نوع مقاله : مقاله پژوهشی
نویسندگان
1 استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران
2 دانشیار، مرکز تحقیقات روانپزشکی و علوم رفتاری، دانشگاه علوم پزشکی شیراز، شیراز، ایران
3 دانشجوی دکتری برنامه ریزی درسی دانشگاه تبریز، تبریز، ایران
چکیده
مقدمه: هدف از انجام پژوهش حاضر، طراحی و اعتبار سنجی الگوی برنامه درسی مبتنی بر علوم اعصاب شناختی در دوره ابتدایی می باشد.
روش ها: در این پژوهش از روش کیفی استفاده شده است. در مرحله اول، برای طراحی الگو و شناسایی عناصر الگو از روش کیفی از نوع نظریه زمینه ای و تحلیلی-استنباطی و در مرحله دوم برای اعتبارسنجی و اطمینان از کارآمدی الگوی برنامه درسی از ضریب لاوشه استفاده شده است. ابتدا الگوی برنامه درسی مبتنی بر علوم اعصاب شناختی براساس عناصر نه گانه کلاین طراحی گردید. الگوی پیشنهادی با استفاده از شیوه نمونه گیری هدفمند در اختیار 22 نفر از متخصصان حوزه مطالعات برنامه درسی و علوم اعصاب شناختی قرار گرفت و میزان اعتبار داده ها با استفاده از ضریب لاوشه مورد تحلیل قرار گرفتند.
یافته ها: نتیجه کدگذاری سه مرحله ای داده های گردآوری شده، استخراج 35 مقوله فرعی و 72 ویژگی برای هرکدام از عناصر برنامه درسی بود. نهایتاً شاخص سی وی آر لاوشه بیست و یک مضمون اصلی را تایید نمود.
نتیجه گیری: بطور کلی می توان اذعان کرد که الگوی مبتنی بر علوم اعصاب شناختی، مباحث جدیدی را در عرصۀ تعلیم و تربیت مطرح می نماید. توجه به ابعاد نظری این الگو و کاربرد آن در آموزش و پرورش از اهمیت ویژه ای برخوردار است. همچنین، تعامل علوم اعصاب و علوم تربیتی می تواند در بهبود نظریه، تفکر و عمل در حوزه علم یاددهی و یادگیری مؤثر افتد.
کلیدواژه‌ها
عنوان مقاله [English]
Designing and Validating a Cognitive Neuroscience-based Model of Curriculum
نویسندگان [English]
- Eskandar Fathiazar 1
- Arash Mani 2
- Yousef Adib 1
- Zahra Sharifi 3
1 Professor, Department of Educational Sciences, Faculty of Education and Psychology, Tabriz University, Tabriz, Iran
2 Associate Professor, Research Center for Psychiatry & Behavioral Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
3 Ph.D. Student of Curriculum Planning, Tabriz University, Tabriz, Iran
چکیده [English]
Introduction: The purpose of this study is to design and validate a curriculum model based on cognitive neuroscience in elementary school.
Methods: In this research, qualitative method design has been used. In the first step, the method of designing and identifying the elements of the model is based on the qualitative method of the Grounded theory and analytical-inferential and in the second stage, for validation and assurance of the effectiveness of the curriculum model (Lauvash's coefficient) was used. At first, a cognitive neuroscience-based curriculum based on the nine elements of Klein was designed. The proposed model was administered to 22 experts in curriculum and cognitive neuroscience using a purposive sampling method, and then we analyzed the validity of the data using Lauvash's coefficient.
Results: The result of the three-step coding of the collected data was the extraction of 35 sub categories and 72 attributes for each of the elements of the curriculum. Eventually, the Lauvash's coefficient also confirmed the twenty-one major themes.
Conclusion: it can be admitted that the cognitive neuroscience-based model introduces recent issues in education. Considering the theoretical dimensions of this model and its application in education is very important. Also, the interaction of neuroscience and education can be effective in improving theory, thinking, and practice in teaching and learning.
کلیدواژه‌ها [English]
- Curriculum
- Cognitive neuroscience
- Validation
- Primary school
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