مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

ساخت و اعتباریابی مقیاس جهان‌وطنی در برنامه درسی اجراشده (جهان‌وطنی آموزشی)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دکتری رشته برنامه ریزی درسی دانشگاه بیرجند، بیرجند، ایران
2 دانشیار گروه علوم تربیتی دانشگاه بیرجند، بیرجند، ایران
10.22034/emes.2025.2048558.2614
چکیده
هدف: هدف اساسی پژوهش حاضر، ساخت و اعتباریابی مقیاس جهان‌وطنی در برنامه درسی اجراشده (جهان‌وطنی آموزشی) بود.
روش پژوهش: روش پژوهش، آمیخته از نوع اکتشافی و بر اساس مدل تدوین ابزار بود. با مطالعه مبانی نظری جهان‌وطنی آموزشی و پژوهش‌های مربوط به آن، طراحی پرسشنامه بر مبنای داده‌های به‌دست‌آمده از منابع موجود انجام شد. برای اعتباریابی مقیاس، در بخش روایی از نسبت روایی محتوایی و شاخص روایی محتوایی و در بخش پایایی از ضریب آلفای کرونباخ استفاده شد. همچنین برای بررسی و آزمون نشانگرها و مؤلفه‌های استخراج‌شده در بخش کیفی، از روش تحلیل عاملی تأییدی بهره گرفته شد. روش پژوهش در بخش کیفی، تحلیل محتوای کیفی بود و اسناد صاحب‌نظران حوزه گردآوری و تحلیل شد. در بخش کمی نیز روش پژوهش توصیفی پیمایشی بود و جامعه آماری شامل متخصصان برنامه درسی بودند که با رویکرد نمونه‌گیری هدفمند انتخاب شدند.
یافته‌ها: ابزار پژوهش، مقیاس برنامه درسی جهان‌وطنی شامل 7 مؤلفه (همبستگی جمعی، توجه به فردیت و تفاوت‌های افراد، صمیمیت بین فردی، بررسی انتقادی فرهنگ‌ها، تفکر منطقی، تبادل‌نظر، پرهیز از جزم‌اندیشی) و 30 گویه در طیف پنج‌درجه‌ای لیکرت بود. بر اساس بازخورد متخصصان، شاخص روایی محتوایی (cvi) کل پرسشنامه که میانگین ضریب‌های به‌دست‌آمده از 30 گویه بود، برابر 83/0 برآورد گردید. همچنین نسبت روایی محتوایی (cvr) کل پرسشنامه برابر 0.89 به دست آمد.  نتیجه تحلیل عاملی نشان داد که شاخص‌های برازندگی تطبیقی (CFI) و برازندگی نرمال (NFI) به ترتیب برابر 97/0و 96/0 هستند که بیانگر برازش مناسب مدل است. همچنین با توجه به  ضریب آلفای کرونباخ کل (1/97) پایایی مقیاس برنامه درسی جهان‌وطنی تأیید شد.
نتیجه‌گیری: انتظار می‌رود پژوهشگران با آشنایی با این حوزه و استفاده از پرسشنامه طراحی‌شده، وضعیت نظام آموزشی را از این منظر بررسی و تحلیل کنند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Construction and Validation of the Cosmopolitan Scale in the Implemented Curriculum (Educational Cosmopolitanism)

نویسندگان English

Mohammad Mahmoodi Booreng 1
Mohammad Akbari 2
Mohsen Ayati 2
1 PhD in Curriculum , University of Birjand, Birjand, Iran
2 Associate Professor, Department of Educational Sciences, University of Birjand, Birjand, Iran
چکیده English

Objective: The main purpose of the present study was to Construct and validate a cosmopolitan scale in the implemented curriculum (Educational cosmopolitanism).
Methods: The research method was a mixed exploratory type and based on an instrument development model. By studying the theoretical foundations of the educational cosmopolitan theory and related research, a questionnaire was designed based on data obtained from existing sources. To validate the scale, the content validity ratio and content validity index were used in the validity section, and Cronbach's alpha coefficient was used in the reliability section. Also, confirmatory factor analysis was used to examine and test the indicators and components extracted in the qualitative section. The research method of the qualitative section was qualitative content analysis, and documents from experts in the field were collected and analyzed. In the quantitative part, the research method was a descriptive survey, and the statistical population included curriculum experts who were selected using a purposive sampling approach.
Results: The research tool was the cosmopolitan curriculum scale with7 components (collective solidarity, attention to individuality and differences, interpersonal intimacy, critical examination of cultures, logical thinking, exchange of ideas, avoidance of dogma) and 30 items on a 5-point Likert scale. Thus, by obtaining feedback from experts, the content validity index (CVI) of the entire questionnaire, which was the average of the coefficients obtained from the 30 items, was estimated to be 0.83. Also, the content validity ratio (CVR) of the entire questionnaire was 0.89. The result of factor analysis showed that the comparative fit indices (CFI) and the normal fit index (NFI) were 0.97 and 0.96, respectively, which indicated a good fit of the model in society. Also, the reliability of the cosmopolitan curriculum scale was confirmed based on the total Cronbach's alpha coefficient (1.97).
Conclusion: Researchers are expected to examine and analyze the state of the education system from this perspective by becoming familiar with this field and using the designed questionnaire.

کلیدواژه‌ها English

Keywords: Cosmopolitanism
curriculum
education

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