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ساخت و اعتبارسنجی مقیاس ارزیابی عناصربرنامه درسی براساس رویکرد یادگیری مادام العمر در آموزش عالی

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، اصفهان، ایران

2 استاد، دانشگاه اصفهان، اصفهان، ایران

3 استادیار، دانشگاه اصفهان، اصفهان، ایران

چکیده

پژوهش حاضر با هدف تبیین عناصر و مؤلفه‌های برنامه‌درسی دانشگاه فرهنگیان در راستای یادگیری مادام‌العمر و بررسی اعتبار مقیاس تدوین شده در این زمینه انجام شده‌است. روش مورد استفاده طرح ترکیبی از نوع اکتشافی متوالی است. پس از گردآوری و تحلیل داده‌های کیفی، به منظور اعتبارسنجی یافته‌های کیفی، بر مبنای نتایج به دست آمده ابزار کمی تدوین شده و داده‌های گردآوری شده مورد تحلیل قرار گرفته است. جامعه آماری در بخش کیفی، صاحبنظران حوزه یادگیری مادام-العمر،اساتید دانشگاه فرهنگیان و متخصصان برنامه‌درسی بودند که با استفاده از روش نمونه‌گیری هدفمند و مصاحبه نیمه‌ساختاریافته با 33 نفر، اشباع نظری در داده‌ها حاصل گردید. در بخش کمی، از روش توصیفی-پیمایشی بهره گرفته شده است. جامعه آماری این بخش شامل 242 نفر از اساتید گروه علوم تربیتی دانشگاه فرهنگیان استان اصفهان بود و 103 پرسشنامه مبنای تحلیل‌‌های کمی قرار گرفت. یافته‌های حاصل از بخش کیفی نشان داد که برنامه‌درسی مبتنی بر رویکرد یادگیری مادام‌العمر در دانشگاه فرهنگیان متشکل از چهار عنصر عمده هدف (با 19 گویه)، محتوا (با 18 گویه)، روش‌‌های یاددهی-یادگیری (با 15 گویه) و ارزشیابی (با 17 گویه) است. در بخش کمی نیز مشخص گردید که، براساس نتایج تحلیل عاملی تأییدی مرتبه دوم عناصر و مولفه‌‌های مربوط به آن‌ها به درستی الگوی برنامه‌درسی معطوف به یادگیری مادام‌العمر را مورد سنجش قرار می‌دهند. در نتیجه مقیاس طراحی شده در 4 عنصر و 69 مولفه، برای ارزیابی عناصر برنامه‌درسی براساس رویکرد یادگیری مادام‌العمر در دانشگاه فرهنگیان از روایی و پایایی برخوردار است و می‌تواند مبنای سیاستگذاری و بازنگری حوزه برنامه‌درسی دانشگاه فرهنگیان قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Development and validation of the Curricular Elements Evaluation Scale based on the Lifelong Learning Approach in Higher Education

نویسندگان [English]

  • parvin roshanghias 1
  • mohamadjavad liaghatdar 2
  • bibieshrat zamani 2
  • fereydoon sharifian 3

1 Ph.D. Student Curriculum Studies, University of Isfahan, Isfehan, Iran.

2 Professor, University of Isfahan, Isfehan, Iran.

3 Assistant Professor, University of Isfahan, Isfehan, Iran.

چکیده [English]

Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher Education


Abstract
Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.
Method: In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.
Results: The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning.
Discussion: To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.

Keywords: Lifelong Learning, Curriculum, the Lifelong Learning Curriculum Scale, Higher Education, Farhangian University.

کلیدواژه‌ها [English]

  • Lifelong Learning
  • Curriculum
  • the Lifelong Learning Curriculum Scale
  • Higher Education
  • Farhangian University
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علوم تربیتی
دوره 28، شماره 1
تیر 1400
صفحه 43-66
فایل ها
هم رسانی
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