مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

اعتبارسنجی مولفه‌های آموزش سرشار از حیرت در برنامه‌درسی مقطع ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی کارشناسی ارشد برنامه‌ریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
3 دانشجوی دکتری برنامه ریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
10.22034/emes.2025.2039817.2583
چکیده
هدف: یکی از مهم‌ترین اصل‌هایی که می‌تواند انگیزه دانش آموزان را  برای یادگیری برانگیزاند، باز طراحی تعلیم و تربیت براساس شاخص‌های آموزش حیرت است. لذا هدف اصلی تحقیق حاضر اعتبارسنجی پرسشنامه  آموزش آکنده از حیرت در مدارس ابتدایی سطح شهرستان سنندج می‌باشد.
روش پژوهش: روش پژوهش از نوع کمی و با راهبرد پیمایشی است. جامعه آماری برای این پژوهش کلیه معلمان مدارس ابتدایی شهرستان سنندج با حجم کل 483 نفر است که 150 نفر به‌عنوان نمونه به‌ صورت طبقه‌ای انتخاب شدند. محققان پس از ترجمة نسخه اصلی انگلیسی پرسشنامه توسط دو نفر متخصصِ رشتة ترجمه، پس از مشورت با اساتید علوم تربیتی در مورد نسخة نهایی توافق حاصل کردند. برای تجزیه و تحلیل داده‌‌ها از نرم افزار آماری SPSS26  و جهت برازش مدل اندازه‌گیری از مدل معادلات ساختاری SmartPLS3  نیز استفاده شد.
یافته‌ها: نتایج تحلیل نشان داد که پرسشنامه آموزش آکنده از حیرت با هشت مولفه اصلی ، از نظر ارزیابی مدل اندازه‌گیری که با شاخص‌های آلفای کرونباخ، پایایی ترکیبی، روایی همگرا و واگرا اندازه‌گیری شد مطلوب است.  از نظر تحلیل عاملی، مدل اندازه‌گیری با شاخص‌های آلفای کرونباخ، پایایی ترکیبی، و روایی همگرا و واگرا نشان‌دهنده پایایی و روایی مطلوبی است. همچنین، براساس شاخص‌هایو، و معیار GOF، مدل ساختاری از برازش و قدرت پیش‌بینی مناسبی برخوردار است.
نتیجه‌گیری: با توجه به یافته‌های به دست آمده، پرسشنامه آموزش حیرت از لحاظ روایی و پایایی ابزار مناسبی برای پژوهش‌های آینده در این باره تلقی می‌شود.  
کلیدواژه‌ها

عنوان مقاله English

Validating the Components of Wonder-Full Education in the Primary School Curriculum

نویسندگان English

Raheleh Akbari Seyedlary 1
Jamal Salimi 2
Asra Sajadi 3
1 MA student in Curriculum Planning, Department of Education, Faculty of Humanities and Social Sciences, Univesity of Kurdistan, Sanandaj, Iran.
2 Associate Professor of Education, Department of Education, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 PhD student in Higher Education Development and Planning, Department of Education, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
چکیده English

Objective: One of the most important principles that can motivate students to learn is the redesign of education based on the principles of wonder-full education. Therefore, the primary goal of this research is to validate a questionnaire on learning through wonder in primary schools across Sanandaj.
Methods: This study utilizes a quantitative methodology with a survey approach. The target population comprises 450 primary school teachers in Sanandaj, from which a sample of 150 was selected. The original English version of the questionnaire was translated by two experts in the field, and the final version was agreed upon after consultation with professors in education. Data analysis was conducted using SPSS26, and the structural equation model was fitted using SmartPLS3.
Results: The analysis results indicated that the wonder-full education questionnaire, with eight main components, is favorable in terms of evaluating the measurement model, as assessed by Cronbach's alpha, composite reliability, and convergent and divergent validity indices. The measurement model demonstrates good reliability and validity, as evidenced by factor analysis, Cronbach's alpha, composite reliability, and convergent and divergent validity indices. Furthermore, based on the R² and Q² indices and the GOF criterion, the structural model shows a good fit and predictive power.
Conclusion: The findings suggest that the wonder-full education questionnaire is a valid and reliable tool for future research.

کلیدواژه‌ها English

Keywords: Wonder-full education
validation
quantitative methodology
primary education

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