امکان سنجی برنامه درسی تلفیقی در دروس علوم تجربی، علوم اجتماعی و تربیت بدنی دوره ابتدایی: دیدگاه اعضای هیات علمی و متخصصین برنامه درسی

ﭘﯿﺸﯿﻨﻪ و ﻫﺪف: ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺗﻠﻔﯿﻘﯽ ﻫﻤﺰﻣﺎن ﺑﺎ ﺷﮑﻞ ﮔﯿﺮی ﺣﻮزه ﺑﺮﻧﺎﻣﻪ درﺳﯽ در اواﯾﻞ ﻗﺮن ﺑﯿﺴﺘﻢ ﻣﻮرد ﺗﻮﺟﻪ ﺻﺎﺣﺒﻨﻈﺮان و دﺳﺖ اﻧﺪرﮐﺎران ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ ﻗﺮار ﮔﺮﻓﺖ. اﻣﺎ اﻣﺮوزه ﺑﻪ دﻟﯿﻞ ﮔﺴﺘﺮش ﺳﺮﯾﻊ داﻧﺶ و اﻃﻼﻋﺎت، ﮔﺴﯿﺨﺘﮕﯽ ﺑﺨﺶﻫﺎی ﮔﻮﻧ ﺎﮔﻮن ﺑﺮﻧﺎﻣﻪﻫﺎی درﺳﯽ و ﻋﺪم ارﺗﺒﺎط آن ﺑﺎ واﻗﻌﯿﺖﻫﺎی زﻧﺪﮔﯽ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺑﯿﺸﺘﺮ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ. از اﯾﻦ رو ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف اﻣﮑﺎنﺳﻨﺠﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺗﻠﻔﯿﻘﯽ در دروس ﻋﻠﻮم ﺗﺠﺮﺑﯽ، ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ و ﺗﺮﺑﯿﺖ ﺑﺪﻧﯽ دوره اﺑﺘﺪاﯾﯽ از ﻧﮕﺎه ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪدرﺳﯽ اﻧﺠﺎم ﭘﺬﯾﺮﻓﺖ. روش: روش اﯾﻦ ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪدرﺳﯽ)اﻋﻀﺎی ﻫﯿﺄت ﻋﻠﻤﯽ، اﻋﻀﺎی اﻧﺠﻤﻦ ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﯾﺮان و ﻓﺎرغ اﻟﺘﺤﺼﯿﻼن دﮐﺘﺮی رﺷﺘﻪ ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درﺳﯽ( ﺑﻮدﻧﺪ ﮐﻪ ﺑﺮای اﻧﺘﺨﺎب ﻧﻤﻮﻧﻪﻫﺎ 92 ﻧﻔﺮ ﺑﻪ روش دردﺳﺘﺮس ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﺪودﯾﺖ ﺗﺮدد ﮐﺮوﻧﺎ در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. اﺑﺰار ﺟﻤﻊآور ی دادهﻫﺎ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖﺳﺎﺧﺘﻪ اﻣﮑﺎنﺳﻨﺠﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺗﻠﻔﯿﻘﯽ ﺑﻮد ﮐﻪ رواﯾﯽ آن از ﻃﺮﯾﻖ رواﯾﯽ دﻟﻔﯽ و ﭘﺎﯾﺎﯾﯽ آن ﻧﯿﺰ ﺑﺎ اﺳﺘﻔﺎده از آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ 0/89 ﺑﻪ دﺳﺖ آﻣﺪ. در اداﻣﻪ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻣﯿﺎﻧﮕﯿﻦ، اﻧﺤﺮاف ﻣﻌﯿﺎر، آزﻣﻮن ﮐﺎﻟﻤﻮﮔﺮوف-اﺳﻤﯿﺮوﻧﻮف، ﺗﯽ ﺗﮏ ﻧﻤﻮﻧﻪای و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪ: ﻧﺘﺎﯾﺞ از ﻧﮕﺎه ﻣﺘﺨﺼﺼﯿﻦ ﻧﺸﺎن داد؛ ﻣﯿﺎﻧﮕﯿﻦ ﻋﻨﺎﺻﺮ ﻫﺪف، ﻣﺤﺘﻮا و روش در ﺳﻪ درس ﻧﺎﻣﺒﺮده از ﺳﻄﺢ ﻣﯿﺎﻧﮕﯿﻦ ﻓﺮﺿﯽ ﺑﯿﺸﺘﺮ ﻣﯽﺑﺎﺷﺪ ﻟﺬا ﺗﻔﺎوت ﻣﻌﻨﺎداری ﺑﯿﻦ اﯾﻦ دو ﻣﯿﺎﻧﮕﯿﻦ در ﺳﻄﺢ 0/0001ﺑﻪ دﺳﺖ آﻣﺪه ﮐﻪ از ﻧﻈﺮ ﭘﺎﺳﺦدﻫﻨﺪﮔﺎن ﻣﯽﺗﻮان ﮔﻔﺖ در ﻣﺠﻤﻮع ﻋﻨﺎﺻﺮ ﻓﻮق در ﺳﻪ درس ﻋﻠﻮم ﺗﺠﺮﺑﯽ، اﺟﺘﻤﺎﻋﯽ و ﺗﺮﺑﯿﺖ ﺑﺪﻧﯽ از ﻗﺎﺑﻠﯿﺖ ﺗﻠﻔﯿﻖ ﺑﺎﻻﯾﯽ ﺑﺮﺧﻮردارﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﺗﺼﺮﯾﺢ ﻧﻤﻮد ﺑﯿﻦ ﻧﻈﺮات ﻣﺘﺨﺼﺼﯿﻦ ﺑﺮ ﺣﺴﺐ ﻣﺮﺗﺒﻪ ﻋﻠﻤﯽ آنﻫﺎ ﺗﻔﺎوت ﻣﻌﻨﺎداری وﺟﻮد ﻧﺪارد. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﻨﺎﺑﺮاﯾﻦ در ﺗﻠﻔﯿﻖ ﻋﻨﺎﺻﺮ ﻫﺪف، ﻣﺤﺘﻮا و روش در ﺳﻪ درس اﺟﺘﻤﺎﻋﯽ، ﻋﻠﻮم و ﺗﺮﺑﯿﺖ ﺑﺪﻧﯽ ﺗﻔﺎوﺗﯽ ﺑﯿﻦ ﻧﻈﺮات ﻣﺘﺨﺼﺼﺎن وﺟﻮد ﻧﺪاﺷﺘﻪ و اﯾﻦ ﻧﻈﺮﯾﻪ را ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار داده اﻧﺪ ﮐﻪ اﯾﻦ روﯾﮑﺮد، داﻧﺶآﻣﻮزان را ﺑﺮای ﯾﺎدﮔﯿﺮی ﺑﻬﺘﺮ و ﻣﺪاوم ﺑﺮ ﻣﯽاﻧﮕﯿﺰد و ﻗﺎﺑﻠﯿﺖﻫﺎی ﻻزم ﺑﺮای زﻧﺪﮔﯽ در ﻗﺮن ﺑﯿﺴﺖ و ﯾﮑﻢ را در آﻧﺎن ﭘﺮورش ﻣﯽدﻫﺪ .

feasibility of an integrated curriculum in experimental science, social science and physical education courses of elementary school: the view of academic staff members and curriculum experts

background and objective: simultaneously with the formation of the field of curriculum in the beginning of the 20th century, the integrated curriculum received the attention of experts and practitioners of education and training, but today, due to the rapid expansion of knowledge and information, the fragmentation of various parts of the curriculum and its lack of connection with the realities of life. learners have been given more attention. therefore, the present study was conducted with the aim of evaluating the feasibility of an integrated curriculum in the courses of experimental sciences, social sciences and physical education in the elementary school from the point of view of curriculum experts.method: the method of this research was a descriptive survey. the statistical population of the research included all curriculum experts (members of the academic staff, members of the iranian curriculum studies association, and doctoral graduates in the field of curriculum studies), and 92 people participated in the present research in order to select the samples according to the available methods, due to the restrictions on the circulation of the corona virus. . the data collection tool was a researcher-made questionnaire of the feasibility of the consolidated curriculum, whose validity was obtained through delphi validity and its reliability was obtained using cronbach's alpha of 0.89. next, the data were analyzed using mean, standard deviation, kalmogorov-smironov test, one-sample t-test, and analysis of variance .finding: the results showed from the eyes of experts; the average of the goal, content and method elements in the three mentioned courses is higher than the hypothetical average level, so a significant difference between these two averages was obtained at the level of 0.0001, which according to the respondents, it can be said that the above elements in the three courses of experimental sciences , social and physical education have a high integration capability. also, the results stated that there is no significant difference between the experts' opinions according to their scientific rank.conclusions: therefore, in combining the elements of goal, content and method in three social, science and physical education subjects, there is no difference between the experts' opinions and they have confirmed the theory that this approach motivates students for better and continuous learning and the ability it cultivates in them the necessary skills for living in the 21st century.