طراحی چارچوب سواد کشاورزی مورد نیاز دانش‏آموزان دوره ابتدایی: رویکرد فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران

2 دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز

3 استاد، گروه گیاه‌پزشکی، دانشکده کشاورزی، دانشگاه شیراز، شهر شیراز، ایران

4 کارشناسی ارشد مدیریت اجرائی، دانشگاه پیام نور، تهران، ایران

5 کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران

6 کارشناسی، گروه مشاوره، دانشکده روانشناسی، دانشگاه فاطمیه، شهر شیراز، ایران

10.30473/ee.2025.70305.2706

چکیده

نظام تعلیم و تربیت ایران باید به‌طور مؤثری در خدمت اهداف توسعه‌ای همه بخش­ها کشور قرار گیرد. ازآنجاکه اهداف توسعه بخش کشاورزی در کشور، متأثر از عوامل درون­زا و برون­زا است و چون هسته‌های اولیه این توسعه، توانمند نمودن منابع انسانی است، بنابراین برای داشتن افراد باکیفیت و نهادهای کارآمد در توسعه کشاورزی، سهم یادگیری دانش­آموزان قابل‌بررسی است. هدف اصلی این پژوهش، طراحی چارچوب سواد کشاورزی موردنیاز دانش‏آموزان دوره ابتدایی بوده است. این پژوهش کیفی با استفاده از روش هفت مرحله‌ای ساندلوسکی و باروسو انجام شده است. گروه فراترکیب از دو نفر متخصص برنامه‌ریزی درسی، یک نفر متخصص آموزش ابتدایی، یک نفر متخصص حوزه کشاورزی و یک نفر متخصص و مسلط به روش پژوهش فراترکیب تشکیل شده بود. 27 منبع پژوهشی مرتبط، مبنای تحلیل قرار گرفت که نتیجه آن استخراج پنج مضمون دانش کشاورزی، مهارت کشاورزی، باورها و نگرش‌های مرتبط با کشاورزی، مسئولیت‌پذیری اجتماعی و حفظ محیط‌زیست است. اعتبار داده‌ها با استفاده از تکنیک‌های اعتبارپذیری، انتقال‌پذیری و هم‌سوسازی داده‌ها و اعتمادپذیری به داده‌ها نیز با هدایت دقیق جریان جمع‌آوری اطلاعات و هم‌سوسازی پژوهش‌گران تائید شد. نتایج نشان دادند با توجه به اینکه سواد کشاورزی دربرگیرنده برنامه‎هایی است برای ترویج درک و دانش لازم مرتبط با تجزیه‌وتحلیل، ترکیب و ارتباطات، بنابراین اطلاعات اصلی راجع به کشاورزی و این برنامه‌ها به درک بهتر اثر کشاورزی بر جامعه کمک می‎کند و بایستی به‎عنوان موتور محرکه برنامه درسی موردتوجه قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Developing a Framework for Agricultural Literacy Required by Primary School Students: A Meta-Synthesis

نویسندگان [English]

  • Reza Naseri Jahromi 1
  • Mehdi Mohammadi 2
  • Reza Mostowfizadeh-Ghalamfarsa 3
  • Ensiyeh Esnaashari 4
  • Solmaz Khademi 1
  • Sedigheh Shadi 5
  • Faezeh Roosta 6
1 Ph.D. in Curriculum Planning, Shiraz University, Shiraz, Iran
2 ., Faculty of Educational and Psychology, Shiraz University
3 Professor, Department of Plant Medicine, Faculty of Agriculture, Shiraz University, Shiraz, Iran.
4 M.Sc. in Executive Management, Payame Noor University, Tehran, Iran
5 M.Sc. in Curriculum Planning, Shiraz University, Shiraz, Iran.
6 B.Sc. Department of Counseling, Faculty of Psychology, Fatemieh University, Shiraz, Iran
چکیده [English]

Iran's education system should effectively serve the developmental goals of all sectors of the country. Since the goals of agricultural sector development are influenced by both endogenous and exogenous factors, and because the primary core of this development is the empowerment of human resources, the role of students' knowledge acquisition can be examined to ensure the presence of quality individuals and efficient institutions in agricultural development. The main goal of this research is to design a framework for agricultural literacy needed by primary school students. This qualitative study was conducted using the seven-step method of Sandelowski and Barroso. The meta-synthesis team consisted of two experts in curriculum planning, one expert in elementary education, one expert in agriculture, and one expert in the meta-synthesis research method. Twenty-seven relevant research sources formed the basis of the analysis, resulting in the extraction of five themes: agricultural knowledge, agricultural skills, beliefs and attitudes related to agriculture, social responsibility, and environmental protection. The validity of the data was confirmed using techniques such as credibility, transferability, and data alignment, and the trustworthiness of the data was ensured through precise guidance of the data collection process and alignment among the researchers. The findings indicated that agricultural literacy includes programs to promote the understanding and knowledge necessary for analysis, synthesis, and communication. Therefore, basic information about agriculture and related programs contributes to a better understanding of agriculture's impact on society and should be considered as a driving force in the curriculum.

کلیدواژه‌ها [English]

  • Agricultural Literacy
  • Students
  • Elementary School

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فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 13، شماره 3
1404
صفحه 9-22

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