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پدیدارشناسی چرخة مدلسازی دانشآموزان پایة نهم در حل یک مسأله اصیل | ||
| فناوری آموزش | ||
| مقاله 5، دوره 11، شماره 2 - شماره پیاپی 42، فروردین 1396، صفحه 149-160 اصل مقاله (1.57 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2017.634 | ||
| نویسندگان | ||
| کاظم عبداله‌پور1؛ ابوالفضل رفیع‌پور* 2 | ||
| 1دبیر ریاضی شهرستان کهنوج، ایران | ||
| 2گروه آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنرکرمان. کرمان، ایران | ||
| تاریخ دریافت: 18 آذر 1394، تاریخ بازنگری: 19 اردیبهشت 1396، تاریخ پذیرش: 06 خرداد 1396 | ||
| چکیده | ||
| هدف مقاله حاضر، بررسی تجربه زیستة چرخة مدلسازی دانشآموزان با استفاده از رویکرد پدیدارشناختی است. برای این منظور، از یک مسأله با عنوان «نان محلی و نان شهری» استفاده شده است که حاصل تجربة 3 سالة نویسنده اول، در یکی از روستاهای واقع در محدودة جنوب شرقی ایران بوده است. در این پژوهش، از نمونهگیری هدفمند استفاده شده و تا رسیدن به اشباع اطلاعات، نمونهگیری ادامه یافته است. در این مطالعه، جمعاً 16 دانشآموز دختر پایه نهم (8 گروه دو نفره) شرکت داشتند. دادههای مطالعه از منابع مختلف شامل مشاهده مشارکتی، برگه‌های دانشآموزان، گفتگوهای بین مصاحبه‌گر و دانشآموز و مصاحبههای نیمهساخت‌یافته جمعآوری و با استفاده از روش تفسیری، تحلیل شده‌اند. یافتههای مسأله پخت نان که مسأله‌ای اصیل و برگرفته از زندگی واقعی دانشآموزان روستایی بود، نشان میدهد دانشآموزان از مرحلة اول تا پنجم مدلسازی به ترتیب قادرند مسأله دنیای واقعی را بیان کنند؛ از دادههای واقعی مدل ریاضی بسازند؛ با استفاده از تجربة زیسته و دانش ریاضی نتایج ریاضی را به دست آورند. تجربة پخت نان بر تجسم دانشآموزان در تفسیر نتایج و باور آنها اثر گذاشته است. بنابراین، مهمترین نتایجی که پژوهش حاضر به آن رسیده است عبارتند از اینکه تجربة زیستة دانشآموزان به حل مسألة مدلسازی کمک کرده است و نقش مهمی در پر کردن شکاف بین دنیای واقعی و دنیای ریاضی داشته است. | ||
| کلیدواژه‌ها | ||
| پدیدارشناسی؛ مسألة اصیل؛ چرخة مدلسازی؛ تجربة زندگی روزمره | ||
| موضوعات | ||
| فناوری آموزش- دوره متوسطه | ||
| عنوان مقاله [English] | ||
| Phenomenology of Modeling Cycle of Grade Ninth Students in Solving an Authentic Problem | ||
| نویسندگان [English] | ||
| K. Abdollahpour1؛ A. Rafiepour2 | ||
| 1Mathematics teacher, Kahnooj city, Iran | ||
| 2Department of Mathematics Education, Faculty of Mathematics and Computer, Shahid Bahonar University of Kerman. Kerman. Iran | ||
| چکیده [English] | ||
| The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located in the south-eastern part of Iran. In this research, purposive sampling was used to achieve data saturation. In this study, a total of 16 ninth grade female students (8 pairs) took part. Data of this Study collected from various sources, including participant observation, student responses, dialogue between teacher and students and semi-structured interviews. These data were analyzed through interpretation. Finding of this study show that students are capable to determine real world problem and they can make a math model for real world problem. Indeed, experience of everyday life of students helps them to visualize and interpret the bread problem. So, important findings of this study are firstly lived experience of students help them to solve the modeling problem, and secondly lived experience can fill the gap between real world and mathematical world. | ||
| کلیدواژه‌ها [English] | ||
| Phenomenology, authentic problem, modeling cycle, experience of everyday | ||
| مراجع | ||
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