Designing an Independent Thinking Curriculum for High School Students

Subject Areas : Research in Curriculum Planning

jamal moammer hour ¹ , marziye dehghani ² , Elahe Hejazi ³ , Keyvan Salehi ⁴

1 - PhD student in curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
2 - Assistant Professor, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.
3 - Associate Professor, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.
4 - Assistant Professor, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.

Received: 2020-02-05 Accepted : 2020-08-26 Published : 2020-11-21

Keywords: Curriculum, documents, Independent Thinking, high school students,

Abstract :

The aim of this study was to design an independent thinking curriculum for high school students. The research method is qualitative and in the form of content analysis. Therefore, by studying the research documents and samples of related researches, the sections related to independent thinking in these researches were extracted. Data is coded based ‌on Tyler's model based on four elements; objective (cognitive, emotional, and ‌psychological), content (selection and organization), methodology and ‌evaluation. ‌ ‌ The results showed that in the “goal” section the features included: freedom of expression, freedom of choice, group discussion, participatory learning, social exchange, mental development, nurturing of rationality. In the field of "content", the features include: learning how to think, learning to abide by patterns, learning to engage in group discussion, learning to do independent activities, learning to make free speech, learning to have a choice, conscious attitude to Stuff. The "Teaching Method" section features: using group discussion, Socratic Method, using intellectual and verbal games, providing independent exercises, teacher as facilitator and colleague. In the field of “evaluation”, the features include: the use of self-assessment tools, attention to continuous and formative evaluation, providing timely and appropriate feedback, attention to the involvement of students' activities, attention to various forms of evaluation. Using the results of this research can educate adolescents and young people in the future with independent thinking in order to reduce social harms and anomalies and adhere to their religious and cultural beliefs.

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