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ارائه الگوی برنامه درسی مبتنی بر عمق دانش جهت افزایش سطح پیچیدگی شناختی یادگیرندگان

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانش‏آموخته روان‌شناسی تربیتی، آموزگار آموزش و پرورش، همدان، ایران.

2 استادیار، دانشگاه فرهنگیان، گروه آموزش علوم تربیتی، تهران، ایران.

10.22055/edus.2023.39987.3332

چکیده

هدف از این پژوهش، ارائه الگوی برنامه درسی مبتنی بر عمق دانش، جهت افزایش سطح پیچیدگی شناختی یادگیرندگان بود. در این پژوهش از روش سندکاوی و تحلیل محتوای مقوله‏ای استفاده شد. با توجه به محدودیت پژوهش‎های داخلی، پایگاه‏های داده‏های خارجی (ساینس دایرکت، گوگل اسکولار، اسپرینگر، تیلور اند فرانسیس، اریک، و امرالد) مورد مطالعه قرار گرفتند. بــازه‎ی زمانی متون مورد بررسی «از سال 1997 تا 2014» بود. ابتدا پایگاه‏های داده با استفاده از واژگان و اصطلاحات کلیدی مرتبط (depth of knowledge of Webb, cognitive complexity of learners, level of depth of knowledge, level of cognitive complexity) جستجو شدند و تمامی مقالات و متون بر اساس ارتباط عنوان مقاله با آنها جمع‏آوری شدند. 65 سند یافت شد کـه از این تعداد، 30 سند، متناسب بـا سؤال پژوهش بود. منابع، مطالعه و با استفاده از روش تحلیل مضمون، مضامین اصلی و فرعی شناسایی شدند و در نهایت بر اساس آنها الگوی برنامه درسی مبتنی بر عمق دانش ارائه شد. به منظور اعتباریابی، الگو در اختیار متخصصان قرار گرفت و بعد از اعلام نظرات آنها، ضریب روایی محتوایی (CVR) محاسبه شد که نتایج نشان داد الگو از نظر متخصصان، قابل قبول است. بر اساس یافته‏های پژوهش در این الگو چهار سطح یادآوری و بازتولید، مهارت‏ها و مفاهیم، تفکر راهبردی، و تفکر توسعه‏یافته، پیش‏بینی شده و عناصر اهداف، روش عمل‏، فعالیت‏ها‏‏ و ارزشیابی متناسب با هر سطح، معرفی شده‏اند. این الگو می‏تواند توسط متخصصان برنامه درسی، مؤلفان و معلمان جهت افزایش پیچیدگی شناختی یادگیرندگان مورد استفاده قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Providing a Curriculum Model Based on Depth of Knowledge to Increase the Level of Cognitive Complexity of Learners

نویسندگان [English]

  • Maysam Karami 1
  • Zohreh Karami 2

1 Graduate of Educational Graduate of Educational Psychology, Teacher of Education, Hamedan, Iran.

2 Assistant professor, Farhangian University, Department of Educational Sciences, Tehran, Iran.

چکیده [English]

Introduction
A crucial objective of education is to enhance the cognitive functions and deepen the knowledge of learners. This is accomplished by strengthening higher mental functions and fostering cognitive development through engagement in complex thinking. Activities such as exploration and problem-solving play a significant role in facilitating cognitive development among learners. The Norman Webb Depth of Knowledge (DOK) framework enables teachers to elevate the cognitive complexity of learners.
 
Method
This study aimed to introduce a curriculum model grounded in the Depth of Knowledge (DOK) framework to enhance the cognitive complexity level of learners. The research employed document mining and categorical content analysis methods. Various databases including Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald were scrutinized for relevant literature published between 1997 and 2014. Initially, specific keywords and terms such as  of knowledge of Webb, complexity of learners, of depth of knowledge, of cognitive complexity articles and texts. A total of 65 documents were identified, with 30 of them aligning with the research objectives. Through content analysis, primary and secondary themes were extracted from the resources, leading to the development of a knowledge-based curriculum model. To ensure validity, the model was reviewed by experts, and their feedback was used to calculate the Content Validity Coefficient (CVR), indicating the model's acceptance among experts.
Results
The research findings in this model introduce four levels of recall and reproduction, skills and concepts, strategic thinking, and extended thinking. These levels predict elements of objectives, method of action, activities, and evaluation appropriate to each level. The curriculum model, based on the depth of knowledge, aims to strengthen skills such as analysis, reasoning, judgment, decision-making, leadership, problem-solving, critical thinking, flexible thinking, and creative thinking. The content based on in-depth knowledge aims to prepare learners to confront complex and ambiguous situations in life. The assessment aligned with in-depth knowledge adjusts the level of questions and activities from low to high complexity.
 
Discussion
In the knowledge depth model, learners participate in exploratory and problem-solving tasks, often acquiring knowledge through mental exertion and engagement. Involving students in activities such as interpretation, prediction, inference, classification, analysis, reasoning, critique, invention, design, execution, participation, research, synthesis, self-monitoring, production, and presentation contributes significantly to their cognitive development.

کلیدواژه‌ها [English]

  • teaching model
  • curriculum model
  • depth of knowledge
  • cognitive complexity
  • learners
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علوم تربیتی
دوره 31، شماره 1
شهریور 1403
صفحه 1-24
فایل ها
هم رسانی
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