تبیین رویکرد زمینه محور در برنامه درسی علوم تجربی پایه ششم

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: روﯾﮑﺮد زﻣﯿﻨﻪ ﻣﺤﻮر، در ﺟﻬﺖ اﻓﺰاﯾﺶ ﻋﻼﻗﻪ ﻓﺮاﮔﯿﺮان ﺑﻪ ﻋﻠﻮم ﺗﺠﺮﺑﯽ، ارﺗﺒﺎط دادن آﻣﻮﺧﺘﻪ ﻫﺎ ﺑﺎ زﻧﺪﮔﯽ واﻗﻌﯽ داﻧﺶ آﻣﻮزان، ﻣﺮﺗﺒﻂ ﺳﺎﺧﺘﻦ ﻣﺤﺘﻮای ﯾﺎدﮔﯿﺮی ﺑﺎ ﮐﺎرﺑﺮدﻫﺎی واﻗﻌﯽ )ﯾﺎدﮔﯿﺮی ﻣﻌﻨﺎدار(، ﮐﺴﺐ ﺷﺎﯾﺴﺘﮕﯽ در ﯾﺎدﮔﯿﺮی، ﭘﺮورش اﻧﺴﺎن ﻫﺎﯾﯽ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮ، ﻣﺘﻔﮑﺮ و ﺧﻼق اﺳﺖ. روش ﻫﺎ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﺒﯿﯿﻦ روﯾﮑﺮد زﻣﯿﻨﻪ ﻣﺤﻮر در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻋﻠﻮم ﺗﺠﺮﺑﯽ ﭘﺎﯾﻪ ﺷﺸﻢ اﻧﺠﺎم ﺷﺪ و از ﻧﻈﺮ ﻫﺪف، ﮐﺎرﺑﺮدی، از ﻧﻈﺮ ﻧﺤﻮه ﮔﺮدآوری داده ﻫﺎ ﺗﻮﺻﯿﻔﯽ )ﻏﯿﺮآزﻣﺎﯾﺸﯽ( و از ﻧﻈﺮ ﻧﻮع ﭘﮋوﻫﺶ ﭘﯿﻤﺎﯾﺸﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری ﺷﺎﻣﻞ ﻣﻌﻠﻤﺎن ﭘﺎﯾﻪ ﺷﺸﻢ دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان ﺑﻪ ﺗﻌﺪاد750 ﻧﻔﺮ ﺑﻮد و ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﮐﺮﺟﺴﯽ– ﻣﻮرﮔﺎن، ﺗﻌﺪاد 256 ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺳﺎده ﺗﻌﯿﯿﻦ ﺷﺪﻧﺪ. ﺑﺮای ﮔﺮدآوری داده ﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﺎﻧﺪارد 34 ﺳﺆاﻟﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ داده ﻫﺎی آﻣﺎری از آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﺷﺎﺧﺺ ﻫﺎی آﻣﺎری ﻓﺮاوان، ﻣﯿﺎﻧﮕﯿﻦ، اﻧﺤﺮاف اﺳﺘﺎﻧﺪارد و ﻧﻤﻮدار( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ آزﻣﻮن ﺗﯽ ﺗﮏ ﻧﻤﻮﻧﻪ ای( اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: در اﺟﺮای ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻋﻠﻮم ﺗﺠﺮﺑﯽ ﭘﺎﯾﻪ ﺷﺸﻢ ﺑﺎ روﯾﮑﺮد زﻣﯿﻨﻪ ﻣﺤﻮر، اﻣﮑﺎن ﯾﺎدﮔﯿﺮی ﻣﻌﻨ ﺎدار، ﮐﺴﺐ ﺷﺎﯾﺴﺘﮕﯽ ﻋﻠﻤﯽ، اﯾﺠﺎد ﻣﻮﻗﻌﯿﺖ ﻫﺎی واﻗﻌﯽ ﺣﻞ ﻣﺴﺌﻠﻪ، اﯾﺠﺎد زﻣﯿﻨﻪ ﻻزم ﺟﻬﺖ رﺷﺪ و ﺗﻮﺳﻌﻪ اﺳﺘﺪﻻل ﻫﺎی ﻋﻠﻤﯽ و ﺑﺮﻗﺮاری ارﺗﺒﺎط ﺑﯿﻦ ﭼﻬﺎر ﻋﺮﺻﻪ ﺧﻮد، ﺧﺎﻟﻖ، ﺧﻠﻖ و ﺧﻠﻘﺖ ﻓﺮاﻫﻢ ﺷﺪه اﺳﺖ، وﻟﯽ اﻣﮑﺎن ارزﺷﯿﺎﺑﯽ ﺑﻪ ﻋﻨﻮان ﯾﮏ ﻓﺮاﯾﻨﺪ ﺑﺮای داﻧﺶ آﻣﻮزان ﻓﺮاﻫﻢ ﻧﺸﺪه و اﯾﻦ روﯾﮑﺮد داﻧﺶ آﻣﻮزان را درﮔﯿﺮ در ﮐﺎر ﮔﺮوﻫﯽ ﻧﮑﺮده اﺳﺖ. ﻧﺘﯿﺠﻪ ﮔﯿﺮی: ﺑﺎ ﮐﺎرﺑﺴﺖ ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽ ﺗﻮان در ﺟﻬﺖ ارﺗﺒﺎط دادن آﻣﻮﺧﺘﻪ ﻫﺎ ﺑﺎ زﻧﺪﮔﯽ واﻗﻌﯽ داﻧﺶ آﻣﻮزان و ﮐﺴﺐ ﺷﺎﯾﺴﺘﮕﯽ در ﯾﺎدﮔﯿﺮی و ﭘﺮورش اﻧﺴﺎن ﻫﺎﯾﯽ ﻣﺘﻔﮑﺮ و ﺧﻼق ﮔﺎم ﻣﺆﺛﺮی ﺑﺮداﺷﺖ.

explaining the context-oriented approach in the sixth gradeexperimental science curriculum

background and objectives: context oriented approach, in order to increase the interest of learners in experimental sciences, to connect the learning with the real life of the students, to connect the learning content with real applications (meaningful learning), to acquire competence in learning, to cultivate responsible people. he is thoughtful and creative. methods: the present study was conducted with the aim of explaining the context oriented approach in the 6th grade experimental science curriculum, and it is descriptive in terms of the purpose applied, in terms of the method of data collection (non experimental), and in terms of the type of survey research. the statistical population includes 750 teachers of the sixth grade of elementary school in tehran, the sample size was determined by simple random sampling using the kerjeci morgan table, 256 people. a 34 question standard questionnaire was used to collect data. in order to analyze the statistical data, descriptive statistics (numerous statistical indices, mean, standard deviation and graph) and inferential statistics (one sample t test) were used. findings: in the implementation of the 6th grade experimental science curriculum with a context oriented approach, it is possible to learn meaningfully, acquire scientific competence, create real problem solving situations, create the necessary background for the growth and development of scientific arguments, and establish communication between the four areas of self, creator, creation and creation has been provided, but the possibility of evaluation as a process has not been provided for students, and this approach has not involved students in group work conclusion: by applying the results of this research, an effective step can be taken in the direction of connecting the learned with the real life of the students and acquiring competence in learning and cultivating thinking and creative people.