بررسی رابطه‌ تدریس کوانتومی و سازنده‌گرایی با تصمیم گیری برنامه درسی معلمان دوره ابتدایی

نویسندگان
محجوبه امدادی
میمنت عابدینی بلترک
مصطفی عزیزی شمامی
دانشگاه مازندران
چکیده
هدف از پژوهش حاضر بررسی رابطه تدریس­کوانتومی و سازنده‌گرایی با تصمیم‌گیری برنامه‌درسی معلمان ابتدایی شهرستان بابلسر می­ باشد. طرح پژوهش حاضر؛ کمی و روش توصیفی- پیماپیشی و جامعه آماری شامل 240 نفر معلمان دوره ابتدایی شهرستان بابلسر بوده که براساس جدول نمونه گیری مورگان 143 نفر به­عنوان نمونه انتخاب شدند. ابزارهای پژوهش، اقتباس از پرسشنامه­ استاندارد سازنده‌گرایی محمدی، عابدینی بلترک و منصوری (1398)، پرسشنامه استاندارد تصمیم­گیری برنامه‌درسی حاجی ‌تبار فیروزجایی (1398) و پرسشنامه محقق ساخته تدریس­کوانتومی بوده است. روایی ابزار به ترتیب 97%، 86% و 97% و پایایی ابزار از طریق آلفای کرونباخ برابر با 94%، 98% و 96% به­دست آمد. تجزیه­وتحلیل داده­ها با روش­های آمار توصیفی(انحراف معیار و میانگین) و استنباطی (آزمون آماری ضریب همبستگی پیرسون و رگرسیون چندگانه به روش هم­زمان) صورت گرفت. نتایج به­ دست آمده نشان داد، بین تدریس­کوانتومی با تصمیم­گیری برنامه‌درسی(653/0 =r)، بین سازنده‌گرایی با تصمیم‌گیری برنامه درسی(763/0 = r) و بین تدریس کوانتومی و تصمیم‌گیری برنامه‌درسی(652/0 = r) معلمان ابتدایی شهرستان بابلسر رابطه­ی معناداری در سطح 05/0 وجود دارد. همچنین نتایج نشان داد سازنده‌گرا بودن می‌تواند نحوه­ی تصمیم‌گیری برنامه‌درسی (متمرکز/ غیر متمرکز) معلمان دوره ابتدایی شهرستان بابلسر را پیش­ بینی کند
کلیدواژه‌ها
تدریس کوانتومی
سازنده‌گرایی
تصمیم‌گیری برنامه‌درسی

عنوان مقاله English

Investigating the relationship between quantum teaching and constructivism with the curriculum decision-making of elementary school teachers

نویسندگان English

Mahjoobeh Emdadi
meimanat abedini baltork
Mostafa Azizi Shomami
university of mazandaran
چکیده English

The purpose of this research is to investigate the relationship between quantum teaching and constructivism with curriculum decision-making by elementary teachers in Babolsar city. The design of the current research; Quantitative and descriptive-surveillance method and the statistical population included 240 elementary school teachers of Babolsar city, and 143 people were selected as a sample based on Morgan's sampling table. The research tools were adapted from the standard constructivism questionnaire of Mohammadi, Abedini Baltrok and Mansoori (2018), the standard questionnaire of Hajitabar firouzjaee's curriculum decision-making (2018) and the researcher-made questionnaire of quantum teaching. The validity of the tool was 97%, 86% and 97% respectively, and the reliability of the tool through Cronbach's alpha was 94%, 98% and 96%. Data analysis was done with descriptive statistics (standard deviation and mean) and inferential (Pearson's correlation coefficient statistical test and multiple regression at the same time). The results showed that there is a difference between quantum teaching and curriculum decision-making (r = 0.653), between constructivism and curriculum decision-making (r = 0.763) and between quantum teaching and curriculum decision-making (r = 0.652). There is a significant relationship at the 0.05 level in Babolsar elementary school. Also, the results showed that being constructivist can predict the way of curriculum decision-making (centralized/decentralized) of elementary school teachers in Babolsar city.

کلیدواژه‌ها English

quantum teaching
constructivism
curriculum decision making
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