مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

عوامل مؤثر بر اجرای برنامه درسی STEM از دیدگاه معلمان و راهکارهایی برای توانمندسازی آن‌ها: مطالعه موردی شهرستان سرپل‌ذهاب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استاد، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شهید رجایی، تهران، ایران.
2 دانشجوی دکتری، رشته برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
چکیده
پژوهش حاضر با هدف شناسایی عوامل مؤثر بر اجرای برنامه درسی استم از دیدگاه معلمان با رویکرد کیفی و روش نظریه داده‌بنیاد انجام شد. شرکت‌کنندگان در پژوهش شامل ۱۳ نفر از معلمان، مدیران و کارشناسان آموزشی مدارس ابتدایی شهرستان سرپلذهاب بودند که با نمونه‌گیری هدفمند از نوع نظری انتخاب شدند. داده‌ها از طریق مصاحبه‌های انفرادی نیمه‌ساختارمند و گروه متمرکز جمع‌آوری شدند. نتایج نشان داد که عوامل مؤثر بر اجرای برنامه درسی استم در سه دسته شرایط علی (نیاز به بهبود مستمر)، زمینه‌ای (مهارت تدریس اثربخش) و مداخله‌گر (عوامل محیطی) قابل طبقه‌بندی هستند. همچنین، راهبردها و پیامدهای مختلفی از جمله بهینه‌سازی برنامه درسی، توجه به نیاز دانش‌آموزان، بهبود مشارکت و تعامل بین‌فردی، تدریس اکتشافی، برگزاری جلسات پرسشگری، تشویق کاوشگری فردی و کاربردی کردن مطالب، پرورش نوآوری و خلاقیت، افزایش قدرت تفکر انتقادی و مهارت حل مسئله، پیشرفت تحصیلی، خودارزیابی، داشتن دید جامع‌نگر، استفاده از مهارت‌ها در دنیای واقعی، پرورش مهارت‌های کارگروهی، افزایش مسئولیت‌پذیری، پرورش ارزش‌های اخلاقی و سازگاری با محیط پیرامون برای اجرای موفق برنامه درسی استم مطرح شد. سرانجام نتایج نشان داد که اجرای موفق این برنامه نه‌تنها به شرایط محیطی وابسته است، بلکه نیازمند توانمندسازی معلمان با آموزش‌های حرفه‌ای، بهسازی مهارت‌های تدریس و بسترهای حمایتی در مدارس است.
کلیدواژه‌ها

عنوان مقاله English

Factors Affecting the Implementation of the STEM Curriculum from Teachers' Perspectives and Strategies for Their Empowerment: A Case Study of Sarpol-e-Zahab County

نویسندگان English

Alireza Assareh 1
Zahra Shahbazi 2
1 . Professor, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
2 PhD Student, Curriculum Studies, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
چکیده English

The present study aims to identify the factors influencing the implementation of the STEM curriculum from the perspective of teachers, using a qualitative approach and the grounded theory method. The participants included 13 teachers, principals, and educational experts from primary schools in Sarpol-e Zahab County, selected through purposive theoretical sampling. Data were collected through semi-structured interviews and focus group discussions. The results showed that the factors influencing the implementation of the STEM curriculum can be categorized into three groups: antecedent conditions (the need for continuous improvement), contextual conditions (effective teaching skills), and intervening conditions (environmental factors). Additionally, various strategies and implications were proposed for the successful implementation of the STEM curriculum, including optimizing the curriculum, addressing students' needs, enhancing participation and interpersonal interaction, implementing inquiry-based teaching, holding questioning sessions, encouraging individual exploration, applying practical content, fostering creativity, improving critical thinking and problem-solving skills, advancing academic performance, self-assessment, having a holistic view, using skills in the real world, developing teamwork skills, increasing responsibility, nurturing ethical values, and adapting to the environment. The results indicated that the successful implementation of this program depends on environmental conditions and requires empowering teachers through professional training, improving teaching skills, and providing supportive frameworks within schools.

کلیدواژه‌ها English

Curriculum
STEM
Grounded theory
Empowerment
Teachers
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