بررسی برنامه درسی قصد شده دوره دوم ابتدایی بر اساس مطابقت با ملاک ها و نشانگرهای تفکّر جانبی دوبونو در کتاب های علوم (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: پژوهش حاضر با هدف بررسی میزان رعایت ملاک های تفکّرجانبی دوبونو در برنامه درسی قصدشده دوره دوم ابتدایی است. روش: بدین منظور از رویکردی کمّی با استفاده از روش پیمایشی استفاده شد. یافته ها: یافته ها نشان داد که از کل ملاک های شناسایی شده تنها 25 درصد در کتاب علوم تجربی دوره دوم ابتدایی رعایت شده است و به رغم اهمیت و امکان آموزش مابقی ملاک ها، نسبت به ملاک هایی نظیر 1. بادبزن مفهوم 2. انگیزش اتفاقی 3. تحریک و جنبش 4. برداشت محصول 5. ایجاد انگیزه ها 6. قضاوت معوق 7.ایده های حاکم و عوامل قطعی 8.اشیاء اتفاقی 9.واژه تصادفی10. برخورد با ایده ها در تدوین این کتاب بی توجهی شده است. نتایج نشان داد که به رغم اهمیت تفکّرجانبی، متأسفانه نه تنها نسبت به ارائه کامل و متناسب ملاک ها و نشانگرهای تفکّرجانبی در کتاب علوم تجربی دوره دوم کم توجهی شده است، بلکه در ارائه آموزش های مناسب کم توجهی شده و این ملاک ها به دانش آموزان به طور کاربردی آموزش داده نشده است. این امر زمینه ای را فراهم آورده که دانش آموزان دوره دوم ابتدایی از میزان عملکرد متوسطی در تفکّرجانبی برخوردار باشند. به نظر می رسد، کم توجهی به آموزش رویه های تقویت کننده تفکّرجانبی در کتاب علوم تجربی و ارائه ناقص و غیرکاربردی این آموزش ها، زمینه ای را فراهم آورده که نظام آموزشی و اجتماع با چالش های مخاطره آمیزی در حوزه های نظیر افت خلاقیت، شکل نگرفتن روحیه تفکّر نقادانه، تفکّر مولد و ارزش آفرین مواجه گردد.Review of the Intended Curriculum of the second elementary course based on compliance with the criteria and indicators of De Bono's Lateral Thinking in science textbooks
Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school. Method: For this purpose, a quantitative approach was used using the survey method. Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be. Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school. Method: For this purpose, a quantitative approach was used using the survey method. Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be. Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school. Method: For this purpose, a quantitative approach was used using the survey method. Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be. Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school. Method: For this purpose, a quantitative approach was used using the survey method. Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.
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