>
Fa   |   Ar   |   En
   تحلیل محتوای کتاب فیزیک (2) رشتۀ‏ ریاضی فیزیک از دیدگاه الگوی خلاقیت پلسک  
   
نویسنده پوراحسان سودابه ,رحیمی مهدی ,زندوانیان احمد
منبع پژوهش هاي برنامه درسي - 1399 - دوره : 10 - شماره : 1 - صفحه:134 -156
چکیده    کتاب درسی به ‌عنوان اولین رسانه برای انتقال مفاهیم، نقش مهمی در یادگیری دانش‏آموزان دارد. از این رو، در تهیۀ کتاب درسی اثربخش باید فعالیت‌های آموزشی و تجارب یادگیری یکدیگر را تقویت کنند، و با توانایی‌هایی دانش‌آموزان منطبق باشد تا الگوی رفتاری مورد نظر در یادگیرنده به وجود آید. پژوهش حاضر با هدف تحلیل محتوای کتاب فیزیک (2) پایۀ یازدهم رشتۀ ریاضی فیزیک بر اساس الگوی آموزش خلاقیت پلسک انجام شده است. جامعۀ‌ آماری ‌این ‌پژوهش،‌ ‌کتاب ‌جدید ‌التالیف فیزیک (2) در ‌سال ‌تحصیلی 1397-1396‌ است. حجم ‌نمونه ‌برابر ‌با ‌حجم ‌جامعه ‌انتخاب شده است. برای تحلیل محتوای کتاب فیزیک (2) از یک طرح کدگذاری استفاده شد، که در پنج مرحله به اجرا درآمد. در مرحلۀ اول، واحد زمینه و ثبت مشخّص شد. در مرحلۀ دوم، با توجّه به مقوله‌های ویلیام رومی واحدهای فعال و غیرفعال از هم تفکیک می‌شود. مرحلۀ سوم، ضریب درگیری هر کدام از قسمت‌ها مشخص و واحدهای غیرفعال کنار گذاشته شد. مرحلۀ چهارم، واحدهای فعال به دو دستۀ کاربرد و خلاق تقسیم‌ و کاربردها کنار گذاشته شد. و در نهایت در مرحلۀ پنجم، برای واحدهای خلاق بر مبنای شاخص‏های چرخۀ هدایت‏شدۀ پلسک کدگذاری صورت گرفت. نتایج به ‌دست ‌آمده از نظر الگوی هدایت شدۀ پلسک نشان می‏دهد در متن، تمرین‏ها و تصاویر کل کتاب به ترتیب 50، 50 و 78درصد به «اصل‌توجّه»‌، 33، 48 و 19درصد به «اصل‌گریز» و 17، 2 و 3درصد به «اصل‌تحرّک» توجّه شده است. بنابراین، چرخۀ هدایت‏شدۀ پلسک در محتوای ‌‌کتاب فیزیک (2) به‌صورت متعادلی برقرار نیست، و با ‌اصول سه‌گانۀ ‌پلسک (توجّه، گریز و تحرک) انطباق ندارد. و ممکن است ‌در ‌ایجاد ‌و ‌پرورش ‌خلاقیت‌ در‌ یادگیرندگان با چالش‌هایی روبرو است.
کلیدواژه کتاب فیزیک (2)، تحلیل محتوا، الگوی آموزش خلاقیت پلسک
آدرس دانشگاه یزد, ایران. آموزش و پرورش ناحیه 2 یزد, ایران, دانشگاه یزد, ایران, آموزش و پرورش, ایران. دانشگاه یزد, ایران
پست الکترونیکی azand2000@yazd.ac.ir
 
   A Content Analysis of the Physics Textbook 2 for the Students of Mathematics and Physics Based on Plsek’s (1997) Creativity Training Model  
   
Authors Zandvanian Ahmad ,Rahimi Mehdi ,Porahsan Soodabe
Abstract    Textbooks, as the preliminary medium for expressing thoughts and exploring/discussing ideas, play a vital role in learning. In centralized educational systems of countries such as Iran, teaching and learning are often textbookbased. In some cases, the selection of inefficient and improper materials along with the inconsistency between the difficulty level of materials and comprehension level of students make the learning task difficult and unlikely to produce the desired results. Therefore, in designing an effective textbook, educational activities and learning experiences should be formulated in such a way that they reinforce each other. Moreover, they should be consistent with students’ capabilities to develop the desired behavioral patterns in them. Consifering these, textbook analysis should be done in order to maximize the effectiveness of educational activities and curricula. Content analysis is a research method that systematically and objectively describes the obvious content of communication. In this method, messages and information are systematically coded and properly categorized so that the researcher can analyze them quantitatively. Plsek (1997), as one of the experts in the field of content presentation in curriculum planning, emphasizes the importance of students’ activities and considers creativity training process in curriculum content as the goal of education. Plsek totally reformulates training as a subjective, rather than objective, process from objective to subjectiverelying on research and exploration. According to him, in simple terms, guided creativity entails  having purposeful mental movements which can help students that avoid being trapped in cognitive mechanisms during their process. In proposing his creativity training model for in natural sciences, Plsek stated that every day we live in this world like any other person, but creative thinking, careful observation of the world, and thoughtful analysis begin with how problems can lead to an answer or failure. These mental activities can create a reservoir of concepts in memory which, in turn, can lead to the production of new ideas. This way, our minds, in an attempt to address specific needs, actively search for the connection between the existing concepts as well as the balance between satisfaction and instant judgment, and pick up and reinforce new ideas picking up and reinforcing new ideas. Ideas cannot be constructive unlessthey are implemented, i. e. every new idea which is implemented and put in to practice can change our world and lead to the cycle of observation and analysis.   Research Questions The aim of this study was to analyze the content of the Physics Textbook 2 for Iranian students of Mathematics and Physics at Grade 11 . To this end, Plsek’s Creativity Training Model in natural sciences was used. The study, Specifically, is anattempt to answer the following researh questions: With How actively the texts, exercises, and figures of the Physics Textbook 2 are presented through the newly adopted approach to the textbook compilation? Considering Plsek’s guided creativity model , to what extent do the texts, figures, and activities of the textbook can lead to creativity development in Iranian students of Mathematics and Physics at Grade 11?   Method This research was conducted through the use of quantitative content analysis method. The statistical population study material was the new published  Physics Textbook 2, compiled during 20172018 academic years for Iranian students of Mathematics and Physics at Grade 11. The book was presented in 134 pages and included four chapters on static electricity, electric current and direct current circuits, magnetism, and electromagnetic induction and alternating current, respectively. The context unit of the research study sample were the texts, figures, and final exercises of each chapter and the record unit included topics of the textbook. Sample size was exactly the same as population size. To analyze the textbook content, a fivestage coding scheme was implemented. In the first stage, the context and record units were identified. Categories of the William Romay method  were then used to differentiate between active and inactive units . In the third stage, the participation coefficient was determined for each part and inactive units were excluded. In the fourth stage, the active units were divided into applied and creative categories and applied category was dismissed. Finally, the creative units were coded based on indicators of Plsek’s guided cycle in stage five.   Results The obtained results revealed that the texts, exercises, and figures of the textbook focused 50, 50, and 78% on the attention principle, respectively, 33, 48, and 19% on the escape principle, respectively; and 17, 2, and 3% on the movement principle, respectively. Accordingly, it was concluded thatthe content of the Physics Textbook 2 was not balanced in terms of the Creativity Training model resented by Plsek (1997) and the textbook did not well conform to the three principles of attention, escape, and movement, either. As a consequence, the book may pose challenges to creativity developmen in learners.   Discussion Based on the broad definitions of the term creativity, novelty and appropriateness are two main criteria for making judgements about creativity. The results of quantitative content analysis of the Physics Textbook 2 indicated that while there was special emphasis on the attention principle in the textbook, the other two principles of escape and movement were considered only in some aspects. Therefore, comprehensive observance of the creativity components was not well met and most of the components were disregarded. Accordingly,  revision of some chapters of the textbook in terms of the level of compliance with creativity components seems necessary. The results of this study were in accordance with those of the previous studies dealing with other textbooks. Previous studies have addressed intellectual growth and creativity development in terms of educational goals and curriculum content, revealing that the surveyed textbooks do not provide reasonable and sufficient grounds for intellectual growth and creativity development in students.
Keywords
 
 

Copyright 2023
Islamic World Science Citation Center
All Rights Reserved