Validation of secondary religion and life curriculum evaluation model with emphasis on constructivism theory

Subject Areas : Educational Science

shahla haririmoghaddam ¹ , Abbas Gholtash ^{2 *} , sedighe mohammadjani ³

1 - دانشجوی دکترای برنامه درسی، واحد میمه، دانشگاه آزاد اسلامی، اصفهان، ایران[e-mail]
2 - Associate Professor of Curriculum Planning
3 - Faculty of Educational Sciences and Psychology, Islamic Azad University, Ghaderabad Branch

Received: 2023-06-30 Accepted : 2023-09-26 Published : 2024-02-20

Keywords: Evaluation, Curriculum, accreditation, religion and secondary life. Theory of constructivism,

Abstract :

The accreditation tool for curriculum evaluation has different factors. By choosing new approaches and methods, you can be influential in most factors. According to the theory of constructivism, all knowledge is constructive and relative. Learning is the process of building knowledge. The objective of the effectiveness of constructivism is to strengthen problem solving, critical thinking, analysis, creation and evaluation. Type of research method: descriptive and correlational. Statistical sample: All secondary school religion and life teachers and Quranic school principals, both male and female, who were working in second secondary schools in Tehran in the academic year of 1402-1401. Sampling Method A sample of 213 participants of this course was selected by random cluster method. The data collection tool was a researcher-made questionnaire based on the theoretical foundations, and the method of data analysis was the structural equation test, and its validity and reliability were confirmed by Cronbach's alpha test. The method of analyzing the test data is structural equations. The obtained results: 1- Causal factors affecting the model, including the ability of the curriculum designed to achieve the goals of the program, 2- Intervening factors: the requirement of a teacher leader, 3- Strategic factors: creating a questionable environment, 4- Background factors: providing opportunities Learning in learners, 5-consequences: creating a questioning spirit in learners. Paths and causal relationships between external and internal constructs were confirmed in validation by confirmatory factor analysis