شناسایی عناصر برنامهٔ درسی استم (علوم، فناوری، مهندسی، ریاضیات) در دورهٔ ابتدایی کشور ایران: رویکردی سنتزپژوهانه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکدۀ‌ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار گروه روش‌ها و برنامه‌های درسی، دانشکدۀ‌ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

چکیده

هدف پژوهش حاضر شناسایی عناصر برنامهٔ درسی استم در دورهٔ ابتدایی است. داده‌ها براساس پژوهشی کیفی از نوع سنتزپژوهی و با استفاده از گام‌های هفت‌گانهٔ نیومن و گاف (2020) جمع‌آوری شده‌اند. قلمروِ پژوهش شامل همهٔ مقالات علمی معتبر مرتبط با موضوع در بازهٔ زمانی ۲۰01-2023 است که در پایگاه‌های تخصصی و علمی داخل و خارج کشور ثبت شده‌اند و از میان آن‌ها، پس از چند مرحله غربالگری و معیار مهارت‌های ارزیابی حیاتی، ۴۰ منبع به‌صورت هدفمند انتخاب و کدگذاری و تحلیل شدند. همچنین، عناصر برنامهٔ درسی استم براساس الگوی تارعنکبوتی اکر بررسی شد. نتایج پژوهش نشان داد که منطق رویکرد استم یادگیرنده‌محور و همسو با نظریهٔ سازنده‌گرایی است که به‌دنبال ساختن دیدی کل‌نگر در دانش‌آموز به‌منظور درک و فهم ارتباط بین چهار حوزهٔ علوم، فناوری، مهندسی و ریاضیات است. هدف این رویکرد، کسب مهارت‌های قرن ۲۱ و پرورش دانش‌آموزانی است که با مهارت تفکر و حل ‌مسئله بتوانند بر مسائل واقعی دنیای کنونی فائق آیند و راهکارهای مؤثر ارائه دهند. اجرای این روش، نیازمند تغییر نگرش معلمان از رویکردهای سنتی به نوین و آموزش و آماده‌سازی معلمان است. افزون‌براین، اجرای گام‌به‌گام و تدریجی این رویکرد، حتی در ساختار کنونی، امکان‌پذیر است. درنهایت، پس ‌از معرفی عناصر برنامهٔ ‌درسی، پیشنهادهایی برای اجرای آن در دورهٔ ابتدایی ارائه شد.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying the elements of the STEM (Science, Technology, Engineering, Mathematics) curriculum in the primary education of Iran: a synthesis-research approach

نویسندگان [English]

  • Farzāne Askary 1
  • Mohammad Javādipour 2
1 PhD Candidate in Curriculum Planning, University of Tehran, Tehran, Iran
2 (PhD), University of Tehran, Tehran, Iran
چکیده [English]

The aim of the current research was to identify the elements of the STEM curriculum at the primary school level. Data were collected based on a qualitative research of the synthesis type, using the seven steps of Newman and Gough (2020). The research population included all the valid scientific articles related to the topic in the period between 2001-2023, which have been registered in the specialized and scientific databases inside and outside the country. After several stages of screening and using the Critical Appraisal Skills Program (CASP) criteria, 40 sources were purposefully selected, coded and analyzed, and the elements of the STEM curriculum were analyzed based on Aker's spider web model. The results showed that the logic of the STEM approach is learner-oriented and in line with the theory of constructivism, which seeks to create a holistic view in the student in order to understand the relationship between the four fields of Science, Technology, Engineering and Mathematics. The aim of this approach is to acquire the skills of the 21st century, to train students who can overcome the real problems of the current world with thinking and problem solving skills and also to provide effective solutions. The implementation of this method requires a change in the teachers' attitudes from traditional to modern approaches and training and preparation of teachers, which makes possible the step-by-step and gradual implementation of this approach, even in the current structure. Finally, after introducing the elements of such a curriculum, suggestions were made for its implementation at the primary education level.

کلیدواژه‌ها [English]

  • Curriculum Elements
  • STEM Approach
  • Primary Education
  • Synthesis

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  • تاریخ دریافت: 15 مهر 1401
  • تاریخ بازنگری: 03 بهمن 1401
  • تاریخ پذیرش: 03 تیر 1402

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