بررسی کیفی مبانی رویکرد میان‌رشته‌ای در برنامه‌درسی با نگاهی بر رشته ترویج و آموزش کشاورزی

نوع مقاله : مقاله پژوهشی

نویسندگان

• زینب موذن کلور
• سید حمید موحد محمدی
• احمد رضوانفر
• یوسف حجازی

گروه ترویج و آموزش کشاورزی، دانشکده اقتصاد و توسعه کشاورزی، دانشگاه تهران، کرج، ایران

چکیده

کلیدواژه‌ها

• رویکرد میان‌رشته‌ای
• آموزش عالی
• ‌ برنامه‌درسی میان‌رشته‌ای
• رشته ترویج و آموزش کشاورزی
• بررسی کیفی

20.1001.1.20084838.1402.54.1.18.3

Extended Abstract

Interdisciplinary is a sign of the crisis of traditional approaches and conventional models of curriculum planning and the usual structures of educational groups and academic specialties. The interdisciplinary approach is a scientific look at curriculum planning in which the methodology and language of more than one scientific discipline are consciously used to investigate a topic, issue and problem. Excess of specialization and loss of connection and thematic correlations of a discipline with the subjects of other disciplines and the surrounding world have removed academic disciplines from their main function. Today, our focus and understanding of agriculture is increasingly emphasizing on integrated and integrated agricultural system, and agents in the field of agricultural promotion and development, both in the theoretical field due to its multidisciplinary nature and in the field of practice due to the complexity of the activism situation, need to take advantage of thinking and systems methodology. The interdisciplinary approach is the interweaving of different disciplinary perspectives in order to integrate theories, concepts, tools, techniques and to achieve cognitive progress, in order to investigate a complex issue or problem. The interdisciplinary curriculum focuses on real-life issues and problems related to work and professional life and work-based learning situations.

The purpose of this article was to investigate the features, necessities, achievements and principles of using the interdisciplinary approach in the curriculum from the point of view of faculty members and experts in the field of interdisciplinary curriculum and agricultural extension and education. By using the purposeful snowball sampling method, interviews were conducted with 29 experts, by phone and face-to-face until reaching the data saturation. The data collection tool was a semi-structured interview, which qualitative and quantitative content analysis methods were used to analyze the data. Based on the background of the research, the central questions were determined and the interview form was developed. The interviews were face-to-face, telephone and written. The data were processed and analyzed in each question using the method of qualitative and quantitative content analysis by open coding process and in two stages of primary and secondary coding. Codes were identified and main categories and concepts were extracted.

The findings showed that the most obvious feature of the interdisciplinary approach is interaction, communication and purposeful integration of disciplines; problem-oriented; and paying attention to high-level thinking skills. The most important interdisciplinary needs were the problem-oriented, multifaceted and systemic nature of the agricultural process and sustainable development, as well as the importance of multidimensional human education. The results showed that one of the important advantages of the interdisciplinary approach is that the learner gets a broad opinion and people are trained who are not single-minded. The experts stated that the achievement of this approach was the training of people with the power of thinking and the ability to face problems and solve them. The experts acknowledged that there is no difference between major-oriented and interdisciplinary curriculum in terms of constituent components, and the most emphasis was placed on practical and coherent content, teaching problem-solving skills, paying attention to the capabilities and competencies of faculty members, and communication and teamwork, and teaching methods. The determination of learning experiences and activities as components of interdisciplinary curriculum was not considered. They emphasized that the interdisciplinary curriculum was not implemented in Iran based on the correct assumptions, and the two problem-oriented and student-oriented discussions did not play a significant role in its organization. As a general suggestion, it is necessary to consider both content-oriented and skill-oriented curriculum approaches in the revision and organization of the agricultural extension and education curriculum with an interdisciplinary approach.