طراحی و اعتباربخشی الگوی برنامه درسی تلفیقی آموزش طبیعت‌گرایانه و دیجیتال در دوره اول ابتدایی

نویسندگان

    رباب پیری دانشجوی دکتری،گروه علوم تربیتی،واحد تبریز،دانشگاه آزاد اسلامی،تبریز،ایران
    یوسف ادیب * استاد، گروه علوم تربیتی،دانشگاه تبریز،تبریز،ایران adib@tabrizu.ac.ir
    صادق ملکی آوارسین دانشیار،گروه علوم تربیتی،واحد تبریز،دانشگاه آزاد اسلامی،تبریز،ایران
https://doi.org/10.61838/jsied.435

کلمات کلیدی:

برنامه درسی تلفیقی, آموزش طبیعت ‌گرایانه, آموزش دیجیتال, مدل اکر, پژوهش ارزشیابی

چکیده

هدف این پژوهش طراحی و اعتباربخشی الگویی یکپارچه برای تلفیق آموزش طبیعت‌محور و دیجیتال به‌منظور پاسخ‌گویی هم‌زمان به نیازهای رشدی کودکان و الزامات زیست‌بوم دیجیتال در دوره اول ابتدایی است. این مطالعه با رویکرد آمیخته (کیفی–کمی) انجام شد. در بخش کیفی از روش سنتزپژوهی بر اساس الگوی شش‌مرحله‌ای روبرتس و تحلیل مضمون استفاده گردید و ۱۸ مطالعه منتخب داخلی و خارجی تحلیل شد. در بخش کمی، به‌منظور اعتبارسنجی الگو، پژوهش ارزشیابی به‌کار گرفته شد. ابزار گردآوری داده‌ها پرسشنامه محقق‌ساخته بود که روایی محتوایی آن با شاخص CVR و نظر ۱۲ متخصص و پایایی آن با آلفای کرونباخ و ضریب توافق تأیید شد. نتایج تحلیل نشان داد الگوی نهایی در قالب ده عنصر مدل اکر (منطق، اهداف، محتوا، فعالیت‌ها، نقش معلم، منابع، گروه‌بندی، زمان، فضا و ارزشیابی) سازمان می‌یابد و دارای چهار بُعد اصلی فلسفی، راهبردی، زیرساختی و انسانی است. شاخص‌های برازش محتوایی نشان‌دهنده اعتبار بالای الگو بوده و ارزیابی خبرگان حاکی از قابلیت اجرایی و انسجام درونی مناسب آن است. الگوی پیشنهادی می‌تواند شکاف میان تجربه‌های طبیعی و دیجیتال دانش‌آموزان نسل آلفا را کاهش داده و چارچوبی نوین برای آموزش متوازن، کل‌نگر و سازگار با تحولات معاصر در دوره ابتدایی فراهم آورد.

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پیری ر.، ادیب ی.، و ملکی آوارسین ص. . (1405). طراحی و اعتباربخشی الگوی برنامه درسی تلفیقی آموزش طبیعت‌گرایانه و دیجیتال در دوره اول ابتدایی. نشریه پژوهش و نوآوری در تربیت و توسعه، 1-24. https://doi.org/10.61838/jsied.435

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