تبیین وضعیت برنامه ی درسی اجراشده ی مطالعات اجتماعی پایه ی ششم ابتدایی از بعد تربیت شهروندی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش بر آن است تا به تبیین وضعیت برنامه درسی اجراشده مطالعات اجتماعی پایه ششم ابتدایی از بعد تربیت شهروندی بپردازد. روش اجرای این مطالعه آمیخته از نوع مدل «پیگیری تبیین ها» است که در مدارس دوره ابتدایی یکی از مناطق آموزش وپرورش شهر تهران انجام شد. حجم نمونه در مرحله کمّی را 85 معلم و بیست کلاس درس و در مرحله کیفی 36 اطلاع رسان تشکیل دادند. روش نمونه گیری در بخش کمّی، تصادفی خوشه ای یک مرحله ای و دو مرحله ای و در بخش کیفی نمونه گیری هدفمند از نوع نمونه گیری معیار است. گرد آوری اطلاعات در مرحله کمّی به صورت پیمایشی و با استفاده از دو ابزار پرسشنامه محقق ساخته و مشاهده و در بخش کیفی نیز با استفاده از مصاحبه نیمه ساختمند انجام شد. برای تعیین اعتبار ابزارهای اندازه گیری از روایی محتوایی و صوری، برای تعیین پایایی پرسشنامه از ضریب آلفای کرونباخ و به منظور افزایش روایی و پایایی ابزار مشاهده از روش پیش آزمون استفاده شد. یافته ها نشان داد که برنامه درسی اجراشده مطالعات اجتماعی پایه ششم ابتدایی از بعد تربیت شهروندی با چالش های مضاعفی روبه روست که می توان آنها را در قالب عوامل ساختاری، انگیزشی، نگرشی، مهارتی، عوامل مربوط به شرکای برنامه درسی و عوامل مربوط به منابع و امکانات دسته بندی نمود؛ از این روی می باید به منظور کاهش فاصله میان برنامه درسی قصدشده و اجراشده تصمیماتی در سطح کلان گرفته شود.The status of the Implemented Curriculum of Social Studies in the sixth grade of Elementary school in terms of Citizenship Education
The present study sought to explain the status of the implemented curriculum of social studies in the sixth grade of elementary school in terms of citizenship education. This mixed-method study used a follow-up explanations model and was conducted in elementary schools in one of the educational districts of Tehran, Iran. The sampling method was one-stage and two-stage cluster random sampling in the quantitative phase, and purposive criterion sampling in the qualitative phase. Findings showed that citizenship education in the implemented curriculum of social studies in the sixth grade of elementary school suffers additional challenges, which can be categorized as structural factors, motivational factors, attitudinal factors, skill-related factors, curriculum-partner factors, and resource-related and facility-related factors. Therefore, it is necessary to make macro-level decisions to reduce the gap between the intended and implemented curriculum. Introduction “In today’s society, Education Department is responsible for an important part of educating people to accept different roles as well as civic education (Safi, 2011). Curriculum is one of the most basic resources in education departments for teaching students and most activities are implemented within their framework across the globe (Qaltash, 2012). Three types of curricula exist in this process: intended, implemented, and attained curricula (Fathi Vajargah, 2014). Since citizenship education is one of the most fundamental missions of education departments in different countries (Farmahini Farahani, 2011) with a special place in the curricula, it is a wonder why our society is still struggling with many issues in this regard. Citizenship education is not achieved only by educating individuals, and all sections of the society must participate. However, Mehr Mohammadi (2012) considers the large gap and inconsistency among the intended, implemented, and attained curricula as a major weakness in any curriculum and believes that those involved in the curriculum planning process should seek to minimize them. Local literature has mostly identified the components of citizenship education in the book of social studies or surveyed teachers and students about the compatibility of the intended and implemented citizenship education curriculum; and the international literature is focused on recognizing teachers’ perception of citizenship, its implementation approaches, and methods of coping with these challenges in the classroom. Therefore, given the existing knowledge gap, the present study sought to investigate the compatibility between the intended and implemented curriculum of social studies in terms of citizenship education in four dimensions of objectives, content, teaching-learning activities, and assessment, and to address the challenges of and barriers to curriculum implementation through an in-depth analysis of teachers’ perspectives. Methodology This was an applied study in terms of purpose with a mixed method follow-up explanations model. The statistical population of this study consisted of all teachers (n=103) working in the sixth grade of public schools in one of the educational districts of Tehran, Iran in the academic year 2018-2019. The sampling method in the quantitative phase was one-stage cluster sampling and the sample size was determined as 85 people using the Morgan table. Also, the two-stage cluster sampling method was used to observe the social studies classroom. A purposive criterion sampling method was used in the qualitative phase. To increase the reliability and validity of the research and using the “triangulation of data collection” method, 36 informants were interviewed in the qualitative phase. The tools used were a researcher-made questionnaire, a behavior observation checklist, and semi-structured interviews. The reliability of the questionnaire was assessed using Cronbach’s alpha method. The pretest method was used to increase the validity and reliab
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