طراحی چارچوب برنامه درسی کارآفرینی مبتنی بر رویکرد تلفیقی استیم: مطالعه کیفی در دوره دوم ابتدایی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
آموزش استیم دانش آموزان را به کارکنان ماهرتر تبدیل می کند که در بازار کار بسیار مورد توجه هستند. زیرا به آنها کمک می کند دانش های متنوعی را به دست آورند و مهارت های قرن بیست و یکم را برای دنیای تجارت توسعه دهند. لذا پژوهش حاضر با هدف طراحی چارچوب برنامه درسی کارآفرینی مبتنی بر رویکرد تلفیقی استیم در دوره دوم ابتدایی انجام شد. روش پژوهش کیفی است. مشارکت کنندگان در این پژوهش شامل 10 نفر از متخصصین و صاحب نظران حوزه کارآفرینی دانشگاهی و معلمان با تجربه و آشنا به برنامه درسی کارآفرینی مبتنی بر رویکرد تلفیقی استیم بودند. ابزار گرد آوری اطلاعات و داده ها مصاحبه نیمه ساختار یافته بود. داده های کیفی حاصل از مصاحبه های پژوهش به کمک تحلیل محتوای استقرایی بررسی گردید که در نتیجه آن، 16 تم سازمان دهنده شامل: 1- منطق و چرایی 2-پرورش روحیه 3-پرورش مهارتهای نرم؛ 4-هنر پروری؛ 5-آگاهی و شناخت نسبت به مشاغل؛ 6-تدریس آزمایشی؛ 7-آفرینش؛ 8-کاوشگری؛ 9-مهارت های تخصصی؛ 10-مهارت های عمومی؛ 11-ارزشیابی مهارت محور؛ 12-ارزشیابی شبیه ساز؛ 13-محیط یادگیری؛ 14-ابزار و امکانات آموزشی؛ 15-فرهنگ سازی در سطح خرد؛ 16-فرهنگ سازی در سطح کلان استخراج گردید که در نه تم فراگیر منطق، هدف، محتوا، عنصر آموزشگر، عنصر روش تدریس، ابزار و امکانات، روش های ارزشیابی. با تلفیق موارد گفته شده در برنامه درسی استیم، دانش آموزان می توانند به روحیه کارآفرینی خود پی ببرند، طرح های خلاقانه خود را بسازند و همچنین مهارت های ضروری برای رشد به عنوان کارآفرین را به دست آورند و ایده های خود را به تجربه های عملی تبدیل کنند.Designing an Entrepreneurship Curriculum Framework Based on the Integrated Approach of STEAM: A Qualitative Study in the Second Year of Elementary School
Introduction: STEAM-based learning is used to develop various skills and creativity in learners along with the advancement of technology. STEAM-based education strives to prepare individuals to solve problems in a direct and authentic way through creativity, collaboration, and effective communication of the knowledge needed for the future. STEAM training transforms students into more skilled workers who are highly sought after in the job market. Because it helps them gain diverse knowledge and develop 21st century skills for the business world. There is a complex interplay between steam education, well-being and entrepreneurship, and they can complement each other in improving the quality of life sustainably. The integration of entrepreneurship education with the STEAM approach in the school curriculum is felt not only for individuals, but also for society, domestic production, and a positive contribution to economic growth and the economy in general. moreover, entrepreneurship education can also develop a resilient and unyielding mindset, so that individuals will be better prepared to face challenges and overcome obstacles in starting a business. Entrepreneurship education for children in general education is not about creating a new tool or starting a business, but about any attempt to remove the barriers that reduce the motivation of potential entrepreneurs. Therefore, the integration of entrepreneurship education in the school curriculum can provide long-term benefits for the economic development and progress of the country. The current research was conducted with the aim of designing an entrepreneurship curriculum framework based on the integrated approach of STEAM in the second year of elementary school. This research was a qualitative exploration related to the components of the entrepreneurship curriculum based on the integrated approach of STEAM and the subsets of each of them. Research questions: What is the STEAM-based entrepreneurship curriculum framework for second-grade elementary students? Method: The present study was a qualitative exploration of the components of the entrepreneurship curriculum based on the integrated approach of STEAM and its sub-divisions. For this purpose, semi-structured interviews were used. In this section, Husserli's descriptive phenomenological method was used. The participants in this research included 10 experts and experts in the field of academic entrepreneurship and teachers with experience and familiar with the entrepreneurship curriculum based on the integrated approach of STEAM. The tool for collecting information and data was a semi-structured interview, which was conducted based on Husserli's (1983) descriptive phenomenological method. A semi-structured interview was used to identify the components of the entrepreneurship curriculum based on the STEAM approach, and in order to achieve the accuracy and validity of the study, the criteria of credibility and trustworthiness were considered and used. For this purpose, by using the method of qualitative data alignment and emphasizing on choosing the right platform, aligning the data obtained from the results of the interviews, conducted research and the opinions of the participants, as well as close and continuous participation and interaction and involving the participants in The matter of interpretation, referring to them again, and specifying the stages and processes as clearly as possible in order to facilitate their review and understanding by others, was addressed in order to ensure the validity and accuracy of the study as much as possible. The data obtained using the theme analysis method, after counting the basic themes related to the entrepreneurship curriculum scale based on the STEAM approach, were analyzed as the organizing themes of this curriculum framework. Qualitative data obtained from research interviews were analyzed with the help of inductive content analysis. Results: The findings of the research showed that 16 organizing themes include: 1- Rationale and Why 2- raising morale 3- raising soft skills; 4- art cultivation; 5- Awareness and recognition of jobs; 6- trial teaching; 7- Creation; 8-exploration; 9- specialized skills; 10- General skills; 11- skill-oriented evaluation; 12- simulator evaluation; 13- learning environment; 14-Educational tools and facilities; 15- Cultivation at micro level; 16- Cultivation was extracted at the macro level in nine comprehensive themes of logic, goal, content, teacher element, teaching method element, tools and facilities, evaluation methods. By combining the things mentioned in the STEAM curriculum, students can realize their entrepreneurial spirit and create their own creative plans. Discussion: STEAM's approach can encourage students to engage in an active and in-deep learning process that ultimately fosters introspection, creativity, collaboration, and innovation, all of which are in line with today's entrepreneurial needs. STEAM's approach to the intersection of science, technology, engineering, art and mathematics helps students develop skills related to logical thinking, problem solving, collaboration, critical thinking, creativity, innovation and enthusiasm. The entrepreneurship curriculum based on the integrated approach of STEAM helps students to acquire the necessary skills to grow as entrepreneurs and turn their ideas into practical experiences.
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