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   اثربخشی اجرای برنامه درسی تلفیقی هنر بر عملکرد تحصیلی دانش‌‌آموزان در درس مطالعات اجتماعی  
   
نویسنده متین فر نرگس ,کیان مرجان
منبع پژوهش هاي برنامه درسي - 1399 - دوره : 10 - شماره : 2 - صفحه:66 -83
چکیده    هدف پژوهش حاضر، بررسی اثربخشی اجرای برنامه درسی تلفیقی هنر بر عملکرد دانش‌آموزان پایه ششم است. در این پژوهش روش نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل و آزمایش استفاده شد. جامعۀ آماری دانش‌آموزان دختر پایه ششم شهرستان نظرآباد در سال 97_ 96 بود. 60 نفر (30 گروه آزمایش و 30 گروه کنترل) به روش نمونه‌گیری در دسترس انتخاب شدند. گروه آزمایش، به صورت تلفیقی با هنر و گروه کنترل، بدون تلفیق طی 12 جلسه درس را گذراندند. داده‌ها با استفاده از آزمون عملکردی محقق ساخته جمع‌آوری و عملکرد یادگیری، مشتمل بر حیطه‌های شناختی و عاطفی، گردآوری شد. روایی صوری و محتوایی ، از طریق 9 صاحب نظر تایید شد. پایایی از آلفای کرونباخ انجام شد و عدد 0.73 به دست آمد که نشان دهنده دامنه اعتبار خوبی است. تحلیل داده‌ها از تحلیل کوواریانس یک راهه (ancova) انجام شد. به طور کلی عملکرد تحصیلی دانش‌آموزان گروه آزمایش و کنترل در پس‌آزمون تفاوت معنادار داشت؛ یعنی اجرای این برنامه درسی توانست سبب افزایش نمرۀ عملکرد گروه آزمایش در حیطه شناختی و حیطه عاطفی (سطح دریافت) شود. اما در سطح ارزش‌گذاری حیطه عاطفی عملکرد مثبتی به دست نیامد.
کلیدواژه برنامه درسی تلفیقی، مطالعات اجتماعی، هنر، عملکرد تحصیلی، دوره تحصیلی ابتدایی
آدرس دانشگاه خوارزمی, ایران, دانشگاه خوارزمی, دانشکده روان‌شناسی و علوم تربیتی, گروه مطالعات برنامه درسی, ایران
پست الکترونیکی kian@khu.ac.ir
 
   On the Efficacy of an Integrated Curriculum of Social Studies and Art in Improving Academic Performance of Students in the Social Studies Course  
   
Authors Kian Marjan ,Matin far Nargess
Abstract    IntroductionThe present study aimed to examine the effectiveness of an integrated curriculum of social studies and art in improving performance of students in the social studies course. Acquiring social skills is one of the main goals of social studies course at elementary school. Curricula should include such educational content and methods that can be effective in meeting the needs of today’s generation. One of the most important goals of education and training is development of life skills and making adaptation to the environment. This requires liferelated knowledge (Naghibzadeh, 2011). Art can make a major contribution to children’s education in terms of academic performance and conception of learning [m1] ​​(Mahghoub, 2015).The theory of integrating art into education and training was first proposed by Plato in the fourth century. He believed  that art forms should be considered as the basis for education. Based on the theory of facilitation by Jean Gagnepain, humans interact with their surroundings in several different ways, including[m2]  signs, tools, societies, history, and norms (Mehr Mohammadi Kian, 2018). Considering the above, disciplinebased art education (DBAE)[m3]  can be the optimal approach to decent education. Regarding the principles dominating artistic education and based on the approach of DBAE, the objectives of the curriculum can be determined. From this perspective, cultural and artistic fields should be taken into account in determining primary goals and basic orientations because they can help in providing precise effective mechanisms for achieving ultimate goals (Kian et al., 2013). The integrated approach is significant because it can help establish communication between specific forms of art and curriculum. This can be considered as a successful strategy for effective learning and academic success. Integration of art into the social studies curriculum is an educational approach which can contribute to the improvement of students’ personal skills and speed of learning (Biscoe Wilson, 2015).The Main HypothesisIntegration of art into the social studies curriculum can improve academic performance of sixth graders in the social studies course.Subhypotheses Integration of art into the social studies curriculum can improve  sixth graders’ comprehension level in the social studies course.Integration of art into the social studies curriculum can improve sixth graders’ application level [m4] in the social studies course.Integration of art into the social studies curriculum can improve sixth graders’ analysis level [m5] in the social studies course.Integration of art into the social studies curriculum can improve sixth graders’ composition level [m6] in the social studies course. Integration of art into the social studies curriculum can improve sixth graders’ assessment level [m7] in the social studies course.Integration of art into the social studies curriculum can improve sixth graders’ reception level [m8] in the social studies course.Integration of art into the social studies curriculum can improve sixth graders’ evaluation level [m9] in the social studies course MethodsQuasiexperimental design, with pretest and posttest and control and experimental groups, was used for conducting this study. The study population of this study were female sixth graders at Nazarabad schools, Alborz Province, Iran, over the academic year 20172018. Concerning the study sample, 60 students, 30 for the experimental group and 30 for the control group, were selected through convenient sampling approach. The experimental group were offered the integrated course over 12 sessions, and the control group took the usual social studies course. The research data was collected using a researchermade social studies test which was designed by taking into account the cognitive and emotional domains of learning. Face and content validity of the instrument was confirmed by nine experts. Cronbach’s alpha was further used to assess reliability of the test, and a coefficient value 0.73 was obtained which indicated that the test was highly reliable. Oneway analysis of covariance (ANCOVA) was also used to determine if there was any significant difference between the groups.Results: The academic performance of the experimental and control groups in the posttest was significantly different. The integrated course of social studies and art had improved performance of the experimental group in the cognitive domain. In other words, it had caused an increase in participants’ levels of comprehension, application, analysis, composition, and evaluation. It had also affected performance of the experimental group in the emotional domain and increased this group of participant’s’ level of reception. However, no important change was observed in students’ level of emotional evaluation after implementation of the integrated curriculum. Discussion and ConclusionThe objective of the present study was to investigate the effect of an integrated curriculum of social studies and art on academic performance of sixth graders in the social studies course. The findings indicated that the curriculum had a significant positive effect on improving students’ academic performance. Moreover, there was a significant difference between learning rate of students who were following the integrated curriculum and those who were taught in the traditional way. Integrated curricula can help transfer the knowledge, skills, and attitudes which students need for living an active, balanced, and rational life, and can lead to meaningful learning. The results further revealed that the integrated curriculum can lead to an increase in the comprehension, application, analysis, composition, perception and evaluation levels, and thus students’ total scores.  In this research project, first an integrated curriculum was proposed, and then the procedures for its application were presented; therefore, this study can be of both theoretical and practical significance. More significantly, students, themselves, took part in developing their curriculum. This could make their learning process more effective
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