طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه براساس الگوی اکر

مولودی, سیامند; مجلل, محمدعلی; ملکی آوارسین, صادق; دانشور هریس, زرین

doi:10.30495/jedu.2022.25590.5106

انتقال سامانه مجلات به سامانه سند (سکوی نشر دانش)

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	طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه براساس الگوی اکر
دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
دوره 12، شماره 5 - شماره پیاپی 51، آذر و دی 1400، صفحه 132-114 اصل مقاله (1.53 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30495/jedu.2022.25590.5106
نویسندگان
سیامند مولودی¹؛ محمدعلی مجلل^* ²؛ صادق ملکی آوارسین³؛ زرین دانشور هریس⁴
¹دانشجوی دوره دکتری رشته برنامه ریزی درسی دانشگاه آزاد تبریز تبریز،ایران
²استادیار گروه علوم تربیتی، بناب، دانشگاه آزاد اسلامی،بناب، ایران
³دانشیار گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
⁴استادیار گروه مشاوره، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
تاریخ دریافت: 09 مرداد 1399، تاریخ بازنگری: 31 شهریور 1399، تاریخ پذیرش: 09 بهمن 1399
چکیده
مقدمه و هدف: این پژوهش به منظور طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه بر اساس الگوی اکر در سال 1399- 1398 انجام گرفته است. روش شناسی پژوهش: تحقیق از نوع هدف کاربردی بوده و بارویکرد کیفی به روش سنتز پژوهی انجام شده است. جامعه آماری شامل کلیه دبیران پژوهشگر برتر دوره دوم متوسطه استان آذربایجان غربی که تعداد آنها 20 نفر و نخبگان و صاحب نظران برنامه درسی است. نمونه آماری شامل 20 نفر از دبیران پژوهشگر برتر دوره دوم متوسطه استان آذربایجان غربی و 10 نفر از نخبگان و صاحبنظران برنامه درسی که حداقل دارای دو تالیف کتاب و 5 مقاله علمی پژوهشی هستند ، با استفاده از روش نمونه گیری هدفمند تا حد اشباع داده ها انتخاب شدند.در این تحقیق،ابتدا با در نظر گرفتن الگوی اکر، عناصر برنامه درسی پژوهشگری مشخص و سپس برای پاسخ به سوالات تحقیق، ابتدا بر اساس مصاحبه نیمه ساختار یافته، دیدگاه های دبیران پژوهشگر نمونه و نخبگان و صاحبنظران برنامه درسی استخراج وسپس از طریق کد گذاری پاسخ های مصاحبه شوندگان کد بندی و مقولات نهایی مشخص و بر اساس آن الگوی نهایی تدوین شد. یافته ها: نتایج پژوهش نشان می دهد که بر اساس الگوی اکر ، مهم ترین مولفه ها یا مقولات الگوی نهایی برنامه درسی پژوهشگری دبیران عبارتند از: 1- عنصر منطق و دلیل برنامه درسی پژوهشگری دبیران: آموزش مهارت پژوهشگری - شکل گیری روحیه پژوهشگری و مشارکتی، 2- عنصر اهداف: آموزش مهارت تحقیق- ایجاد روحیه پژوهش-تدریس مبتنی بر پژوهش- ایجاد مهارت حل مساله در دانش آموزان ، 3- عنصر محتوا: آشنایی و به کارگیری همه فرایند تحقیق،4- عنصر فعالیت های یادگیری: توانایی تدوین طرح تحقیق- انجام تحقیق آزمایشی، 5- عنصر نقش دبیران: بستر سازی و راهنمایی دانش آموزان در انجام تحقیق، 6- عنصر مواد و منابع: کتب تحقیق – بررسی تحقیقات انجام شده،7- عنصر گروه بندی: طراحی تمرین های انفرادی و گروهی، 8- عنصر مکان: کلاس درس برای بحث گروهی – ایجاد فرصت برای یادگیری الکترونیکی، 9- عنصر زمان: انعطاف در زمان، 10- عنصر ارزشیابی: خود ارزیابی – انجام کارهای عملی تحقیق.
کلیدواژه‌ها
برنامه درسی؛ پژوهشگری؛ دبیران؛ الگوی اکر
عنوان مقاله [English]
Designing of research curriculum, based on Akker pattern for high school teacher
نویسندگان [English]
siamand movloudi¹؛ Mohammad Ali mojallal²؛ Sadeq MalekiAvarsin³؛ zarrin daneshvar haris⁴
¹PH.D student in curriculum development.University of Tabriz Azad, Tabriz, Iran
²Assistant Professor of curriculum development.University of Bonab Azad, Boonab, Iran
³Associate Professor of Education manegment.University of Tabriz Azad, Tabriz, Iran
⁴Assistant Professor of Consulting. University of Tabriz Azad, Tabriz, Iran
چکیده [English]
Introduction: This research has been done in order to design the research curriculum of secondary school teachers based on the Akker pattern in 2019-2020. research methodology: The research is an applied goal and has been done with a qualitative synthesis method. The statistical population of this research includes all the top research teachers of the second year of high school in West Azerbaijan province whose number is 20 people and the elites and experts of the curriculum. The statistical sample includes 20 top research teachers of the second year of high school in West Azerbaijan province and 10 elite and curriculum experts who have at least two books and 5 scientific research articles, using purposive sampling to select data saturation Were. In this research, first by considering the Akker pattern, the elements of the research curriculum are identified and then to answer the research questions, first based on semi-structured interviews, the views of sample research teachers and elites and curriculum experts are extracted and then by coding the answers. The interviewees were coded and the final categories were determined and the final model was developed based on it. Findings: The results show that according to Akker pattern, the most important components or categories of the final model of teachers' research curriculum are: 1- The element of logic and reason of teachers' research curriculum: research skills training - formation of research and participatory spirit, 2- Objectives: research skills training - creating research spirit - research-based teaching - creating problem-solving skills in students, 3- Content element: Familiarity and application of all research process, 4- Element of learning activities: ability to formulate research plan - conduct experimental research, 5- Element of role of teachers: creating a platform and guiding students in conducting research, 6- Element of materials and resources: research books - Review of research, 7- Element of grouping: designing individual and group exercises, 8- Element of place: classroom for group discussion - Creating opportunities for e-learning, 9- Element of time: flexibility in time, 10- Evaluation element: self-assessment - Doing practical research work.
کلیدواژه‌ها [English]
curriculum, research, teachers, Akker pattern

مراجع
1. Akker, J. V. D. (2010). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Dordrecht: Kluwer Academic Publishers. 2. Azimi, M . (2016). Designing and validating the model of health education and health promotion curriculum in primary school, based on the assumptions of the health system. Specialty doctoral dissertation. University of Tabriz. 3. Barzabadi Farahani, N. (2013). Relationship between Akker curriculum elements and motivation for progress in high school students in Tehran. Master Thesis. Azad University Central Tehran Branch.. 4. Bazargan, A. (2006). Action Research Training Booklet. Tehran: University of Tehran Publishers. 5. CHaychi, P ., Gooya, Z ., Mortazi Mehrabani, N., Saki, R . (2006). Assessing the achievement of the goals of the teacher-researcher program, Quarterly Journal of Education, 85, pp. -107-133 6. Dodani, S. LaPorte, R. E. (2011). Ways to strengthen research capacity in developing countries: effectiveness of a research training workshop in Pakistan. The Royal Institute of Public Health, 122, 578–587 . 7. Fichtman,dana.(2017).the reflective educators guide to classroom Research:l earning to teach and teaching to learn through practitioner inquiry. new york: corwing press. 8. Garmabi, H.A., Maleki, H., Beheshti, S., Afhami, R . (2015). Design and validation of the native model of the elementary school curriculum based on the components of aesthetics and art. Quarterly Journal of Preschool and Primary Studies,2, (1), P.1 9. Hawk,maria(2017). Chatholic scool teacher as action researcher: A project designed to empower and transform chatholic school teachers into instructional a dissertation. Submitted to thefaculty of the graduate school of education in candidacy for the degree of doctor of education p87. 10. Hejazi, Y., Pardakhtchi, M .,SHahpasand, M . (2009). Teacher professional development approaches. Tehran: University of Tehran, p. 48. 11. KHosravi, M . (2013). Analysis of the acceptance of curriculum innovations in the higher education system. Quarterly Journal of Educational Psychology, 27, (2) , p. 9. 12 .Koutselini, M (2016). Participatory teacher development at schools: Processes and issues, Journal of Action Research, Volume6(1).pp.29-48 13. Munn, P. (2008). Bulding research capacity collaboratively: Canwetake Ownership Of Our Future? British Educational Research Journal, 34(4), 15- 27. 14. Naghshbandi, T . (2013). Pathology of curriculum elements of in-service training courses for Iran Khodro employees based on the Akker pattrrn. Master's thesis. Shahid Beheshti University of Tehran. 15. Noorbakhsh, A . (2012). A Survey of Curriculum Literacy of Female Teachers in Public High Schools for Girls in Tehran Based on the Akker patern. M.Sc. Thesis, Payame Noor University, p.1. 16. Peterson, C.A., Hays Kimmons. J.E., Cole. J.S. (2008). Short-Term Effectivene of an Outcomes Research Training Curriculum Within a Coordinated Program. American Dietetic Association, 108, 120-124. 17. Razavi, A.H . (2010). Teacher action research: some characteristics of provincial elected officials. Educational Research Journal, 120, (14). 18. Rowly, j (2017). Action research: an approach to student work based learning,Journal of Education and Training, Volume 45,number 3.pp.131-138 19. Safi, A . (2010). A Study of the Historical and Developmental Course of Iranian Education Laws from 1286 AH to 2001. Education Research Institute 20. Trunk N , Arthur S.(2017). Action research and constructivism: two sides of the same coin? Or, one side, International Journal of Management in Education, V. 1, Number 1- 2 ,2007. Theory, method, and practice (pp. 177-199). 21. Yoon, Kiok. Park, Youngin. Yong Hong, Seoung (2007). Elementry Teacher perception of Action Research in Korea. Annual Conference of the Comparative and International Education Society held in April 14-18: Toronto. 22. Wacher, J. ( 2009). Training Needs Assessment of the Cooper Engineering Group at ADC, MA thesis in Training and Development . University of Wisconsin: Stout. 23. Whitehead, J. (1989). Creating a living educational theory from questions of The kind , How do I improve my practice? Cambridge Journal of education ,19 (1), 41-52.
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طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه براساس الگوی اکر

1. Akker, J. V. D. (2010). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-10). Dordrecht: Kluwer Academic Publishers.

2. Azimi, M . (2016). Designing and validating the model of health education and health promotion curriculum in primary school, based on the assumptions of the health system. Specialty doctoral dissertation. University of Tabriz.

3. Barzabadi Farahani, N. (2013). Relationship between Akker curriculum elements and motivation for progress in high school students in Tehran. Master Thesis. Azad University Central Tehran Branch..

4. Bazargan, A. (2006). Action Research Training Booklet. Tehran: University of Tehran Publishers.

5. CHaychi, P ., Gooya, Z ., Mortazi Mehrabani, N., Saki, R . (2006). Assessing the achievement of the goals of the teacher-researcher program, Quarterly Journal of Education, 85, pp. -107-133

6. Dodani, S. LaPorte, R. E. (2011). Ways to strengthen research capacity in developing countries: effectiveness of a research training workshop in Pakistan. The Royal Institute of Public Health, 122, 578–587 .

7. Fichtman,dana.(2017).the reflective educators guide to classroom Research:l earning to teach and teaching to learn through practitioner inquiry. new york: corwing press.

8. Garmabi, H.A., Maleki, H., Beheshti, S., Afhami, R . (2015). Design and validation of the native model of the elementary school curriculum based on the components of aesthetics and art. Quarterly Journal of Preschool and Primary Studies,2, (1), P.1

9. Hawk,maria(2017). Chatholic scool teacher as action researcher: A project designed to empower and transform chatholic school teachers into instructional a dissertation. Submitted to thefaculty of the graduate school of education in candidacy for the degree of doctor of education p87.

10. Hejazi, Y., Pardakhtchi, M .,SHahpasand, M . (2009). Teacher professional development approaches. Tehran: University of Tehran, p. 48.

11. KHosravi, M . (2013). Analysis of the acceptance of curriculum innovations in the higher education system. Quarterly Journal of Educational Psychology, 27, (2) , p. 9.

12 .Koutselini, M (2016). Participatory teacher development at schools: Processes and issues, Journal of Action Research, Volume6(1).pp.29-48

13. Munn, P. (2008). Bulding research capacity collaboratively: Canwetake Ownership Of Our Future? British Educational Research Journal, 34(4), 15- 27.

14. Naghshbandi, T . (2013). Pathology of curriculum elements of in-service training courses for Iran Khodro employees based on the Akker pattrrn. Master's thesis. Shahid Beheshti University of Tehran.

15. Noorbakhsh, A . (2012). A Survey of Curriculum Literacy of Female Teachers in Public High Schools for Girls in Tehran Based on the Akker patern. M.Sc. Thesis, Payame Noor University, p.1.

16. Peterson, C.A., Hays Kimmons. J.E., Cole. J.S. (2008). Short-Term Effectivene of an Outcomes Research Training Curriculum Within a Coordinated Program. American Dietetic Association, 108, 120-124.

17. Razavi, A.H . (2010). Teacher action research: some characteristics of provincial elected officials. Educational Research Journal, 120, (14).

18. Rowly, j (2017). Action research: an approach to student work based learning,Journal of Education and Training, Volume 45,number 3.pp.131-138

19. Safi, A . (2010). A Study of the Historical and Developmental Course of Iranian Education Laws from 1286 AH to 2001. Education Research Institute

20. Trunk N , Arthur S.(2017). Action research and constructivism: two sides of the same coin? Or, one side, International Journal of Management in Education, V. 1, Number 1- 2 ,2007. Theory, method, and practice (pp. 177-199).

21. Yoon, Kiok. Park, Youngin. Yong Hong, Seoung (2007). Elementry Teacher perception of Action Research in Korea. Annual Conference of the Comparative and International Education Society held in April 14-18: Toronto.

22. Wacher, J. ( 2009). Training Needs Assessment of the Cooper Engineering Group at ADC, MA thesis in Training and Development . University of Wisconsin: Stout.

23. Whitehead, J. (1989). Creating a living educational theory from questions of The kind , How do I improve my practice? Cambridge Journal of education ,19 (1), 41-52.