بررسی برنامه درسی قصد شده دوره دوم ابتدایی بر اساس مطابقت با ملاک ‌ها و نشانگرهای تفکّر جانبی دوبونو در کتاب ‌های علوم

پژوهش حاضر با هدف بررسی میزان رعایت ملاک ‌های تفکّر جانبی دوبونو در برنامه درسی قصدشده دوره دوم ابتدایی است. بدین ‌منظور از رویکردی کمّی‌ با استفاده از روش پیمایشی استفاده شد. یافته‌ها نشان داد که از کل ملاک‌های شناسایی شده تنها 25 درصد در کتاب علوم تجربی دوره دوم ابتدایی رعایت شده ­است و به‌رغم اهمیت و امکان آموزش مابقی ملاک‌ها، نسبت به ملاک‌هایی نظیر 1. بادبزن مفهوم 2. انگیزش اتفاقی 3. تحریک و جنبش 4. برداشت محصول 5. ایجاد انگیزه‌ها 6. قضاوت معوق 7.ایده‌های حاکم و عوامل قطعی 8.اشیاء اتفاقی 9.واژه تصادفی10. برخورد با ایده‌ها در تدوین این کتاب بی‌توجهی شده است. نتایج نشان داد که به‌رغم اهمیت تفکّر جانبی، متاسفانه نه‌تنها نسبت به ارائه کامل و متناسب ملاک‌ها و نشانگرهای تفکّر جانبی در کتاب‌ علوم تجربی دوره دوم کم‌‌توجهی شده­ است، بلکه در ارائه آموزش‌های مناسب کم‌توجهی شده و این ملاک‌ها به دانش‌آموزان به‌طور کاربردی آموزش داده نشده است. این امر زمینه‌ای را فراهم آورده که دانش‌آموزان دوره دوم ابتدایی از میزان عملکرد متوسطی در تفکّر جانبی برخوردار باشند.

review of the intended curriculum of the second elementary course based on compliance with the criteria and indicators of de bono’s lateral thinking in science textbooks

objective: undoubtedly, thinking is a process, a process that has different elements and functions. one of the distinctive features of the process is dynamic rather than static. the process is a continuous and constantly changing movement that does not have a clear beginning and end. from the interaction of different elements and the combination of different functions, actions are formed in the mind, which is called &thinking&. comprehensiveness, flexibility, logical skepticism, intense curiosity, broad vision, deep thinking, open-mindedness, originality and freedom are the basic characteristics of a good thinking. therefore, thinking does not take place in a vacuum, and in any form, it needs a context and a situation. the situation of imbalance, the motivation of curiosity, and a sense of trust are among the factors that play a fundamental role in creating the conditions of thinking. the aim of this study was to investigate the degree of observance of dubono’s lateral thinking criteria in the intended curriculum of the second elementary school. according to the research question, firstly, the level of attention and lack of attention to the criteria and indicators of lateral thinking in the experimental science books of the second year of elementary school was examined and analyzed, and in the second activity, the degree of students’ enjoyment of the criteria and indicators of lateral thinking and the relationship between lateral thinking and academic standards were determined at the level of total score and basic dimensions. considering the importance of thinking and its value, the main goal of this research is to identify the criteria and indicators of lateral thinking in the curriculum, in order to better use the different dimensions of lateral thinking in the curriculum, in the present study, the qualitative method is used before the quantitative method. implementation and sequential exploratory design was used as one of the research strategies in the combined method. quantitative research is a component-oriented approach to objectively describe variables and explain their relationships. in this section, the survey method will be used. this means that the attitude of quantitative, mathematical and digital perspective is dominant on such researches krippendorf’s content analysis was used to answer the research question, which is the level of compliance with the standards in the curriculum of the second year of elementary school. the research community to answer the research question &the level of attention to the criteria of lateral thinking in the experimental science book of the second elementary school& is the textbooks of the second elementary school (4th, 5th and 6th grade), published in 2018. from the total of 23 books, the selected sample is the content of the book of experimental sciences of the second year of elementary school, which was chosen because of its diverse topics for thinking and thinking, which is a total of three books in the second year of elementary school.