بررسی مؤلفه‌های هوش‌های چندگانه گاردنر در کتاب‌های ریاضی دوره دبستان: روش آنتروپی‌شانون

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

2 استاد گروه روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

3 کارشناسی ارشد روان‌شناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

4 دانشجوی دکتری سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی مؤلفه‌های هوش‌های چندگانه ‌گاردنر در کتاب‌های ریاضی‌ دبستان (دوره اول و دوم) انجام شد.
روش: روش‌تحقیق، تحلیل‌محتوا و جامعه‌آماری شامل کلیه کتاب‌های ریاضی اول تا ششم در سال تحصیلی 1399-1400 بودند. ابزار پژوهش چک­لیست مؤلفه­های هوش­های چندگانه گاردنر (منطقی‌ریاضی؛ فضایی؛ زبانی؛ حرکتی؛ موسیقیایی؛ درون‌فردی و بین‌فردی) بود. واحد تحلیل شامل صفحات و واحد ثبت شامل تمرینات و فعالیت‌های کتاب بود که با روش قیاسی کدگذاری شد. اعتباربخشی یافته‌های کیفی با رعایت معیار توافق ارزیابان برابر با 87% محاسبه شد. داده‌های کمی با استفاده از تکنیک آنتروپی‌شانون و نرم‌افزار SPSS تحلیل شد.
یافته‌ها: یافته‌ها نشان داد در کتاب‌های ریاضی پایه‌های اول تا ششم دبستان بیشترین ضریب کاربرد به ترتیب متعلق به هوش منطقی‌ریاضی (ضریب 31/0)؛ هوش‌فضایی (ضریب 26/0) و هوش‌کلامی (ضریب 23/0) بوده است. هوش بین‌فردی (ضریب 10/0)، هوش جسمی‌حرکتی (ضریب 09/0) و هوش‌درون‌فردی (ضریب 03/0) نیز پس از آن قرار دارند. هوش موسیقیایی کمترین کاربرد و فراوانی را دارا می‌باشد.
نتیجه‌گیری: نتایج نشان می‌دهد در کتاب‌های ریاضی اول تا ششم میزان بکارگیری مؤلفه‌های هوش‌های چندگانه در قالب‌های متن و فعالیت و میزان توجه به پرورش ابعاد مختلف هوش به‌صورت متوازن مورد توجه قرار نگرفته و کتاب­های ریاضی به یک نسبت، مؤلفه­های هوشی را پوشش نداده‌اند. با وجودی‌که مؤلفه هوش موسیقیایی از مؤلفه‌های حائز اهمیت در افزایش توجه دانش‌آموزان است، مورد بی‌توجهی قرار گرفته و نادیده گرفته‌شده است. لذا با توجه به تأکید پژوهشگران بر نقش هوش­های چندگانه در یادگیری ریاضی، لازم است مؤلفان و برنامه‌ریزان کتب درسی این امر مهم را در تألیف کتب مدنظر قرار دهند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Gardner's Multiple Intelligences Components in Elementary School Math Textbooks: The Shannon Entropy Method

نویسندگان [English]

  • Bahar Rashidi 1
  • Salar Faramarzi 2
  • Ghazaleh Banimin 3
  • Mehdi Rahmani Malekabad 4
1 PhD Student in Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
2 Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
3 Master of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Iran
4 PhD Student in Assessment and Measurement, Faculty of Education and Psychology, Allameh Tabatabai University, Tehran, Iran
چکیده [English]

Objective: The purpose of this study was to analyze the content of the Persian textbooks of the elementary school from the perspective of emphasizing the components of Gardner's multiple intelligences.  
Methods: The research method was content analysis and statistical population includes all elementary Persian mathematic textbooks in 2020-2021 that the statistical sample is equal to the statistical population. The research tool was a checklist of based on Gardner's multiple intelligence components theory (linguistic-verbal, mathematical logical, visual-spatial, kinetic-physical, intrapersonal, interpersonal and musical). Pages are the unit of analysis and the book's exercises and activities are the unit of recording were coded by deductive method. Validation of data was calculated by independent coders and the Inter rater or observer reliability was 87%. Data were analyzed using entropy technique in SPSS.
Results: The results showed in the textbooks of the elementary school, the highest coefficient belongs to mathematical-logical intelligence (0.31); visual-spatial intelligence (0.26) and linguistic-verbal intelligence (0.23). Individual intuitive intelligence (0.10), physical-motor intelligence (0.09) and intrapersonal intelligence (0.03) are also after. Musical intelligence has the least frequency.
Conclusions: The results show the using of multiple intelligence components in the mathematical textbooks and activities are different and the balance way are not considered. Although the musical intelligence component is one of the important components in increasing students' attention, it has been neglected and ignored. Therefore, due to the researcher’s emphasis on the role of multiple intelligences in learning math, it is necessary to consider this important issue for authors and designer in writing books.

کلیدواژه‌ها [English]

  • Content Analysis
  • Gardner's Multiple Intelligences
  • Mathematic

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