واکاوی عناصر برنامه درسی روش تحقیق در دانشگاه‌های برتر جهان: مطالعه موردی رشته روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی در آموزش عالی دانشگاه اصفهان

2 استاد دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان

3 استادیار دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان

4 دانشیار گروه روانشناسی دانشگاه اراک

چکیده

هدف پژوهش حاضر مطالعه عناصر برنامه درسی روش تحقیق در دوره تحصیلات تکمیلی رشته روان­شناسی در دانشگاه­ های برتر جهان است. در این پژوهش بر اساس نمونه ­گیری هدفمند 13 طرح درس روش تحقیق از 13 دانشگاه برتر جهان در رشته روان­ شناسی انتخاب و بر اساس هدف، محتوا، روش تدریس، فعالیت­ های یادگیری و ارزشیابی مورد تحلیل و بررسی قرار گرفت. روش پژوهش حاضر کیفی و مبتنی بر تحلیل محتوا است. نتایج پژوهش نشان می‌دهد دانشگاه­ های مورد مطالعه در آموزش درس روش تحقیق اهدافی از قبیل آشنایی با روش ­های مختلف تحقیق برای درک پدیده­ های روان­ شناسی، یادگیری نحوه طراحی و انجام تحقیق در پژوهش­ های روان شناسی، ارتقای مهارت­ های تفکر انتقادی و یافتن و خواندن تحقیقات علمی روان­ شناسی را دنبال می­ کنند. در مباحث مربوط به روش تحقیق کمّی، انواع ­روش­ های تحقیق کمّی، ابزار و اندازه­ گیری و تفسیر و نوشتن گزارش پژوهش و در مباحث پیرامون روش تحقیق کیفی، انواع روش­ های تحقیق کیفی و ابزار جمع­ آوری داده ­های کیفی (مصاحبه و مشاهده) از اهمیت بیشتری برخوردار بودند. در مباحث مشترک بین هر دو رویکرد، ماهیت علم و مبانی فلسفی تحقیق و اخلاق در پژوهش، از اهمیت ویژه ­ای برخوردار بودند. رایج ­ترین روش برای تدریس درس روش تحقیق ترکیب روش سخنرانی با روش مسئله‌محور و پروژه‌محور است و مهم‌ترین فعالیت یادگیری انجام پروژه­ های تحقیقی فردی و گروهی در طول ترم است. دانشگاه­ های مورد مطالعه از شیوه­ های مختلفی به‌منظور ارزشیابی درس استفاده می­ کنند که رایج ­ترین شیوه، ارزشیابی بر اساس تکالیف انجام‌شده در طول ترم و آزمون کتبی است.

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