Investigating the amount of curriculum implemented paid to reflective thinking from the perspective of teacher of the Department of Experimental Sciences and Humanities in the city of Karaj

Document Type : Research Paper

Authors

1 Education, Department of Educational and Psychology Sciences, Shahid Beheshti University, Tehran, Iran

2 MSc. Students in Curriculum Planning, The Department of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran

3 Master of Science (MSc) Curriculum, The Department of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran

Abstract

The purpose of this study is to investigate the importance of the curriculum implemented in high school to the development of reflective thinking.In this research is used descriptive method.The statistical population of this study was all the teachers who served in high schools in the city of Karaj during the academic year2014-2015,the sample of 201teachers was selected as the sample size using the Krejsi-Morgan table.Measurement tool in this research Researcher made questionnaire.The results of the study showed that the goals of the curriculum implemented in the high school from the perspective of the teachers at the lower level to the development of reflective thinking and the content of the implemented curriculum,the teaching methods and assessment used in high school from the perspective of the teachers at the low level to the development of reflective thinking.In addition, there is a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of teachers and Among the elements of the curriculum,the evaluation,content,teaching method and goal have the least attention to the development of reflective thinking.Finally, there is not a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of the teachers from the field of science and the level of education,and the type of discipline and the level of education in the attention of teachers to the development of reflective thinking does not affect the curriculum

Keywords

References

راوری، فاطمه؛ عرب زاده، مهدی؛ کدیور، پروین (1394). رابطه‌ی محیط کلاس، اهداف پیشرفت و تفکر تأملی با عملکرد ریاضی دانش آموزان. مجله روان‌شناسی مدرسه، 4(1): 69-52.
سیف نراقی، مریم؛ نادری، عزت‌الله (1391). روش‌های تحقیق و چگونگی ارزشیابی آن در علوم انسانی (با تأکید بر علوم تربیتی). تهران: انتشارات ارسباران.
شعبانی، حسن (1394). روش تدریس پیشرفته (آموزش مهارت‌ها و راهبردهای تفکر). تهران: انتشارات سمت.
طالب زاده، محسن (1386). برنامه‏ریزی آموزش در دوره ابتدایی. تهران: انتشارات پیام مولف.
کدیور، پروین؛ تنها، زهرا؛ فرزاد، ولی‌الله (1391). رابطۀ باورهای معرفت‌شناختی، رویکردهای یادگیری و تفکر تأملی با پیشرفت تحصیلی. مجله روانشناسی، 16(3): 265-252.
یعقوبی، الله نظر (1388). تقویت روحیه پرسشگری در دانش‏آموزان. مجله رشد تکنولوژی، 38، 41-1.
Foong, L. Y. Y., Nor, M. B. M., & Nolan, A. (2018). The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection. Reflective Practice, 19(2), 225-242.‏
Gencel, I. E., & Saracaloglu, A. S. (2018). The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers. International Journal of Progressive Education, 14(1), 8-20.‏
Kadivar, P; Tanha, Z; Farzad, V. (2012). The Relationship between Epistemological Beliefs, Learning Approaches and Reflective Thinking with Academic Achievement. Journal of Psychology, 16 (3): 265-252.
Kamber,D.,Leung,D.,Jones,A.&Loke,A.Y.(2000).Development of a Questionaire to measure the level of Reflective Thinking.Assessment and Evaluation in Higher Education,25,380-395.
Mezirow, J. (1991).Transformative dimensions of adult learning.San Fransisco: Jossey Bss
Ravari, F; Arabzadeh, M; Kadivar, P. (2015). The relationship between classroom environment, achievement goals and reflection thinking with students' mathematical performance. Journal of School Psychology, 4 (1): 69-52.
Saif Naraghi, M; Naderi, E. (2012). Research methods and how to evaluate it in the humanities (with emphasis on education). Tehran: Arasbaran Publications.
Sha'bani, H. (2015). Advanced Teaching (Skills Training and Thinking Strategies). Tehran: Samt Publications.
Talebzadeh, M. (2007). Education Curriculum in primary school. Tehran: Payame Moalef Publications.
Weast, D. (1996). Alternative teaching strategies: The case for critical thinking. Teaching Sociology, 24(2), 189-194.‏
Yaqubee, A. (2009).Strengthening the students' questioning spirit. Journal of Technology Growth, 38, 41-1.
The Journal of New Thoughts on Education
Volume 15, Issue 3 - Serial Number 53
December 2019
Pages 185-198

Files

Share

How to cite

Statistics