تبیین عناصر برنامه درسی مبتنی بر طبیعت برای دوره ابتدایی: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران

2 استادیار گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران.

3 دانشیار گروه مطالعات برنامه درسی،دانشگاه خوارزمی،تهران، ایران

چکیده

پتانسیل طبیعت برای آموزش کودکان در دوره ابتدایی با وجود اهمیت آن همواره مغفول مانده است؛ استفاده از آن می‌تواند به عنوان یک فرصت مهم در آموزش کودکان مطرح گردد. با توجه به اطلاعات پراکنده در این زمینه در منابع مختلف، این پژوهش درصدد است با استفاده از روش سنتزپژوهی به شناسایی و تبیین عناصر برنامه درسی مبتنی بر طبیعت برای دوره ابتدایی، بپردازد. از مجموع 240 منبع اولیه، در مرحله ارزیابی 82 منبع جهت سنتزپژوهی انتخاب گردید. برای تحلیل داده‌ها از روش کدگذاری استفاده شد و داده‌ها با استفاده از نرم‌افزار MAXQDA مورد تحلیل قرار گرفتند. با توجه به نتایج به دست آمده برای مقوله هدف 14 ویژگی، مقوله مواد و منابع یادگیری 7 ویژگی، مقوله طراحی فضای آموزش و یادگیری 10 ویژگی، مقوله راهبرد‌های یاددهی یادگیری 8 ویژگی و جهت مقوله ارزشیابی 16 ویژگی شناسایی گردید. با توجه به توصیفی بودن ارزشیابی در دوره ابتدایی در ایران ویژگی‌های شناسایی شده می‌تواند در جهت ارتقای کیفیت آموزش در دوره ابتدایی مؤثر واقع شود. گنجاندن ویژگی‌های عناصر مرتبط با برنامه درسی مبتنی بر طبیعت در سرفصل دوره کارشناسی آموزش ابتدایی دانشگاه فرهنگیان، موجب کارایی و اثربخشی آموزشِ معلمان ابتدایی خواهد شد. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Explaining Nature-Based Curriculum Elements For Elementary School: A Qualitative Study

نویسندگان [English]

  • Solayman Avari 1
  • Ali Hosenikhah 2
  • Majead Ali Asgari 3
1 PhD Student in Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran
2 Faculty Member and Assistant Professor Kharazmi University, Tehran, Iran
3 Faculty member and Associate Professor of Kharazmi University, Tehran, Iran
چکیده [English]

Using the potential of nature to educate children in the primary period, despite its importance, has always been neglected; and the use of this capacity can be presented as a very important opportunity in the education of children. Considering the scattered information related to the nature-based curriculum in various sources, the present research tries to identify and explain the elements of the curriculum using the synthesis research method. Nature-based pay for elementary school. From a total of 240 sources in the initial stage, 82 sources were selected for synthesis research in the evaluation stage. For data analysis, coding method (open, axial and selective) was used, and the data were analyzed using software. MAXQDA were analyzed.
In response to the first research question regarding the elements of nature-based curriculum goals, it can be said that in nature-based curriculum, while importance is given to the individuality, freedom and independence of children, they are familiar with the laws governing nature and through nature-based education Based on the experience, the power of observation, logical reasoning, measurement, classification and hypothesizing has grown, and due to performing some activities in the open space in nature, their physical and mental health has been improved and plays a very important role in improving interpersonal relationships and teaching life skills.
Plays. In this program, one of the main goals is that the learners establish a kind of friendship and relationship with nature from childhood, so that in adulthood they can have a passion for its protection, and they are always worried about its destruction. As a result of the implementation of this program, indicators related to physical and mental health and education related to life skills have been improved in them, environmental protection has become a concern for them so that they can be ready to live in society and to learn democratic and responsible life.
The findings of the second research question regarding the elements and nature of learning materials and resources in the nature-based curriculum in the elementary school indicate that although the place of written content in the nature-based curriculum is undeniable; But according to the nature of this program, natural elements have a special place as learning resources, in other words, plants, animals, stones, water and other elements that make up the natural environment can be considered as important resources in children's learning. .
One of the effects of the combination of the elements in nature with the written content of Persian literature is, of course, this combination is not limited to the Persian language and the works of languages and cultures from other nations and tribes also exist, which can be used as a practical model in Compilation of nature-based course content in different course materials should be considered.
The findings of the third question of the research regarding the elements related to the design of teaching and learning space in the nature-based curriculum indicate that this model pays special attention to the design of the teaching and learning space of children. In some learning such as teaching in the space Open, forest schools and nature schools emphasize children's learning in the space outside the closed space of the classroom. But in the nature-based curriculum, despite accepting the issue that the learning space can take place in the form of open space and in nature, it is not limited only to the open space in nature, but also in the design of the closed educational space of a classroom. Used with nature. The use of the potential of nature in the design of the educational space can be considered by the designers of the educational space from the two aspects of the psychological impact on the learners and the educational effects in facilitating children's learning.
The findings of the fourth research question regarding the elements of teaching-learning strategies in the nature-based curriculum indicate that nature-based learning is an educational method that uses immersion in a natural environment as a basis for learning. This type of learning focuses on teaching in a natural environment, but despite this focus, there is no requirement that teaching only takes place in a natural environment. The most important point in this type of learning is the importance of using the potential of nature for learning. In this type of learning based on activities such as observation, scientific tour, experiment, discussion and conversation, etc., can help the progress of science learning in children. The findings of the fifth research question regarding the elements related to the learning evaluation methods in the nature-based curriculum in the elementary school indicate that the evaluation in the nature-based curriculum is a dynamic process. The complex and integrative nature of nature-based education and its emphasis on higher-order thinking skills, informal experiences in and out of school, its focus on children's acquisition of values, and changes in children's behavior require an assessment model that takes children's learning beyond issues of superficial understanding. Given that traditional tools, especially written tests, do not have the ability to do such an evaluation, in the nature-based curriculum, student-centered tests and experience-based evaluation tools such as observational assessment, self-evaluation, peer evaluation, portfolio evaluation and presenting what Learners have learned and their judgments and evaluations will be used; The characteristic of most of these tests is to reduce students' anxiety and empower them to make decisions.
According to the obtained results and the descriptiveness of the evaluation in the elementary school in Iran, the identified features related to the elements related to the nature-based curriculum can be effective in improving the quality of education in the elementary school. Including the characteristics of elements related to nature-based curriculum in the undergraduate course of primary education of Farhangian University and in-service courses for teachers will also make the training of primary teachers more efficient and effective.
The results of the recent research in the section of goals, teaching methods, learning and evaluation are in line with some of the research results of Karim, Kian & Aliasgar (2017). The results obtained in relation to the design of the learning environment are similar to the findings of Sahrakhiz Harryin & D. Witte (2017); Also, the findings related to the goals are consistent with the research findings of (2021) Mygind et al and (2021) Miller et al and (2020) Ardoin & Bowers Roberts, Hinds & Camic (2019).

کلیدواژه‌ها [English]

  • Nature
  • elementary school
  • outdoor learning
  • experiential learning
  • environmental education

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