Volume 4, Issue 4 (December 2022)
IEEPJ 2022, 4(4): 223-231 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Fatehi H A, Vasefian F, Arabhashemi M. (2022). Explaining a Model of Applying Critical Thinking Components in High School Curriculum Development: A Qualitative Approach. IEEPJ. 4(4), 223-231. doi:10.52547/ieepj.4.4.223
URL: http://ieepj.hormozgan.ac.ir/article-1-613-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-613-en.html
1- PhD student in Curriculum Planning, Islamic Azad University, Meymeh Branch. Meymeh Iran
2- Assistant Professor of Curriculum Planning, Islamic Azad University, Meymeh Branch, Meymeh, Iran , farzaneh_vasefian@yahoo.com
3- Assistant Professor, Department of Educational Sciences, Quchan Branch, Islamic Azad University, Quchan, Iran
2- Assistant Professor of Curriculum Planning, Islamic Azad University, Meymeh Branch, Meymeh, Iran , farzaneh_vasefian@yahoo.com
3- Assistant Professor, Department of Educational Sciences, Quchan Branch, Islamic Azad University, Quchan, Iran
Abstract: (825 Views)
The main purpose of this study is to study the components of critical thinking and the extent to which it is used in the development of the curriculum of the first level of high school in order to provide an appropriate model. The present study is applied in terms of purpose and qualitative in terms of method. The statistical population was university professors, teachers and curriculum experts in education in Kohgiluyeh and Boyer-Ahmad province (Iran). Using purposive sampling method (theoretical saturation - key people selection approach), eleven of them were selected. The semi-structured interviews were used for data collection and data analysis was done via thematic analysis. According to findings, using of components (skills) of critical thinking in curriculum development as an inclusive theme (4 sub-thematic themes), 6 organizing themes and 121 basic themes were identified and a network of themes was extracted. The organizing themes include extracurricular-based curriculum, evaluation, interpretation, analysis, self-regulation, and synthesis. The alignment of the components and themes of the drawn theme network with theoretical and research bases was examined and approved.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/09/26 | Accepted: 2022/11/1 | Published: 2022/12/1
Received: 2022/09/26 | Accepted: 2022/11/1 | Published: 2022/12/1
References
1. Ahmadian, M., & Sobhaninejad, M. (2014). Survey of Relation between Hidden Curriculum Components and Dimensions of Tendency to Students Critical Thinking. Teaching and Learning Research, 11(1), 87-112.
2. Ashouri, H., Seifnaraghi, M., Naderi, E., & Aliasgari, M. (2018). Provide a suitable template for compiling and compiling Persian textbooks of the first grade high school based on the components of critical and educational literacy. Journal of Research in Educational Science, 12(Special Issue), 175-194.
3. Barkhordary, M., Jalalmanesh, S., & Mahmodi, M. (2009). The Relationship between Critical Thinking Disposition and Self Esteem in Third and Forth Year Bachelor Nursing Students [Original research article]. Iranian Journal of Medical Education, 9(1), 13-19. http://ijme.mui.ac.ir/article-1-925-fa.html
4. Brunt, B. A. (2005). Models, measurement, and strategies in developing critical-thinking skills. The journal of continuing education in nursing, 36(6), 255-262. [DOI:10.3928/0022-0124-20051101-05]
5. Davis-Seaver, J., & Davis, E. J. (2000). Critical thinking in young children. Edwin Mellen Press.
6. Erikson, M. G., & Erikson, M. (2019). Learning outcomes and critical thinking-good intentions in conflict. Studies in Higher Education, 44(12), 2293-2303. [DOI:10.1080/03075079.2018.1486813]
7. Flores, K. L., Matkin, G. S., Burbach, M. E., Quinn, C. E., & Harding, H. (2012). Deficient critical thinking skills among college graduates: Implications for leadership. Educational Philosophy and Theory, 44(2), 212-230. [DOI:10.1111/j.1469-5812.2010.00672.x]
8. Jafariharandi, R. (2018). Content analysis of Elementary science textbooks in Iran based on the components of Edward Dubno's thinking. The Journal of New Thoughts on Education, 14(3), 137-162. [DOI:10.22051/jontoe.2018.15737.1839]
9. Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41.
10. Larsson, K. (2017). Understanding and teaching critical thinking-A new approach. International Journal of Educational Research, 84, 32-42. [DOI:10.1016/j.ijer.2017.05.004]
11. Laxman, K. (2010). A conceptual framework mapping the application of information search strategies to well and ill-structured problem solving. Computers & Education, 55(2), 513-526. [DOI:10.1016/j.compedu.2010.02.014]
12. Mesri, H., Islami, E., & Afani, K. (2019). Investigation of the Status of critical thinking in storical Literature of reading textbooks in elementary period. Research in Curriculum Planning, 16(63), 108-121. [DOI:10.30486/jsre.2019.565849.1156]
13. Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse education today, 31(2), 204-207. [DOI:10.1016/j.nedt.2010.06.002]
14. Purwanto, A., Rahmawati, Y., Rahmayanti, N., Mardiah, A., & Putri, R. A. (2022). Socio-critical and problem-oriented approach in environmental issues for students' critical thinking skills development in Chemistry learning. JOTSE, 12(1), 50-67. [DOI:10.3926/jotse.1341]
15. Rahmawati, Y., Amalia, R., & Budi, S. (2020). Challenging Students' Critical Thinking Skills: Integrating Socio-critical and Problem-oriented Approach in Nanoscience and Nanotechnology Learning. Universal Journal of Educational Research, 8(1), 98-104. [DOI:10.13189/ujer.2020.080111]
16. Sarigoz, O. (2012). Assessment of the high school students' critical thinking skills. Procedia-Social and Behavioral Sciences, 46, 5315-5319. [DOI:10.1016/j.sbspro.2012.06.430]
17. Shah, C. G. (2010). Critical thinking: what it is and why it matters to emerging professionals an ASM emerging professional's perspective. Advanced Materials & Processes, 168(5), 66-67.
18. Swartz, R. J. (2018). Critical thinking, the curriculum, and the problem of transfer. Thinking: The second international conference, [DOI:10.4324/9781315802015-21]
19. Ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: teaching strategies. Learning and instruction, 14(4), 359-379. [DOI:10.1016/j.learninstruc.2004.01.005]
20. Thompson, C. (2011). Critical thinking across the curriculum: Process over output. International Journal of Humanities and social science, 1(9), 1-7.
21. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405. [DOI:10.1111/nhs.12048]
22. Zamani, B. E., Azimi, S. A., Soleimani, N., & Parish, F. (2021). Investigating the level of attention to critical thinking components using educational technologies in the first grade experimental sciences textbooks of Iran and Russia. Technology of Education Journal (TEJ), 15(3), 465-478. [DOI:10.22061/tej.2020.5308.2203]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
