی با استفاده از فناوری های نوین، تدریس به شیوه تعاملی و مشارکتی با کمک فناوری های نوین و تدریس مبتنی بر پروژه، حل مسأله، اکتشافی و... با استفاده از فناوری های نوین بوده است.Indicators of Teaching and Learning Methods in the Technology Knowledge Curriculum of Elementary Education and the Amount of Attention Paid to Them
Objective: Faculty members need a series of knowledge to successfully design and implement the teaching and learning process. According to Shulman, (1986), for the success of a professor, having knowledge in seven areas is essential: content knowledge, pedagogy knowledge, curriculum knowledge, pedagogy content knowledge, knowledge of the needs and characteristics of students and knowledge of educational goals and contexts. Technology knowledge as the third dimension of basic knowledge, next to the well known dimensions of pedagogy and content, is one of the knowledges that university professors urgently need; because professors are facing rapid changes in the field of scientific knowledge and technology used in teaching. They should become technically professional in the field of using technology as an educational tool to create effective learning and acquire the required knowledge and skills in this field. Therefore, the present study was conducted with the aim of identifying the indicators of teaching and learning methods in the curriculum of science and technology of elementary education and then the level of attention paid to them in Farhangian University.Research questions: 1- What are the indicators of desirable teaching and learning methods in the science and technology curriculum of elementary education?2- What is the level of attention paid to the indicators of desirable teaching and learning methods in the science and technology curriculum of elementary education in the studied university?3- To what extent is there a significant difference between students opinions regarding the level of attention to the indicators of desirable teaching and learning methods in the science and technology curriculum of elementary education according to gender?4- To what extent is there a significant difference between students opinions regarding the degree of attention to the indicators of desirable teaching and learning methods in the science and technology curriculum of elementary education according to the academic semester?Methodology: A mixed design of sequential exploratory approach was used in the present study. In the qualitative section, the phenomenological method and in the quantitative section, the descriptive-survey method was used. In the qualitative section, a semi structured interview was conducted with 15 experts and university faculty members. The research population was a quantitative section of undergraduate student teachers of Farhangian universities, which 236 people were selected by a stratified random sampling method. Research data were collected through semi- structured interviews and questionnaires extracted from the qualitative section. To validate the qualitative section, the alignment method and control technique were used by the members. The face and content validity of the questionnaire was obtained by examining the opinions of eight experts and Cronbach's alpha coefficient equal to 0.876 was used to estimate the reliability of the questionnaire. To analyze the data of the study, thematic analysis method in the qualitative section and descriptive statistics and inferential statistical methods were used in the quantitative section.Findings: The results of the study in the qualitative section showed that the most important indicators of teaching and learning methods in the science and technology curriculum of the elementary education field are five teaching themes based on modern educational technologies, teaching based on web and internet, teaching based on activity elementary student teachers have been using new technologies, teaching in an interactive and collaborative way with the help of new technologies and project-based teaching, problem solving, exploratory, etc. using new technologies. The results in the quantitative section also showed that the level of attention paid by Farhangian University professors to the indicators of teaching and learning methods in the curriculum of technology knowledge is at a weak level. Other results showed a significant difference between the two groups of male and female students regarding the use of indicators of teaching and learning methods in the science and technology curriculum of elementary education in some components and not in others. Moreover, there is a significant difference between the students of different semesters regarding the use of indicators of teaching methods and learning technology knowledge in the field of elementary education in the components of teaching based on modern educational technologies, teaching based on the web and the Internet, and teaching based on the activity of elementary school teachers with the use of new technologies and there was no significant change in other components.Discussion: The integration of technological knowledge with pedagogical practices and subject matter expertise is essential for effective technology-based classroom activities. Utilizing identified indicators can enhance classroom instruction and facilitate the selection of appropriate educational technologies. The application of technological knowledge can advance learning outcomes at the tertiary level, promoting a shift from content-oriented and traditional curricula to competency-based and inclusive educational frameworks. Furthermore, the incorporation of technological knowledge supports, enhances, and streamlines the teaching and learning process, rendering it more engaging and effective. This approach leads to improved academic achievements and efficiency, while encouraging students to assimilate course material through enhanced cognitive capabilities. Curriculum indicators grounded in technological knowledge can inform subject-specific teaching and learning strategies, as well as methods for effectively conveying content knowledge to students. The integration of technology in education can reinforce the connection between academic instruction and students' real-world experiences and future career prospects.
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