طراحی الگوی یاددهی- یادگیری برای دانش‌آموزان دوره دوم ابتدایی (مورد مطالعه شهر تهران)

هدف پژوهش حاضر طراحی الگوی یاددهی- یادگیری برای دانش آموزان دوره دوم ابتدایی (مورد مطالعه شهر تهران) بوده است. پژوهش از نظر طرح، جزو پژوهش های کیفی و روش مورد استفاده در مرحله کیفی تحلیل مضمون بود، که به منظور گردآوری و تحلیل داده ها از روش تحلیل مضمون استقرایی (شبکه مضامین- استرلینگ) استفاده گردید. مشارکت کنندگان بالقوه پژوهش، خبرگان علمی دانشگاهی بوده اند که با روش نمونه گیری هدفمند، 14 نفر از صاحب نظران کلیدی انتخاب شدند. در این مطالعه از ابزار فرم بررسی اسناد استفاده شده است. که 14 تن از متخصصین برنامه ریزی درسی و روان شناسی تربیتی در دانشگاه ها  انتخاب و دربارۀ هریک از مضامین نظرخواهی شد. در بخش سند کاوی نیز از 48 مورد مستندات شامل مقالات در پایگاه ها و وب سایت های معتبر، کتاب ها، پایان نامه ها، که اسناد فارسی به تعداد 26 مورد و در فاصله زمانی سال های 1387 الی 1400 و 22 مورد اسناد انگلیسی در فاصله زمانی 1991 الی 2022 استفاده شده است. با استفاده از روش همسوسازی، اعتبار داده ها مورد تایید قرار گرفته است. یافته ها نشان داد که در اولین کدگذاری 297 شاخص استخراج گردید و سپس در در دور دوم کدگذاری، 25 کد حذف و یا ادغام گردیدند و 272 شاخص بدست آمد. هم چنین نشان داد در الگوی مذکور پنج عامل 1- اهداف، 2- عوامل دانش محور، 3- عوامل حمایت محور، 4- فرایندهای یاددهی– یادگیری، 5- عوامل سنجش محور و 38 مولفه و 265 شاخص مورد تائید قرار گرفته است.

designing a teaching-learning model for secondary elementary students (case study of tehran)

the aim of the current research was to design a teaching-learning model for the students of the second year of elementary school (the case study of tehran city).the research method is a mixed model (qualitative-quantitative) with an exploratory approach. the method used in the qualitative stage was thematic analysis, in order to collect data using thematic analysis method (atride-sterling) and to analyze the data using the coding method and in the quantitative stage to analyze the data descriptively and inferentially. was performed. the descriptive stage was used for the demographic part and the inferential stage was used for the factor analysis. the potential participants of the research were university scientific experts, 14 of the key experts were selected with the purposeful sampling method. the sample size in the quantitative stage using cochran’s formula and stratified random sampling method was 384 experienced teachers and experienced educators in the field of teaching in elementary school.in this study, the document review form tool was used. in the document mining section, out of 48 documents, including articles in reliable databases and websites, books, theses, 21 of which are persian documents and between the years 1387 and 1401. and 26 cases of english documents were used between 1991 and 2022.the results showed that the validity of the data has been confirmed by using the alignment method. in the first coding, 297 basic themes were extracted, and then in the second round of coding, 25 codes were removed or merged and 272 basic themes were obtained. it placed. the validity of the research was done in the qualitative part by using the alignment of sources, negotiation with professors, the external reviewer’s opinion and the content validity ratio of laushe, and in the quantitative part by using confirmatory factor analysis.the reliability of the current research was done in the qualitative part using holstein’s coefficient of agreement, which was determined to be 0.97, and in the quantitative part, it was done using cronbach’s alpha coefficient, and all organizing themes had cronbach’s alpha coefficient higher than 0.7. finally, in the mentioned model, there are five overarching themes: 1- goals, 2- knowledge-oriented factors, 3- support-oriented factors, 4- teaching-learning processes, 5- assessment-oriented factors, and 38 organizing themes and 265 approved basic themes. is placedin order for teachers to adjust their education according to students’ needs, they must know about students’ interests, age characteristics, and their levels of readiness to understand new material. in a group where different education takes place, learning is social and is accompanied by cooperation, and students’ abilities are valuable. most students are motivated to learn when the teacher presents the topics in ways that the students understand. when the students understand the concepts presented by their teacher, it become responsible for their own learning, and when students consider themselves responsible for their own learning, this has a positive effect on their academic progress, critical thinking skills, and self-efficacy.