بازشناسی کیفی ابعاد و مولفه های برنامه درسی مبتنی بر عمل فکورانه
محورهای موضوعی : علوم تربیتی
جواد جهان
1
(
دانشجوی دکترای برنامه ریزی درسی، واحد اراک، دانشگاه آزاد اسلامی، اراک
)
علیرضا فقیهی
2
(
استادیار گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک
)
ذبیح پیرانی
3
(
استادیار گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک
)
کلید واژه:
چکیده مقاله :
The present study aimed to Recognition of the quality aspects and components of the curriculum is based on Delibrative Inquiry and analyze according to experts' point of view on the field of Deliberative Inquiry Curriculum. In this study, the qualitative and phenomenological methodology was used. Participants in the study included ten professors in the field of Deliberative Inquiry Curriculum who were purposefully selected. Semi – structured interviews was used in order to collect data. The obtained data were analyzed by categorization and thematic coding. Research findings according to experts' view indicated that Deliberative Inquiry Curriculum with an emphasis on epistemology and axiology included 120 conceptual codes and seven main components: reflection oriented, fostering thinking, art and aesthetics, perception, problem solving, decision making, skill base, and professional development and 53 sub – components of the deliberative inquiry curriculum. Results showed that inclusion of deliberative inquiry curriculum in the curriculum of University and education Campuses, together with schools interactions with other social institutions provide the necessary conditions to train student.
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