شناسایی مؤلفه های توسعه فرهنگ پژوهش در مدارس ابتدایی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف شناسایی مؤلفه های توسعه فرهنگ پژوهش دوره ابتدایی در سال 1399 انجام شد. روش مطالعه از نوع کیفی با رویکرد پدیدارشناسی بوده و مشارکت کنندگان بالقوه شامل معلمان و صاحب نظران حوزه پژوهش سازمان آموزش و پرورش استان فارس بودند که با استفاده از روش نمونه گیری هدفمند انتخاب شدند. حجم نمونه با توجه به معیار کفایت تعداد مشارکت کنندگان بر مبنای اشباع نظری به 14 نفر رسید. ابزار گردآوری داده های کیفی پژوهش مصاحبه نیمه ساختاریافته انتخاب و تجزیه و تحلیل دادهها بر اساس تحلیل مضمون انجام شد. برای اعتباریابی داده ها از روش های بازخورد به مشارکت کنندگان، بازبینی و موضعگیری پژوهشگر و همسوسازی با منابع علمی استفاده گردید. اعتمادپذیری یافته ها با استفاده از نظرات اعضای کمیته راهنما شامل کارشناسان مدارس ابتدایی و همچنین کمیته رساله انجام شد. یافته ها نشان داد که از دیدگاه معلمان و صاحب نظران مدارس ابتدایی تعداد 5 عامل اصلی و 15 مؤلفه موجب توسعه فرهنگ پژوهش در دوره ابتدایی خواهد شد. عوامل اصلی عبارتند از: عوامل فردی، عوامل سازمانی، عوامل فراسازمانی، عوامل برنامه ای و عوامل اطلااعاتی. همچنین چهار مؤلفه خودبالندگی، برنامه درسی مدارس، توانمندسازی و آزادی عمل از اهمیت بالاتری برخوردار بودند. نتایج این پژوهش می تواند دریچه های نوینی را برای توجه بنیادی به بالندگی معلمان و بسترسازی و توسعه پلکانی فرهنگ پژوهش در آموزش و پرورش و تغییرات مطلوب در بازنگری برنامه درسی از رویکرد آموزش محوری به پژوهش محوری بگشاید.Identifying the components of research culture development in primary schools : a study with a phenomenological approach
Research in education is the only tool that is used to improve and make useful changes in the quality of education programs and functions. Paying attention to research and the value and status of the culture of research and its development and questioning is a basic slogan in education and the training of teachers and students who are researchers and seekers is the most important mission of education. "Research culture" includes interdisciplinary values and ideas, as well as an environment where researchers can flourish as people with research capacities. The culture of research and innovation develops in a society where the educational and cultural system provides a suitable background for it. The result of continuous scientific and research activities makes the society gain knowledge, dynamism and efficiency. Due to the course of change and evolution of social developments, the education organization is one of the important and effective organizations and has a special sensitivity. In the meantime, the school as a small and vital complex is considered one of the most important social, educational and educational institutions and the main pillar of education and the most important indicator of the performance of the education organization. Teachers play an important and bold role in the success of research culture among students. They have an important and sensitive role that their performance can affect the personal and social life of students, therefore they should be fully aware of their duties as educational facilitators. Nalla & Nalla( 2016) and Puplampu, ( 2021) have pointed out the leadership style, institutional support, ability to defend or express, present, discuss, and defend their work to peers, guide, writing skills, labs, time management, collaborative working skills, confidence levels and increased tolerance for frustration. The organization of education and training has not been able to present a clear strategy for the foundation and development of the research culture despite having a huge human force. This has always caused challenges such as the lack of up-to-date activities of schools and the failure to meet the deep needs of the society, the passivity of teachers and students in the 21st century, the weakening of the feeling of the need for progress in the young generation, the weakening of the culture of reading books, the weakening of the spirit of questioning, non-blossoming of potential talents and non-fertility of critical thinking , reduction of doubt to addicted beliefs, elitism, poverty and scientific stagnation, lack of scientific and logical movement in dealing with problems and attitude and emotional dealing with criticism. The study of the conducted research shows that the lack of a comprehensive policy based on systematic studies, the failure to use efficient human resources in research, the predominance of the memory-oriented approach over the research-oriented approach, the weakness of the content of textbooks, the weakness of the necessary motivations in researchers and project managers, the inconsistency of organizations in the matter of research, the lack of budget and the existence of administrative bureaucracy in order to spend the approved budget, the lack of necessary communication between educational research organizations and higher organizations, the lack of information centers and the lack of application of research results in decision-making , the involvement of politics and religion in research are among the challenges and problems of research in education. In the current research, based on the primary themes obtained, five individual, organizational, extra-organizational, programmatic and informational factors have influenced the development of research culture. The study method was qualitative with a phenomenological approach and potential participants included teachers and experts in the field of research of the Education Organization of Fars Province who were selected using the purposive sampling. The sample size according to the adequacy criterion of the number of participants based on theoretical saturation reached 14 people. Qualitative data collection tool Semi-structured interview research was selected and data analysis was performed based on content analysis. To validate the data, methods of feedback to participants, researcher review and stance, and alignment with scientific sources were used. The reliability of the findings was assessed using the opinions of the members of the steering committee, including experts from primary schools, as well as the dissertation committee. Findings showed that from the perspective of primary school teachers and experts, 5 main factors (individual, organizational, extra-organizational, Programmatic, informational) and 15 components will lead to the development of research culture in primary school. Also, the four components of self-growth, school curriculum, empowerment and freedom of action were of higher importance. The meaning of individual factors in education and research is self-esteem and interest and readiness to change, attitude, knowledge and research literacy and having some psychological components such as necessary and sufficient abilities and skills, the ability to understand the issues around problem solving and having spirit doing team work. Organizational factors refer to the impact of policy in education such as the lack of importance to research and the researcher, the lack of application of research findings in society's policies and the lack of use of researchers' opinions in policy-making teams. Extra-organizational factors refer to economic and credit issues, political components (applying the opinions of pressure groups on the process of classroom education, lack of freedom of expression and freedom after scientific expression, relationship orientation in the appointment of managers, filtering of some sites related to the keywords of the research title, the lack of feeling of job security) and legal issues. Programmatic factors refer to problems such as memorization approach, non-applicable content of textbooks, and inactive text books content. Information factors refer to the weakness of the information system and the lack of promotion of research culture due to the lack of proper communication space. According to what has been said, in the development of research culture, the role of teachers is very important and without accepting the role of research in school by teachers, solving and improving structural and interventional problems and fundamentally changing the educational approach, education and training will not be successful in practice. The development of this culture will not be achieved.
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