ارائه الگوی معرفت‌شناختی آموزش فکری قرآنی در دوره ابتدایی

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه علوم تربیتی، دانشکده روانشناسی، دانشگاه آزاد اسلامی واحد تهران مرکز، ایران.

3 استادیار گروه علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

پژوهش حاضر با هدف ارائه الگوی معرفت‌شناختی آموزش فکری قرآنی در دوره ابتدایی انجام پذیرفت.. پژوهش مذکور از نظر هدف بنیادی- کاربردی، و از نظر گردآوری داده‌ها، روش پژوهش آمیخته است. از نظر نحوه اجراء، تلاش محقق بر استفاده از روش داده بنیاد (مصاحبه با خبرگان) و استفاده از روش توصیفی پیمایشی است که در دو مرحله کیفی و کمّی به گردآوری داده‌های اطلاعات پژوهش اقدام می‌گردد. جامعۀ آماری در بخش کیفی پژوهش، شامل خبرگان آموزش‌ و پرورش بود که برای تعیین نمونه­ها از روش نمونه­گیری غیر تصادفی هدفمند استفاده شد و تعداد 20 نفر با استفاده از اصل اشباع به‌عنوان حجم نمونه، در نظر گرفته شد. گروه دوم از جامعۀ آماری این پژوهش در بخش کمّی شامل تمامی معلمان ابتدایی شهر تهران به تعداد 2522 نفر بود. برای تعیین حجم نمونه بخش کمّی از فرمول کوکران استفاده شد: بنابراین تعداد 300 نفر به‌عنوان نمونه پژوهش انتخاب شدند. به­طور کلی روش نمونه‌گیری در این پژوهش تصادفی خوشه‌ای حجم نمونه تعیین شد. در بخش کیفی پژوهش حاضر از مصاحبه­های نیمه ساختمند استفاده شد. در بخش کمّی، پرسشنامه‌ای محقق‌ساخته تنظیم شد. روایی و پایایی ابزارها مورد تایید قرار گرفت. روش تحلیل داده­ها در بخش کیفی کدگذاری نظری برگرفته از روش نظریه‌پردازی داده بنیاد بود. در بخش کمّی برای پاسخ به سؤال‌های پژوهش از آزمون تی تک نمونه‌ای بهره گرفته شد.. نتایج حاصل از تحلیل نشان داد که از میان 49 شاخص (گویه) موجود، 10 مؤلفه‌ی اصلی قابل شناسایی است. این مؤلفه‌ها شامل، شناخت اثباتی (شناخت خود، محیط و شناخت مهارتی)، شناخت تبیینی (شناخت معنوی فردی و اجتماعی)، شناخت حقیقی (شهود و آموزش تدریجی)، و شناخت اعتباری (قلب، حواس و ادراک) است. 

کلیدواژه‌ها

عنوان مقاله [English]

Presenting the Epistemological Model of Quranic Intellectual Education in Elementary Schoo

نویسندگان [English]

  • Shamsuddin Khazalia, 1
  • Mahshid Izadi 2
  • Mahdee Davaee, 3
  • Fahimeh Ansariyan 3
1 PhD student, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 Islamic Azad University Central Tehran Branch. Iran.
3 Assistant Professor, Department of Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Introduction
The present study was carried out with the aim of presenting an epistemological model of Quranic intellectual education in the elementary school. 
Method
This research is fundamental-applied in terms of its purpose and in terms of data collection, the research method is mixed. In terms of the method of implementation, the researcher's effort is based on the use of groundedd theory method (interview with experts) and the use of descriptive survey method, which collects research information data in two qualitative and quantitative stages.The statistical community in the qualitative part of the research included education experts, and non-random purposeful sampling method was used to determine the samples, and the number of 20 people was considered as the sample size using the saturation principle. The second group of the statistical population of this research in the quantitative part included all the elementary teachers of Tehran, numbering 2522 people. Cochran's formula was used to determine the sample size of the quantitative part: therefore, 300 people were selected as the research sample. In general, the sampling method in this study was random cluster sampling. Semi-structured interviews were used in the qualitative part of this research. In the quantitative section, a researcher-made questionnaire was prepared. The validity and reliability of the instruments were confirmed. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative section, a one sample t-test was used to answer the research questions.
 
Results
The results of the analysis showed that among the 49 indicators (items) available, 11 main components can be identified. These dimensions and components include affirmative knowledge (knowledge of self, environment and skill knowledge), explanatory knowledge (individual and social spiritual knowledge), real knowledge (intuition and gradual training), and credit knowledge (heart, senses and perception).
 
Discussion
In order to teach thinking, elementary teachers should provide education in a gradual and step-by-step manner while creating an intuitive mechanism for students. Individual and social spiritual knowledge is also considered in this research. In this regard, it is a priority for teachers to teach values and spirituality. Recognizing the documentation of the principles of religious thinking, intelligent response to problems according to the Quranic guidelines, and predicting spiritual issues according to the Quranic guidelines are other indicators of explanatory knowledge.
 

کلیدواژه‌ها [English]

  • epistemology
  • intellectual education
  • elementary school
  • Quran guidelines

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علوم تربیتی
دوره 30، شماره 1
خرداد 1402
صفحه 101-126

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