fataneh yazdani; Effat Abbasi; mohammad hasani; majid aliasgari
Abstract
This research was aimed at designing and validating the native social education model based on the high level documents. The combined research methodology is a qualitative and quantitative method. In the qualitative section, the content analysis is based on analogy. Quantitative part includes expert’s ...
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This research was aimed at designing and validating the native social education model based on the high level documents. The combined research methodology is a qualitative and quantitative method. In the qualitative section, the content analysis is based on analogy. Quantitative part includes expert’s advices. The statistical community in the qualitative section includes the high level documents which consists of the document on the fundamental transformation and the national curriculum planning. The research sample is the social education sectors in these documents. In the quantitative section of the field, there are some famous specialists in the field of planning familiar with high-level documents. The data were analyzed using coding method based on Tyler's model and on the basis of four objective criteria (cognitive, emotional, and psychomotor), content (selection and organization), method and evaluation. The results were modified according to the views of specialists in the stage of modification. After modifications, the results showed that in the cognitive objectives section, the characteristics includes: ability to analyze values, Familiarizing the student with his social base, competencies, paying attention to individual differences, familiarity with social values, the importance of lawfulness, acceptance of Islamic and national identity. In emotional goals, features include: Possibility of creating and promoting interest in students in order to fulfil the virtue-based competencies, active participation, the spirit of respect, the argumentation of social issues, tolerating the others' opinions. In Psycho-motor goals, features include: the ability to develop skills in the analysis of social problems, problem solving, communication skills. Content features include: the ability to create and understand the importance of family role, the process of constructing values, subcultures review, common social words commentary, horizontal, vertical and combined compilation of content setting. Traits of the method include: Ability to use the methods of questioning, Reasoning and thinking, Reasoning, discourse, media and cyberspace, role play. Evaluation features include: the ability of continuous assessment, measuring the practical performance of the student, the degree of mastery of the tasks, the participatory evaluation, and the application of various methods. The credibility of the designed pattern based on these features was evaluated as appropriate by experts.
