Volume 4, Issue 4 (December 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(4): 0-0 | Back to browse issues page

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Vasefian F, Arabhashemi M, Fatehi H A. Explaining a Model of Applying Critical Thinking Components in the First Period of Secondary Schools Curriculum Development: A Qualitative Approach. Iranian Evolutionary and Educational Psychology 2022; 4 (4)
URL: http://ieepj.hormozgan.ac.ir/article-1-613-en.html
1- Assistant Professor, Curriculum Planning, Department of Educational Sciences, Islamic Azad University, Mime Branch, Mime, Iran
2- Assistant Professor, Curriculum Planning, Department of Educational Sciences, Islamic Azad University, Qochan Branch, Qochan, Iran
3- PhD studentPhd Student of Curriculum Planning, Islamic Azad University, Mimeh Branch, Mimeh, Iran
Abstract:   (241 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 period  of secondary 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 people were selected as the sample. A semi-structured interview was used for collecting data and thematic analysis was used as analysis method. According the findings, components (skills) of critical thinking in curriculum development include leadership approach as an inclusive theme (4 sub-thematic themes), 6 organizing themes and 121 basic themes and a network of themes was extracted. The themes include curriculum-based curriculum, evaluation, interpretation, analysis, self-regulation, and synthesis. The alignment of the components and themes in the theme network with theoretical and research literature was investigated and approved.
 
     
Type of Study: Original | Subject: Educational Psychology
Received: 2022/11/26 | Accepted: 2022/11/1 | Published: 2022/11/1

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