طراحی و اعتبار بخشی الگوی مطلوب برنامه درسی تربیت شهروندی دیجیتال با رویکرد تلفیقی در دوره متوسطه | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 4، دوره 16، شماره 2 - شماره پیاپی 31، 1402، صفحه 89-112 اصل مقاله (1 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2023.103919 | ||
| نویسندگان | ||
| جواد حاتمی* 1؛ سیده سارا شهابی* 2؛ ابراهیم طلایی* 3؛ سید مهدی سجادی* 3 | ||
| 1استاد گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| 2دانشجوی دکتری برنامه درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| 3دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران | ||
| چکیده | ||
| هدف: هدف این پژوهش طراحی و اعتباربخشی الگوی برنامه درسی تلفیقی تربیت شهروندی دیجیتال است. در پژوهش حاضر دو پرسش اساسی مورد بررسی قرار گرفته است: 1) الگوی مطلوب برنامه درسی تربیت شهروندی دیجیتال با رویکرد تلفیقی در دوره متوسطه چه ویژگیهایی دارد؟ 2) الگوی پیشنهادی از نظر متخصصان تا چه میزان معتبر است؟. مواد و روشها: این پژوهش جزء پژوهشهای آمیخته با طرح اکتشافی است که در دو بخش کیفی-کمّی انجام شده است؛ در بخش کیفی به فرایند طراحی الگو و در بخش کمّی با روش توصیفی از نوع پیمایشی، به اعتباربخشی الگو پرداخته شد. در بخش کیفی حوزۀ مطالعات شامل منابع نظری و پژوهشی داخلی و خارجی در دسترس و همچنین 20 نفر از متخصصان و صاحبنظران حوزۀ برنامهریزی درسی، تکنولوژی آموزشی و کارشناسان حوزه دیجیتال بود که به روش نمونهگیری هدفمند انتخاب شدهاند. روایی دادهها از طریق سه سویهسـازی حاصل شد. ابزار گردآوری، مصاحبه نیمهساختاریافته بود برای تحلیل دادهها از روش تحلیل مضمون استفاده شد. بحث و نتیجهگیری: یافتهها مطابق با الگوی اکر در قالب مؤلفههای برنامه درسی تربیت شهروندی دیجیتال شاملِ منطق، اهداف، محتوا، فرصتهای یادگیری، منابع، نقش معلم، زمان، فضا، گروهبندی و ارزشیابی، تبیین گردید. طبق یافتههای پژوهش منطق برنامه، تلفیق مسائل مربوط به شهروندی دیجیتال در برنامههای درسی و آموزشی را مورد توجه قرار داده است. عنصر هدف به سه دسته اخلاق شهروندی دیجیتال، سواد شهروندی دیجیتال و مهارتهای شهروندی دیجیتال در سه بعد دانش، مهارت و نگرش اشاره داشت. محتوا در سه بخش محافظت، آموزش و احترام مطرح شد و بر اهمیت رویکردهای فعال تدریس تأکید گردید همچنین به معلم در نقش راهنما و تسهیلگر اشاره شد و بهرهگیری از منابع متنوع مورد تأکید قرار گرفت. در این طراحی برنامه درسی زمان و مکان انعطافپذیر بوده، فعالیتها در قالب گروههای کوچک انجام میپذیرد. در بخش ارزشیابی انواع روشهای ارزشیابی کیفی مورد توجه قرار گرفتند. در مرحله اعتبار بخشی از روش کمی از نوع پیمایشی بهره گرفته شد. نتایج اعتبار بخشی نشان داد که الگوی پیشنهادی از نظر متخصصان مطالعات برنامه درسی، تکنولوژی آموزشی و حوزه دیجیتال مناسب بوده است. | ||
| کلیدواژهها | ||
| برنامه درسی؛ تربیت شهروندی دیجیتال؛ رویکرد تلفیقی؛ دوره متوسطه | ||
| عنوان مقاله [English] | ||
| Designing and Validating the Optimum Model of Digital Citizenship Education Curriculum with an Integrated Approach in High School | ||
| نویسندگان [English] | ||
| Javad Hatami1؛ Seyedeh Sara Shahabi2؛ Ibrahim Talaee3؛ Seyed Mehdi Sajadi3 | ||
| 1Professor, Department of Educational Sciences, Faculty of Humanities, University of Tarbiat Modares, Tehran, Iran | ||
| 2Ph.D. Student of Curriculum, Department of Educational Sciences, Faculty of Humanities, University of Tarbiat Modares, Tehran, Iran | ||
| 3Associate Professor, Department of Educational Sciences, Faculty of Humanities, University of Tarbiat Modares, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives : This study aims to design and validate the optimal model of digital citizenship education curriculum with an integrated approach in high school. For this purpose, two main questions were investigated: 1) what are the characteristics of the integrated curriculum model of digital citizenship education in high school? 2) To what extent is the proposed model valid from the viewpoint of experts?. Materials and Methods: The research method is mixed with the exploratory design which was done in two qualitative-quantitative parts. In the qualitative part, the model was designed and in the quantitative part, the model was validated by descriptive survey method. In the qualitative section, all available texts and theoretical and research sources were reviewed. Also, 20 specialists in curriculum planning and educational technology and digital experts were selected by purposive. Data validity was obtained through triangulation. The data collection tool was the semi-structured interview and the content analysis method was used for data analysis. Discussion and Conclusions: The findings were explained according to the Ecker model in the form of digital citizenship education curriculum components including logic, goals, content, learning opportunities, resources, teacher's role, time, space, grouping, and evaluation. According to the research findings, program logic has considered the integration of digital citizenship issues in curricula. The target element referred to the three categories of digital citizenship ethics, digital citizenship literacy, and digital citizenship skills in three dimensions of knowledge, skills, and attitude. The content was presented in three sections: protection, education, and respect; there was an emphasis on the importance of active teaching approaches. Also, the teacher was mentioned as a guide and facilitator; and the use of various sources was emphasized. In this curriculum design, time and place are flexible. Activities are done in small groups. In the evaluation section, a variety of qualitative evaluation methods were continuously considered. The survey method was used to validate the efficiency; the validation results showed that from the viewpoint of curriculum studies and educational technology and digital experts and the proposed pattern was appropriate. | ||
| کلیدواژهها [English] | ||
| Curriculum, Digital Citizenship Education, Integrated Approach, High School | ||
| مراجع | ||
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