عنوان

طراحی و اعتبار سنجی الگوی مطلوب برنامه درسی‌ص‌آموزش فناوری برای دوره آموزش عمومی)پایه های‮‭۱) - ۹‬

شماره

‭۱۶۹۶۹پ‬

زبان متن نوشتاري يا گفتاري و مانند آن

per

عنوان اصلي

طراحی و اعتبار سنجی الگوی مطلوب برنامه درسی‌ص‌آموزش فناوری برای دوره آموزش عمومی)پایه های‮‭۱) - ۹‬

نام نخستين پديدآور

/محمدرضا عزتی

نام ناشر، پخش کننده و غيره

: علوم تربیتی و روانشناسی

تاریخ نشرو بخش و غیره

، ‮‭۱۳۹۵‬

نام توليد کننده

، افشاری

متن يادداشت

چاپی

جزئيات پايان نامه و نوع درجه آن

دکتری

نظم درجات

روانشناسی

زمان اعطا مدرک

‮‭۱۳۹۵/۱۰/۲۹‬

کسي که مدرک را اعطا کرده

دانشگاه تبریز

متن يادداشت

آموزش فناوری، برنامه ریزی درسی، طراحی الگو، آموزش فنی حرفه ای، سواد فناوری

متن يادداشت

This research aimed at designing and validating an optimal model for technology education curriculum in general and formal education (grades 1-9). Research methodology included synthetic, descriptive and content analysis methods. In the first step of this mixed method, for identifying theoretical foundations and characteristics of technology education curriculum based on the synthetic research, theoretical and experiential research resources and technology education curriculum documents of some countries were selected and studied; then the data was extracted, analyzed and synthesized. This model was validated by 14 professors and head-group teachers of work and technology course. In this step, the data was gathered by a questionnaire and was described by frequency. Finally, a content analysis was conducted with systematic sampling from textbooks of grades 1-9 for examining the consistency of optimal and existing curriculum models. Results showed that optimal curriculum model of technology education has dual educational foundation. From one hand, this model aims to teach technology literacy for the citizens' life in the technological community; from the other hand, it aims to meet the needs of future labor market. Main categories of the optimal technology education model are the nature of technology and technological concepts, the relationship between society and technology, technological designing and problem solving, technical and non-technical competencies, ability to select and use technologies in different fields such as information technology and communication, transportation, medicine, energy, production, construction, agriculture and home economics. In this model, the curriculum was formulated in integrated form in elementary school and in both integrated and separated forms in junior high school. Learning activities were mostly implemented by designing, problem solving, and inquiry about technological impacts and troubleshooting technological systems at school and society in group or using different resources especially IT and they were assessed by measurement methods for technological processes, product, and knowledge. With the mean of 77.8 agreement coefficient, this model obtained experts' agreement who participated in this study. In testing consistency of optimal and existing curriculum models, no significant overlap was found between their contents and activities

مستند نام اشخاص تاييد نشده

عزتی،محمد رضا

مستند نام اشخاص تاييد نشده

ادیب،یوسف، استاد راهنما

مستند نام اشخاص تاييد نشده

فتحی آذر،اسکندر، استاد مشاور

مستند نام اشخاص تاييد نشده

محمودی،فیروز، استاد مشاور

وضعیت فهرست نویسی

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