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A oes gan athroniaeth rôl mewn ysgolion?
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Mae’r papur hwn yn mynd i’r afael â mater addysgu athroniaeth mewn addysg gynradd, uwchradd ac ôl-uwchradd/trydyddol a photensial ei gynnwys yng nghwricwla ysgolion yng Nghymru. Roedd y data ar gyfer yr ymchwil empirig hon yn deillio o astudiaeth dulliau cymysg yn cynnwys data ansoddol (cyfweliadau lled-strwythuredig, n=12) a meintiol (arolwg ar-lein, n=163). Cynhyrchodd dadansoddiad ystadegol disgrifiadol ar gyfer data meintiol a dadansoddiad thematig ar gyfer data ansoddol dystiolaeth sy’n awgrymu bod athrawon yn gweld athroniaeth yn fwy fel rhan annatod o bynciau eraill ac fel dull o ddysgu yn hytrach nag fel pwnc academaidd arwahanol. At hynny, ystyrir athroniaeth yn bennaf fel rhan o’r tri Maes Dysgu a Phrofiad canlynol: Dyniaethau, Iechyd a Lles ac Ieithoedd, Llythrennedd a Chyfathrebu. Mae’r erthygl felly yn ystyried cwmpas cymwysiadau ymchwil a goblygiadau i ymarferwyr addysgol a llunwyr polisi.
University of Wales Press/Gwasg Prifysgol Cymru
Title: A oes gan athroniaeth rôl mewn ysgolion?
Description:
Mae’r papur hwn yn mynd i’r afael â mater addysgu athroniaeth mewn addysg gynradd, uwchradd ac ôl-uwchradd/trydyddol a photensial ei gynnwys yng nghwricwla ysgolion yng Nghymru.
Roedd y data ar gyfer yr ymchwil empirig hon yn deillio o astudiaeth dulliau cymysg yn cynnwys data ansoddol (cyfweliadau lled-strwythuredig, n=12) a meintiol (arolwg ar-lein, n=163).
Cynhyrchodd dadansoddiad ystadegol disgrifiadol ar gyfer data meintiol a dadansoddiad thematig ar gyfer data ansoddol dystiolaeth sy’n awgrymu bod athrawon yn gweld athroniaeth yn fwy fel rhan annatod o bynciau eraill ac fel dull o ddysgu yn hytrach nag fel pwnc academaidd arwahanol.
At hynny, ystyrir athroniaeth yn bennaf fel rhan o’r tri Maes Dysgu a Phrofiad canlynol: Dyniaethau, Iechyd a Lles ac Ieithoedd, Llythrennedd a Chyfathrebu.
Mae’r erthygl felly yn ystyried cwmpas cymwysiadau ymchwil a goblygiadau i ymarferwyr addysgol a llunwyr polisi.
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