طراحي و اعتباريابي الگوي برنامه¬ درسي مبتني بر استم در درس آمار پايه يازدهم و بررسي نقش آن بر نگرش، انگيزه و پيشرفت تحصيلي دانش¬آموزان

Designing an‎d validating a STEM- based curriculum model in 11th grade statistics an‎d examining its role on students’ attitudes, motivation, an‎d academic achievement

علوم تربيتي

The aim of the present study is to design an‎d validate a STEM-based curriculum model in the 11th grade statistics course an‎d to examine its role on studentsʹ attitude, motivation, an‎d academic achievement. The present study method is mixed-exploratory. In the qualitative part, a STEM-based curriculum model was designed in the 11th grade statistics course. In the first stage, the components of the STEM-based curriculum in selec‎ted countries were identified with the approach of documentary analysis an‎d comparative study. In the second stage, attention to STEM in the 11th grade Iranian secondary school curriculum was examined with the approach of content analysis. In the third stage, according to the findings of the previous stages, the researcherʹs argument was that a STEM-based curriculum model was designed in the 11th grade statistics course in four dimensions. Dimensions include: A: Features of STEM-based educational content (interdisciplinary content in statistics lessons, content design based on self-directed learning, interactive an‎d media content design, an‎d authentic an‎d reality-based content) B: STEM-based teaching-learning methods (project-based an‎d research-based education, Scrum-based education, skill-based an‎d integrated education, situation-based learning, an‎d participatory teaching methods) C: STEM-based learning materials an‎d resources (including features such as educational software, educational simulators, diverse an‎d multiple resources, an‎d adaptability to diverse learning styles) D: STEM-based eva‎luation (including features such as authentic an‎d functional eva‎luation, self-assessment, product an‎d process eva‎luation, an‎d feedback-oriented process in eva‎luating product presentation). In the quantitative section, the initially designed model was validated based on the views of twenty-four experts an‎d teachers using the fuzzy Delphi approach. Finally, the designed model was implemented in real classrooms an‎d its effectiveness on studentsʹ attitude, motivation, an‎d academic achievement was examined. The results showed that the designed model of the statistics lesson in the STEM method increases studentsʹ interest an‎d motivation to learn, an‎d students develop a more positive attitude towards the statistics lesson an‎d their academic achievement also improves.

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