تبیین وضعیت برنامه ی درسی اجراشده ی مطالعات اجتماعی پایه ی ششم ابتدایی از بعد تربیت شهروندی

این پژوهش بر آن است تا به تبیین وضعیت برنامۀ درسی اجراشدۀ مطالعات اجتماعی پایۀ ششم ابتدایی از بعد تربیت شهروندی بپردازد. روش اجرای این مطالعه آمیخته از نوع مدل «پیگیری تبیین‌ها» است که در مدارس دورۀ ابتدایی یکی از مناطق آموزش‌وپرورش شهر تهران انجام شد. حجم نمونه در مرحلۀ کمّی را 85 معلم و بیست کلاس درس و در مرحلۀ کیفی 36 اطلاع‌رسان تشکیل دادند. روش نمونه‌گیری در بخش کمّی، تصادفی خوشه‌ای یک مرحله‌ای و دو‌مرحله‌ای و در بخش کیفی نمونه‌گیری هدفمند از نوع نمونه‌گیری معیار است. گرد‌آوری اطلاعات در مرحلۀ کمّی به‌صورت پیمایشی و با استفاده از دو ابزار پرسشنامۀ محقق‌ساخته و مشاهده و در بخش کیفی نیز با استفاده از مصاحبۀ نیمه‌ساختمند انجام شد. برای تعیین اعتبار ابزارهای اندازه‌گیری از روایی‌ محتوایی و صوری، برای تعیین پایایی پرسشنامه از ضریب آلفای کرونباخ و به‌منظور افزایش روایی و پایایی ابزار مشاهده از روش پیش‌آزمون استفاده شد. یافته‌ها نشان داد که برنامۀ درسی اجراشده مطالعات اجتماعی پایۀ ششم ابتدایی از بعد تربیت شهروندی با چالش‌های مضاعفی روبه‌روست که می‌توان آنها را در قالب عوامل ساختاری، انگیزشی، نگرشی، مهارتی، عوامل مربوط به شرکای برنامۀ درسی و عوامل مربوط به منابع و امکانات دسته‌بندی نمود؛ از این روی می‌باید به‌منظور کاهش فاصلۀ میان برنامۀ درسی قصدشده و اجراشده تصمیماتی در سطح کلان گرفته شود.

the status of the implemented curriculum of social studies in the sixth grade of elementary school in terms of citizenship education

the present study sought to explain the status of the implemented curriculum of social studies in the sixth grade of elementary school in terms of citizenship education. this mixed-method study used a follow-up explanations model and was conducted in elementary schools in one of the educational districts of tehran, iran. the sampling method was one-stage and two-stage cluster random sampling in the quantitative phase, and purposive criterion sampling in the qualitative phase. findings showed that citizenship education in the implemented curriculum of social studies in the sixth grade of elementary school suffers additional challenges, which can be categorized as structural factors, motivational factors, attitudinal factors, skill-related factors, curriculum-partner factors, and resource-related and facility-related factors. therefore, it is necessary to make macro-level decisions to reduce the gap between the intended and implemented curriculum.introduction “in today’s society, education department is responsible for an important part of educating people to accept different roles as well as civic education (safi, 2011). curriculum is one of the most basic resources in education departments for teaching students and most activities are implemented within their framework across the globe (qaltash, 2012). three types of curricula exist in this process: intended, implemented, and attained curricula (fathi vajargah, 2014). since citizenship education is one of the most fundamental missions of education departments in different countries (farmahini farahani, 2011) with a special place in the curricula, it is a wonder why our society is still struggling with many issues in this regard. citizenship education is not achieved only by educating individuals, and all sections of the society must participate. however, mehr mohammadi (2012) considers the large gap and inconsistency among the intended, implemented, and attained curricula as a major weakness in any curriculum and believes that those involved in the curriculum planning process should seek to minimize them. local literature has mostly identified the components of citizenship education in the book of social studies or surveyed teachers and students about the compatibility of the intended and implemented citizenship education curriculum; and the international literature is focused on recognizing teachers’ perception of citizenship, its implementation approaches, and methods of coping with these challenges in the classroom.