طراحی و اعتباریابی چارچوب برنامه درسی ذهن شاد در دوره ابتدایی- رویکرد ترکیبی

هدف پژوهش حاضر، طراحی و اعتباریابی چارچوب برنامه درسی ذهن شاد در دوره ابتدایی بود. این پژوهش جزء پژوهش‌های ترکیبی، از نوع اکتشافی متوالی و مدل طبقه‌بندی بود که در دو مرحله کیفی و کمّی اجرا شد. بخش کیفی با استفاده از روش فراترکیب تبدیلی و طی شش مرحله‌ ساندلوسکی و باروسو (2007) انجام شد. منابع گردآوری داده‌ها در بخش کیفی هفت پایگاه‌ داده‌ «اسکوپوس»، «امرالد»، «ساینس دایرکت»، «اشپرینگر» و «پروکوئست»، «پایگاه نشریات کشور» و «پایگاه اطلاعات علمی جهاد دانشگاهی» بودند. داده‌ها با استفاده از روش کدگذاری تجزیه و تحلیل شدند. چارچوب برنامه درسی ذهن شاد در دوره ابتدایی شامل عناصر اهداف (درک شادی به عنوان پادزهر در حل مشکلات اجتماعی، عاطفی و رفتاری)، محتوا (آموزش مهارت‌های کارگروهی)، نقش معلم (عامل انگیزاننده)، نقش دانش‌آموز (فعال و تعاملی)، روش‌های تدریس (شعر و آواز)، ارزشیابی (ترکیبی)، مواد آموزشی (ایفای نقش)، نوع برنامه درسی (رسمی و قصد شده)، سطح تحصیلی (دوره ابتدایی)، مشارکت‌کنندگان در طراحی و اجرای برنامه درسی (معلم و دانش‌آموز)، مکان (کلاس درس) و زمان آموزش (45 دقیقه) طراحی شد. سپس بخش کمّی به‌منظور اعتباریابی چارچوب مذکور تعریف گردید. بخش کمّی با استفاده از روش توصیفی پیمایشی و مقیاس محقق ساخته انجام شد. جامعه آماری در بخش کمّی تمامی معلمان دوره ابتدایی و آشنا با مبانی مشاوره تحصیلی، برنامه‌ریزی درسی و مدیریت آموزشی بودند که با استفاده از روش نمونه‌گیری هدفمند، تعداد 65 نفر از معلمان دوره ابتدایی شهر شیراز به عنوان نمونه انتخاب و مقیاس مربوطه بین آنان توزیع گردید. به منظورتعییناعتبارمقیاس،ازروشاعتبارمحتوا و محاسبه شاخص‌های نسبت روایی محتوا و روایی محتوا استفاده شد. پایایی ابزار نیز توسط روش همسانی درونی محاسبه گردید. داده‌های کمّی با استفاده از روش تحلیل عامل تاییدی تجزیه و تحلیل شدند که در نهایت مشخص گردید چارچوب برنامه درسی ذهن شاد در دوره ابتدایی از اعتبار لازم برخوردار می‌باشد. نتیجه اینکه نیاز کودکان، تنها به بهره‌مندی از آموزش مناسب محدود نمی‌شود بلکه کودک، نیاز مهم دیگری هم دارد و آن هم نیاز به شادی و نشاط است.

Designing and Validating a Curriculum Framework Based on Happy Brain Education at Elementary Schools: A Mixed Methods Approach

Introduction Vitality and happiness are crucial issues in human life. Happiness is a force which fills a human being with energy, leaves no room for negative emotions, and plays a key role in the development of people’s talents and capacities. Today, vitality and happiness have a central place in school effectiveness and educational planning. Achieving the lofty goals of education and the need to pay attention to the characteristics of students necessitate making the educational atmosphere dynamic, lively, and active, and from this perspective, students’ talents and abilities can be discovered. If realization of happiness in the education system will be the goal, other educational goals can be achieved more easily. In fact, happiness can facilitate the teaching and learning process and smooth the way for achieving all the goals of the education system. This issue has been discussed in the Document of Fundamental Transformation of Education where creating happiness and cheerfulness in schools and educating cheerful people have been enumerated as the goals of the education system. This can indicate that policymakers and stakeholders have devoted attention, although not effort, to this important issue in education. Accordingly, the objective of this study was to design and validate a curriculum based on Happy Brain Education at elementary schools. Research QuestionWhat are the elements of a curriculum framework based on Happy Brain Education?    Materials and MethodsThis study benefited from an exploratory sequential mixed methods design and taxonomy development model.  Accordingly, first the qualitative phase and then the quantitative phase of the study was done. The qualitative phase was carried out through the use of metasynthesis method and by using the sixstep method proposed by Sandelowski and Barroso (2007). Qualitative data was collected from seven databases, namely Scopus, Emerald, Science Direct, Springer, ProQuest, Iran’s  publications databases, and the Scientific Information Database. The obtained data were then analyzed by coding. The curriculum framework for Happy Brain Education at elementary school consisted of 12 components: namely goals; content; teacher role; learner role; teaching/learning method; evaluation; instructional materials; type of curriculum; level of education; individuals involved in curriculum design and implementation; place of learning; time of learning. Each of these components had their own subthemes. The quantitative phase was performed using a descriptive survey method and a researchermade scale to determine if the developed framework was valid or not. The statistical population consisted of all elementary school teachers in Shiraz, Fars Province, Iran, who were familiar with the basic academic counseling, curriculum planning, and educational management. Purposive sampling strategy was used to select 65 elementary school teachers as the study sample. The scale was, then, distributed among the participants. Next, validity and reliability of the scale was checked and confirmed.  Results In selecting  curriculum content, issues such as  the procedures for communication with family members and friends, teamwork skills, life skills, art education, environmental protection, positive thinking, coping strategies, problem solving skills, and development of physical skills were considered. The results revealed that in order to create a happy and pleasant school atmosphere, lesson content should be attractive. Furthermore, school teachers must be cheerful and happy. In additions, care should be taken to select those teaching methods which involve fun exercises and  activities such as singing, roleplaying, classroom discussion and participation, and storytelling. Schools should also provide students with appropriate educational facilities. Moreover, the use of various teaching methods which are of great interest to learners can provide a firm basis for permanent learning. Education level was further found as another important factor for evaluating the appropriateness of the program for students of different grades. Finally, class time, usually 45 minutes per session, and evaluation, usually of students’ performance, were considered as two other important factors affecting classroom atmosphere.  Discussion Raising a child is not only satisfying his/her basic needs. Children further need love, proper education, and cheerfulness and joy, which is not seriously considered by educators. Happy children are usually both physically and mentally healthy. They will be more successful in future and have more selfconfidence, flexibility, and decisionmaking power in the face of adversity. Therefore, careful attention of education policymakers and curriculum planners to the development of appropriate curriculum and provision of an uplifting education system is more than demanding. Finally, based on the overall results of this study, the  use of  happy color pictures, games, role playing, and group activities in elementary school textbooks, division of labor, participation in different workshops,  nature strolls,  and creation of a happy classroom atmosphere are strongly recommended to make the learning experience  as pleasant and effective as possible.