واکاوی ادراک معلمان از فرصت ها و چالش های تحقق رویکرد یادگیری زمینه محور در درس علوم دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه مدیریت آموزشی ، دانشگاه فرهنگیان ، تهران ، ایران

2 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران

3 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

پیشینه و اهداف: با توجه به پیشرفت دانش بشری و پیشرفت‌های علمی، جوامع نیازمند آموزش و رویکردهای متناسب با زندگی هستند. هدف پژوهش حاضر، توصیف تجارب معلمان از چالش‌ها و فرصت‌های تحقق رویکرد یادگیری زمینه محور در درس علوم دوره ابتدایی است. روش‌ها‌ در این پژوهش، روش کیفی از نوع پدیدارشناسی استفاده شد. به منظور احصای تجارب، 14 نفر از معلمان که تجربه تدریس و فعالیت با رویکرد یادگیری زمینه محور را داشتند، با روش نمونه‌گیری هدفمند و تا رسیدن به اشباع نظری انتخاب شدند. داده‌ها با استفاده از مصاحبه نیمه ساختاریافته گردآوری و به روش ون منن تحلیل شد. یافته‌ها: چالش‌های اجرای رویکرد یادگیری زمینه محور در قالب 7 مضمون اصلی و 22 مضمون فرعی و فرصت‌های اجرای رویکرد در قالب 5 مضمون اصلی و 13 مضمون فرعی تلخیص شدند. یافته‌ها نشان داد ضعف حرفه‌ای معلمان، نگرش غیر حرفه‌ای معلمان، مدرسه، عوامل مدیریتی، دانش‌آموز، والدین و کتاب‌های درسی چالش‌های اجرای رویکرد و رشد حرفه‌ای معلمان، رشد مهارت های شناختی، رشد مهارت‌های عاطفی، بهبود مهارت‌های بین‌فردی و رشد مهارت‌های خودمدیریتی دانش‌آموزان از فرصت‌های اجرای رویکرد یادگیری زمینه محور می‌باشد. نتیجه‌گیری: براساس نتایج پژوهش می توان گفت چالش‌ها و مشکلات زیادی در مقام اجرا وجود دارد، و نیز آگاهی اکثر معلمان از این رویکرد به شکل نظری است و در عمل ادراک درستی از نحوه اجرای آن ندارند. بنابراین لازم است در خصوص آموزش معلمان در این زمینه تلاش بیشتری صورت گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Analyzing the teachers' perception of the challenges and opportunities of realizing the context-based learning approach in the elementary science course

نویسندگان [English]

  • Asadollah khadivi 1
  • Zhila kardan halvaee 2
  • َAli ٍٍEghbali 3
1 Department of Educational Administration, Farhangian University, Tehran, Iran
2 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran.
3 Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده [English]

Background and Objective: According to the development of human knowledge and scientific advances, societies need education and approaches that fit life. The aim of the current research is to describe the teachers' experiences of the challenges and opportunities of implementing the context-based learning approach in the elementary science course.
Research methodology: In this research, a qualitative method of Phenomenology type was used to count the experiences, 14 teachers who had experience in teaching and working with a context-based learning approach were selected by purposive sampling method until reaching theoretical saturation. Data were collected using semi-structured interviews and analyzed by using of Van Mannen method.
Findings: The challenges of implementing the context-based learning approach were summarized in the form of 7 main themes and 22 sub-themes and the opportunities of implementing the approach in the form of 5 main themes and 13 sub-themes. The findings showed the professional weakness of teachers, the unprofessional attitude of teachers, school, management factors, students, parents and textbooks, the challenges of implementing the approach and the professional growth of teachers, the development of cognitive skills, emotional skills, interpersonal skills and self-management skills are the opportunities of implementing the context-based learning approach.  
Conclusion: Based on the results of the research, it can be said that there are many challenges and problems in the implementation, with many teachers possessing theoretical knowledge but lacking practical understanding of its implementation.

کلیدواژه‌ها [English]

  • Phenomenology
  • challenges
  • context-based approach
  • opportunities
  • Science course

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رهبری آموزشی کاربردی
دوره 6، شماره 1
فروردین 1404
صفحه 130-152

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  • تاریخ دریافت: 26 تیر 1403
  • تاریخ بازنگری: 28 بهمن 1403
  • تاریخ پذیرش: 28 بهمن 1403

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