طراحی و اعتباریابی مدل آموزش پایداری در صلاحیت‌های دروس ریاضی دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری آموزش محیط‌زیست، دانشگاه پیام نور، تهران، ایران

2 استاد، فلسفه تعلیم و تربیت، دانشگاه پیام‌نور، تهران، ایران

3 دانشیار گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی تهران، ایران

چکیده

مسئله اصلی در این پژوهش، طراحی و اعتباریابی مدل آموزش پایداری در صلاحیت‌های دروس ریاضی دوره ابتدایی می‌باشد، آموزشی که با ظرفیت‌سازی و ایجاد برنامه‌ای جامع به‌منظور تعادل بخشی ابعاد پایداری در دروس ریاضی به‌عنوان یک زمینه تربیتی به‌منظور پرورش و نظم فکری و بالا بردن قدرت اندیشه و استدلال منطقی همراه با رشد قوه خلاقیت ذهنی برای رسیدن به جامعه پایدار طرح و حل مسئله است. این پژوهش از نظر هدف کاربردی و از نوع تحقیقات کیفی- کمی (آمیخته) با رویکرد اکتشافی است. ابتدا به روش مطالعه اسنادی مهم‌ترین مؤلفه‌های آموزش پایداری دروس ریاضی شناسایی و استخراج گردید. مقوله‌های شناختی، ارزیابی و عملکردی با 26 مقوله فرعی در صلاحیت‌های ریاضی در آموزش پایداری انتخاب و مدل پیشنهادی ارائه گردید. برای اعتباریابی عناصر اصلی مدل پرسشنامه‌ای با 112 گویه طراحی شد. روایی محتوایی (CVR) و پایایی آن با آلفای کرونباخ تأیید شد و در اختیار 38 نفر از متخصصان و خبرگان قرار گرفت. اعتباریابی مدل پیشنهادی از طریق مدل معادلات ساختاری PLS انجام شد. بر اساس یافته‌های به‌دست‌آمده بعد عملکردی بالاترین سهم را در تبیین مدل برخوردار شد. «توسعه دانش و مهارت در رابطه با جوامع و محیط» در تبیین بعد شناختی، «توسعه مهارت‌های حل مسئله» در بعد ارزیابی و «طراحی روش‌هایی کارآمد برای رفع نیازهای شخصی و رفع نابرابری‌ها» در بعد عملکردی، بالاترین سهم را در بین دیگر مؤلفه‌های هر بعد دارند. همچنین نشان داده شد مدل ساختاری آموزش پایداری صلاحیت‌های دروس ریاضی دوره ابتدایی از برازش مناسبی برخوردار است؛ بنابراین می‌توان نتیجه‌گیری کرد گنجاندن مفاهیم پایداری در برنامه‌های درسی در دروس ریاضی با رویکردی میان‌رشته‌ای می‌تواند در به‌کارگیری راهبردهایی نوآورانه در فرایند یادگیری و توجه به حل مسئله و طرح مسئله در دنیای واقعی مؤثر باشد.
 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Designing and Validating a Sustainability Education Model in the Competencies of Primary School Math Lessons

نویسندگان [English]

  • Seyedeh Zahra Shamsi 1
  • Mohammadreza sarmadi 2
  • Elahe Aminifar 3
1 Ph.D. in , Environmental Education, Payame Noor University, Tehran, Iran
2 Professor, Philosophy of Education, Payame Noor University, Tehran, Iran
3 Associate Professor, Department of Mathematics, Faculty of Sciences, Shahid Rajaee Teacher
چکیده [English]

The main issue in the present study is the design and validation of a sustainability education model in the competencies of primary school mathematics courses, an education that build capacity and create comprehensive programs to balance the dimensions of sustainability in mathematics lessons as an educational field to cultivate and discipline and increase the power of thought and logical reasoning along with the growth of mental creativity to achieve a sustainable society with a plan and problem-solving capability. This research is applied in terms of purpose and is a qualitative-quantitative research (mixed) with an exploratory approach. First, the most important components of math lessons stability training were identified and extracted by documentary study method. Cognitive, evaluation and functional categories with 26 sub-categories in mathematical competencies in sustainability education were selected and the proposed model was presented. A questionnaire model with 112 items was designed to validate the main elements. Content validity (CVR) and its reliability were confirmed by Cronbach's alpha and provided to 38 experts. The validation of the proposed model was performed through the PLS structural equation modelling. Based on the findings, the functional dimension had the highest share in explaining the model. Development of knowledge and skills related to communities and environment in " explaining the cognitive dimension," "developing problem solving skills" in the evaluation dimension and" designing effective methods to meet personal needs and inequalities" in the functional dimension, had the highest shares among the other studied components. It also showed that the structural model of sustainability education in primary mathematics courses had a good fit. Therefore, it can be concluded that the inclusion of sustainability concepts in the curriculum in mathematics courses with an interdisciplinary approach can be effective in applying innovative strategies in the learning process and paying attention to problem solving and problem statement in the real world.

کلیدواژه‌ها [English]

  • Sustainability education
  • Validation
  • Competency
  • Math lessons
  • Primary course

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فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 10، شماره 2
اسفند 1400
صفحه 19-31

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