مطالعه تأثیر مؤلفه های برنامه درسی پنهان بر نگرش شناختی یادگیری دانش آموزان دبیرستان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 Ph. D student of Curriculum studies, Department of Educational Sciences, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran

2 Associate professor, Department of Educational Sciences, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran

چکیده

مقدمه: پژوهش حاضر با هدف بررسی، مقایسه و کشف تأثیرگذاری مؤلفه های برنامه درسی پنهان بر نگرش شناختی یادگیری دانش آموزان انجام گرفت.
روش کار: روش پژوهش آمیخته یا ترکیبی است که در بخش کمی، از روش پیمایشی نوع مقطعی و در بخش کیفی از روش بررسی موردی ( پژوهش پدیدارشناختی از نوع تجربه زیست شده) استفاده شده است. جامعه آماری این پژوهش شامل دانش آموزان کلیه دبیرستان های دوره دوم متوسطه پسرانه ناحیه یک شهر بندرعباس در سال تحصیلی 99- 1398 است که با استفاده از روش نمونه گیری تصادفی ساده 277 دانش آموز انتخاب شدند. . به منظور تجزیه و تحلیل داده هادر بخش کمی از ضریب همبستگی پیرسون، مدل سازی معادلات ساختاری و تحلیل رگرسیون چند گانه استفاده شد.
یافته ها: در بخش کمی نتایج رگرسیون چندگانه بین مولفه های برنامه درسی پنهان با ویژگی های شناختی یادگیری همبستگی 567 ./. را نشان می دهد که در سطح اطمینان 95 درصد معنا دار است. نتایج یافته های کمی مقایسه مؤلفه های برنامه درسی پنهان در دبیرستان های مختلف نشان داد که میانگین نمرات اکثر مؤلفه ها در دبیرستان تیزهوشان به طور معنی داری بالاتر از میانگین نمرات دبیرستان های دولتی و غیر دولتی بود (05/0>P).
نتیجه گیری: نتایج پژوهش کیفی نشان داد دانش آموزان اکثر دبیرستان های مورد مشاهده تحت تأثیر آثار منفی و قصد نشده مولفه های برنامه درسی پنهان قرار داشتند که این آثار به طور مستقیم یا غیر مستقیم بر نگرش شناختی آنان تآثیر عمیق و پایداری می گذاشت.

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