تبیین عناصر برنامه درسی مبتنی بر طبیعت برای دوره ابتدایی: یک مطالعه کیفی

پتانسیل طبیعت برای آموزش کودکان در دوره ابتدایی با وجود اهمیت آن همواره مغفول مانده است؛ استفاده از آن می‌تواند به عنوان یک فرصت مهم در آموزش کودکان مطرح گردد. با توجه به اطلاعات پراکنده در این زمینه در منابع مختلف، این پژوهش درصدد است با استفاده از روش سنتزپژوهی به شناسایی و تبیین عناصر برنامه درسی مبتنی بر طبیعت برای دوره ابتدایی، بپردازد. از مجموع 240 منبع اولیه، در مرحله ارزیابی 82 منبع جهت سنتزپژوهی انتخاب گردید. برای تحلیل داده‌ها از روش کدگذاری استفاده شد و داده‌ها با استفاده از نرم‌افزار maxqda مورد تحلیل قرار گرفتند. با توجه به نتایج به دست آمده برای مقوله هدف 14 ویژگی، مقوله مواد و منابع یادگیری 7 ویژگی، مقوله طراحی فضای آموزش و یادگیری 10 ویژگی، مقوله راهبرد‌های یاددهی یادگیری 8 ویژگی و جهت مقوله ارزشیابی 16 ویژگی شناسایی گردید. با توجه به توصیفی بودن ارزشیابی در دوره ابتدایی در ایران ویژگی‌های شناسایی شده می‌تواند در جهت ارتقای کیفیت آموزش در دوره ابتدایی موثر واقع شود. گنجاندن ویژگی‌های عناصر مرتبط با برنامه درسی مبتنی بر طبیعت در سرفصل دوره کارشناسی آموزش ابتدایی دانشگاه فرهنگیان، موجب کارایی و اثربخشی آموزشِ معلمان ابتدایی خواهد شد.

explaining nature-based curriculum elements for elementary school: a qualitative study

using the potential of nature to educate children in the primary period, despite its importance, has always been neglected; and the use of this capacity can be presented as a very important opportunity in the education of children. considering the scattered information related to the nature-based curriculum in various sources, the present research tries to identify and explain the elements of the curriculum using the synthesis research method. nature-based pay for elementary school. from a total of 240 sources in the initial stage, 82 sources were selected for synthesis research in the evaluation stage. for data analysis, coding method (open, axial and selective) was used, and the data were analyzed using software. maxqda were analyzed.in response to the first research question regarding the elements of nature-based curriculum goals, it can be said that in nature-based curriculum, while importance is given to the individuality, freedom and independence of children, they are familiar with the laws governing nature and through nature-based education based on the experience, the power of observation, logical reasoning, measurement, classification and hypothesizing has grown, and due to performing some activities in the open space in nature, their physical and mental health has been improved and plays a very important role in improving interpersonal relationships and teaching life skills.plays. in this program, one of the main goals is that the learners establish a kind of friendship and relationship with nature from childhood, so that in adulthood they can have a passion for its protection, and they are always worried about its destruction. as a result of the implementation of this program, indicators related to physical and mental health and education related to life skills have been improved in them, environmental protection has become a concern for them so that they can be ready to live in society and to learn democratic and responsible life.the findings of the second research question regarding the elements and nature of learning materials and resources in the nature-based curriculum in the elementary school indicate that although the place of written content in the nature-based curriculum is undeniable; but according to the nature of this program, natural elements have a special place as learning resources, in other words, plants, animals, stones, water and other elements that make up the natural environment can be considered as important resources in children’s learning. .one of the effects of the combination of the elements in nature with the written content of persian literature is, of course, this combination is not limited to the persian language and the works of languages and cultures from other nations and tribes also exist, which can be used as a practical model in compilation of nature-based course content in different course materials should be considered.the findings of the third question of the research regarding the elements related to the design of teaching and learning space in the nature-based curriculum indicate that this model pays special attention to the design of the teaching and learning space of children.