شناسایی مولفه های سواد رسانه ای برای دانشجو معلمان با استفاده از الگوی شش مرحله ای سنتزپژوهی روبرتس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی،دانشگاه تبریز،تبریز، ایران

2 استاد،گروه علوم تربیتی،دانشکده علوم تربیتی و روانشناسی،دانشگاه تبریز، تبریز، ایران

3 دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز، تبریز، ایران

4 استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران

چکیده

پژوهش حاضر با هدف شناسایی مولفه‌های سواد ‌رسانه‌ای برای دانشجو معلمان براساس روش سنتزپژوهی شش مرحله‌ای Roberts انجام شد. جامعه آماری این پژوهش شامل تمامی مقالات معتبر داخلی و خارجی چاپ شده در مجلات معتبر، کتب داخلی و خارجی، پایان نامه‌ها و اسناد مرتبط با موضوع محدود بر 20 سال اخیر و با بهره گیری از پایگاه‌های اطلاعاتی و مراکز نگهداری منابع مکتوب در زمینه سواد ‌رسانه‌ای بود که با توجه به جست و جوی منظم در پایگاه‌های اطلاعاتی، بر اساس معیارهای ورود تعداد 466 پژوهش علمی شناسایی و در نهایت بر اساس معیارهای خروج تعداد 65 پژوهش برای تحلیل نهایی انتخاب شدند. برای گردآوری، گزارش و ثبت اطلاعات پژوهش‌های اولیه، از فرم چک لیست طراحی شده توسط محقق استفاده شد. تحلیل یافته‌ها با استفاده از الگوی شش مرحله‌ای سنتزپژوهی Roberts (1983) و روش‌های کدگذاری باز و محوری انجام شد. چک لیست با استفاده از مطالعه مبانی نظری مربوط به موضوع تحقیق تدوین شد. برای اطمینان از نحوه کدگذاری‌ها از دو نفر ارزشیاب جهت کدگذاری مجدد یافته‌ها استفاده شد. به منظور تأیید پایایی، از فرمول ضریب کاپای کوهن، استفاده شد که در این پژوهش میزان توافق بین ارزشیابان عدد 76 /0 بدست آمد که نشان دهنده 76 درصد توافق بین ارزشیابان در کدگذاری‌ها بود. براساس یافته‌های پژوهش، ابعاد و مولفه‌های سواد رسانه‌ای دانشجو معلمان در 5 مضمون سازمان دهنده اصلی شامل هدف، محتوا، مخاطب، هویت و قالب  و 16 مضمون سازمان دهنده فرعی و 56 مضمون پایه شناسایی شدند. مضامین سازمان دهنده فرعی هدف شامل تفکر انتقادی و جامعه پذیری؛ مضامین فرعی محتوا شامل شناختی – ادراکی، احساسی، اخلاقی، زیبایی شناسی؛ مضامین فرعی مخاطب شامل خاص، فعال و منفعل بودن؛ مضامین فرعی هویت شامل مالکیت و کنترل، قانون، فناوری، اقتصاد و مضامین فرعی قالب شامل مکتوب، الکترونیکی، دیجیتالی می‌باشند. مولفه‌های شناسایی شده برای سواد رسانه‌ای می‌تواند مبنایی برای طراحی برنامه درسی آموزش سواد رسانه‌ای به دانشجو معلمان باشد.

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