تحلیل محتوای پرسش های کتاب درسی تاریخ پایۀ دوازدهم رشته علوم انسانی بر اساس مولفه های حیطۀ شناختی بلوم (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
کتاب درسی تاریخ ایران و جهان معاصر پایه دوازدهم علوم انسانی نزدیک ترین ارتباط با مولفه های هویتی نوجوانان دارد. بنابراین بررسی محتوای این کتاب و بررسی نسبت آن یا یادگیری صحیح و تحقق «تفکر سطح بالا» ضرورتی بنیادین دارد. پژوهش حاضر محتوای شناختی پرسش های نمونه دروس این کتاب را بر پایه طبقه بندی بلوم بررسی و تحلیل کرده و در چهارچوب حیطه شناختی نظریه بلوم و تحلیل محتوای پرسش های کتاب درسی دوازدهم انسانی سامان یافته است. یافته های پژوهش نشان می دهد پرسش های نمونه کتاب تاریخ دوازدهم عمدتا در سطوح اولیه حیطه شناختی یعنی «دانش» و «فهمیدن» قرار می گیرند. آن دسته از پرسش هایی که در قالب حیطه های تحلیل، ترکیب و بازآفرینی یعنی سوالات مرتبط با «سطح تفکر بالا» هستند؛ به رغم نسبت کم از وجه «پویا»، «خلاقانه» و «فعالانه» برخوردارند؛ و سطح ارزشیابی در مقایسه با سایر سطوح تفکر بالا از دامنه کمّی مناسبی برخوردار است و توانسته در چالش با دانسته های دانش آموزان «تفکر سطح بالا» را بسنجد. نتایج پژوهش نشان می دهد برای درس تاریخ پرسش هایی از حیطه ترکیب، ارزیابی (مقایسه کردن) و نوآفرینی با «پاسخ های باز» ضرورت دارد و از سوالات حافظه محور در سطوح پایین حیطه شناختی به جدّ دوری شود؛ چرا که منجر به دلزدگی از درس تاریخ خواهد شد.Content Analysis of 12th Grade History Textbook Questions in the Humanities Major Based on Bloom's Cognitive Domain Components
Abstract The 12th-grade Humanities textbook "History of Iran and the Contemporary World" is the closest to adolescents' identity components. Therefore, examining this book's content and relevance to correct learning and realizing "high-level thinking" is a fundamental necessity. The present study has examined and analyzed the cognitive content of sample questions in this book's lessons based on Bloom's Taxonomy. It was organized within the framework of Bloom's cognitive domain and content analysis of questions in the 12th-grade humanities textbook. The research findings show that the sample questions of the 12th-grade history book are mainly in the early levels of the cognitive domain, namely "knowledge" and "understanding. Those questions are in the form of the domains of analysis, synthesis, and reproduction, i.e., questions related to "higher level thinking," have "dynamic," "creative," and "active" aspects despite their low proportion; and the evaluation level has an appropriate quantitative range compared to other higher level thinking levels and has been able to measure "higher level thinking" in challenging students' knowledge. The results of the research show that for history lessons, questions from the areas of synthesis, evaluation (comparison), and innovation with "open answers" are necessary, and memory-based questions at low levels of the cognitive domain should be strictly avoided, as they will lead to boredom with history lessons. Keywords: 12th-grade history book, Bloom's taxonomy, cognitive domain, higher-order thinking. Introduction The 12th-grade history textbook is the most fundamental in the humanities. It is noteworthy that this book has been designed and written within the framework of the approach and goals of the transformation documents - the Fundamental Transformation Document and the National Curriculum Document - and in line with previous books. The Fundamental Transformation Document of Education is the roadmap for the country's education and training system in the year 1404. The history curriculum and textbook emphasize the development of historical literacy skills, historical awareness, and historical identity. Now that only one step remains until 1404, reviewing the educational system and assessing the achievement of goals related to the Fundamental Transformation and National Curriculum documents is a priority. Two important principles of the National Curriculum Document, Section 4-4 Teaching-Learning: “Learning is the result of the learner’s creative, purposeful, and active interaction with diverse learning environments.” Also, Section 5-4 Evaluation: “It continuously provides a clear and comprehensive picture of the student’s current situation, his distance from the next situation, and how to correct it by his capacities and needs” (ibid. Section 5-4, row 1) are of interest here. Material & Methods The unit studied in this study is the questions in the 12th-grade history textbook in the humanities, and the research method is the descriptive content analysis based on the theoretical framework of Bloom's taxonomy of learning based on cognitive levels. Therefore, the present article attempts to examine the questions of the 12th Human History Textbook and identify the cognitive levels of Bloom's taxonomy and, by criticizing it, to reach the effectiveness of the knowledge and epistemological system of the book's content in the mental growth and excellence of students and its dynamics. This research emphasizes the "cognitive" field, which is related to the processes that deal with human cognition and thought. This field consists of six main levels: knowledge, understanding, application, analysis, synthesis, evaluation, and reproduction. The final evaluation of the analysis of the 12th-grade history textbook questions in the humanities based on Bloom's cognitive levels is as follows: Of the 64 questions in the twelve lessons of the book, all cognitive levels have been assigned percentages. The two
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