نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی، بخش زبانهای خارجی و زبانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه شیراز
2 بخش زبانهای خارجی و زبانشناسی، دانشگاه شیراز، شیراز، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study evaluated Farsi Biyamouzim (Let's Learn Persian First Edition) series using Bloom's revised taxonomy. To this aim, all exercises and activities of this series were coded and to ensure the reliability of the coding procedure, inter- and intra-coder reliabilities were estimated. Then, the relative frequency of occurrence of different learning objectives was calculated. Findings revealed that overall, lower-order thinking skills (Remember, Understand, and Apply) were more frequent than higher-order thinking skills (Analyze, Evaluate, and Create) in the series. Nevertheless, A1 (Remember factual knowledge), B1 (Understand factual knowledge), B2 (Understand conceptual knowledge), C1 (Apply factual knowledge), C2 (Apply conceptual knowledge), C3 (Apply procedural knowledge), and A2 (Remember conceptual knowledge) were the most to the least frequent codes of low learning objectives which exhibited a decreasing trend of relative frequency from the first to the fifth volume. On the other hand, higher-order thinking skills, which were F0 (Create using facts, concepts, principles, and procedures), D0 (Analyze using facts, concepts, principles, and procedures), and E0 (Evaluate using facts, concepts, principles, and procedures) from the most to the least frequent, respectively, showed an increasing trend from the first to the fifth volume. In line with this finding, results of the Chi-Square test also indicated statistically significant differences among different volumes in terms of Bloom's revised taxonomy's learning objectives.
کلیدواژهها [English]
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