اعتباریابی الگوی برنامه درسی وارونه مبتنی بر توجه انتخابی و یادگیری خودراهبر در درس کار و فناوری متوسطه‌ی اول

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

دوره 12، شماره 4 - شماره پیاپی 50، مهر و آبان 1400، صفحه 111-129   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2021.24192.4862

نویسندگان

راضیه نوری^{* 1}؛ لادن سلیمی²؛ عصمت رسولی²

¹دانشجوی دکتری، گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران

²استادیار، گروه برنامه ریزی درسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.

تاریخ دریافت: 27 بهمن 1398،  تاریخ بازنگری: 26 فروردین 1399،  تاریخ پذیرش: 13 مرداد 1400 

چکیده

چکیده
هدف: این پژوهش با هدف اعتباریابی الگوی برنامه درسی وارونه مبتنی برتوجه انتخابی و یادگیری خودراهبر در درس کار و فناوری متوسطه­ی اول انجام شد.
روش شناسی: پژوهش کاربردی از نوع توصیفی- پیمایشی بود. جامعه ی آماری پژوهش شامل کلیه­ی دبیران درس کار و فناوری متوسطه­ی اول در استان فارس به تعداد 800 نفر (315 مرد و 485 زن) هستند که  تعداد 340 نفر از دبیران کار و فناوری به عنوان نمونه آماری با روش نمونه گیری خوشه­ای نسبی چندمرحله­ای با فرمول کوکران انتخاب شدند. ابزار جمع آوری داده ها، دو پرسشنامه ی محقق ساخته یادگیری خودراهبر دارای 24 گویه و پرسشنامه محقق ساخته توجه انتخابی دارای 24 گویه با مقیاس پنج درجه ای لیکرت تنظیم شده بود. جهت تعیین روایی پرسشنامه ها از روایی محتوایی و جهت پایایی پرسشنامه ها از پایایی مرکب استفاده شد که دارای وضعیت مناسب و قابل قبولی بود. برای تحلیل داده ها از روش تحلیل عاملی اکتشافی و تاییدی، با استفاده از نرم­افزارهای SPSS و AMOS استفاده شد.
یافته ها: نتایج نشان داد مولفه­های حافظه فعال، انتخاب رقابتی، کنترل بالانورد و کنترل پایین نورد در تبیین الگوی برنامه درسی وارونه مبتنی بر توجه انتخابی موثر بوده است. همچنین مولفه­های خودمدیریتی، خودانگیختگی و خودنظارتی درتبیین الگوی برنامه درسی وارونه مبتنی بر یادگیری خودراهبر موثر بوده است و مدل از برازش مطلوبی برخوردار بود.
نتیجه گیری: الگوی برنامه درسی وارونه مبتنی بر توجه انتخابی و یادگیری خودراهبر در پرورش دانش آموزانی خلاق، خودراهبر، مسئولیت پذیر موثر بوده است.

کلیدواژه‌ها

برنامه درسی وارونه؛ یادگیری خودراهبر؛ توجه انتخابی؛ درس کار و فناوری؛ متوسطه اول

عنوان مقاله [English]

Validating upside down Curriculum Patterns Based on Selective Attention and Self-directed Learning in work and technology lesson in the first high school

نویسندگان [English]

Razieh noori¹؛ ladan salimi²؛ esmat rasoli²

¹. PhD Student, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.

²Assistant Professor, Department of Curriculum Planning, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran.

چکیده [English]

Abstract
The purpose of the present study was to, Validating upside down Curriculum Patterns Based on Selective Attention and Self-directed Learning in work and technology lesson in the first high school. This is a descriptive-survey research. The statistical population of this study consisted of all teachers of first high school work and technology lesson in Fars province with approximately 800 people (315 men and 485 women). The sample consisted of 340 secretaries of labor and work and technology teachers who were selected by multi-stage relative cluster sampling with Cochran formula. Data were collected using two self-directed learning learning questionnaires with 24 items and a researcher-made selective attention questionnaire with 24 items on a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and compound reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis was used to analyze the data using SPSS and AMOS software. The results showed that the components of Working memory, competitive selection, Top-down Control and Bottom-up Control are effective in explaining Upside down curriculum pattern based on selective attention. Also, self-management components of spontaneity and self-supervision are effective in explaining the pattern of reversed curriculum based on self-directed learning. The model had a good fit. The Upside down curriculum model based on cognitive attention and self-directed learning is effective in fostering creative, self-directed, responsible students.

کلیدواژه‌ها [English]

Upside down Curriculum, Self-Directed Learning, Selective Attention, Work & Technology Lesson, First High School

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