Designing and Validating the Optimal Pattern of Religious and Moral development Curriculum with emphasis on the junior high school

Document Type : Original Article

Authors

1 PhD Student Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran

2 Curriculum Planning Department, Marand Branch, Islamic Azad University, Marand, Iran

3 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

10.22034/emes.2021.249162

Abstract

Objective: The goal of this research is Designing and Validating the Optimal Pattern of Religious and Moral development Curriculum with emphasis on the middle school.
Methods: In this study, the exploratory mixed method used. First, by studying the theoretical and experimental background, the desired model of religious and moral development curriculum was designed based on the Acker model, and then, with the help of experts, their agreement on the model was determined. The statistical population for model design was written documentation, world experiences, Research Background on teaching religious and moral concepts, developmental psychology and developmental characteristics of students. The study population to validate the proposed model was masters And specialists in the fields of educational sciences, curriculum planning, Islamic education, Islamic ethics and education, and psychology, With have been criteria such as having a doctoral degree, writing and translating books and publishing scientific research articles. The sampling method was criterion-based at each stage, and sampling continued until theoretical saturation achieved. The data collection tool was a researcher-made questionnaire to provide a template, take a note and validate the template. Data analysis method was model synthesis for model presentation and descriptive quantity for model validation.
Results: According to the findings of this study, the model was designed based on ten curriculum elements, including logic, objectives, Content, learning activities, teacher role, resources, grouping, time, place and evaluation. In model validation, 100% of the experts confirmed the general coordinates, of the proposed model.
Conclusion: it can be concluded that there is a logical relationship between the curriculum elements of religious and moral development and the model has a regular and logical course in terms of ten curriculum elements and has the necessary comprehensiveness and integration.

Keywords

References

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Educational Measurement and Evaluation Studies
Volume 11, Issue 35
December 2021
Pages 69-95

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