Designing and validating a high school social science curriculum model based on a constructivist approach based on the views of women experts
Subject Areas : Woman and familyHossein Baghaei 1 , Mohammad hossein Yarmohammadian 2 , Ahmad Ali Foroughi Abri 3
1 - Faculty member of Islamic Azad University, Kalibar Branch, Assistant Professor, Department of Educational Sciences, Kalibar - Iran (Responsible author). hosseinbmd@iaut.ac.ir
2 - Faculty member of Islamic Azad University, Isfahan Branch (Khorasgan). Professor, Department of Educational Sciences, Isfahan – Iran.
3 - Faculty member of Islamic Azad University, Isfahan Branch (Khorasgan). Associate Professor, Department of Educational Sciences, Isfahan – Iran.
Keywords: Curriculum, sciences, Design model, validate, constructivist social,
Abstract :
Sociology course enables students, as part of the youth of the community, to acquire the knowledge necessary to understand society, learn social skills related to adaptation to social life and different stages of life, and how to analyze sociological insights. Learn. The purpose of research is to formulate and validate the model of high school social sciences curriculum based on the constructivist approach. In terms of research type, it is applied research and in terms of method, it is survey. In order to design a curriculum model based on the constructivist approach, data were collected in a documentary manner. The population and the statistical sample of women were curriculum specialists, teachers and social science departments who were purposefully selected. The data related to the design and validation of the model have been analyzed in two ways: quantitative (statistical) and qualitative (interpretive). Finally, based on the constructivist approach, a model was designed and validated using the interview method, and 82.6% of the interviewees, with an average score of 4.11, evaluated the presented model as appropriate.
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1- Ahdian, Mohammad and Aghazadeh, Muharram. (2011), Guide to New Teaching Methods for Education and Training, Tehran, Iran
2- Alsup, J., (2004). A comparison of constructivist and traditional instruction in mathematics, Educational Research Quarterly, 28 (4)
3- Barzegar, Kazem Befroubi; Khezri, Hassan and Shir Jahani, Azam. (2013), "The emergence of a constructivist approach and change in learning environments." Fourth Conference of the Philosophy of Education Association, Mashhad, Ferdowsi University of Mashhad
Belland, B. R., Ertmer, P. A., & Simons, K. D. (2006). Perceptions of the value of problem-based learning among students with special needs and their teachers. Th Interdisciplinary Journal of Problem-based Learing, 1(2), 1-18.
4- Brush, T., & Saye, J. (2008). The effects of multimedia-supported problem-based inquiry on student engagement, empathy, and assumptions about history. The Interdisciplinary Journal of Problem-based Learing, 2(1), 21-56.
5- Eisner Elliot W (2002): The Kind of Schools We Need. Publication: Phi Delta Kappan (Refereed): April 1, Volume: 83 Issue: 8 Page: 576
6- Fardanesh, Hashem, (1998) Educational Design from the Perspective of Behaviorist, Cognitive, and Constructivist Approaches, Journal of Humanities, No. 1, 2
7- Firoozi, Zahra; Karami, Morteza; Karshki, Hussein; Saeedi Rezvani, Mahmoud. (2012), The effect of using Janasen constructive model in problem-based learning on attitude, satisfaction and learning in in-service teacher education programs, Research in curriculum planning, 10th year, 2nd year, No. 12
8- Furstenau, B. Y. (2008). Exploration of an Industrial Enterprise as a Method of boundary-using vocational Education. In Tuomi-Gröhn, Tertlu and Engeström: Between school and work new perspective on transfer and boundary-crossing. (Pp:85-119), United Kingdom: Emerald.
9- Ghazi Tabatabai, Seyed Mahmoud et al. (2009), Comparison of the effectiveness of educational design inspired by three theories of behaviorism, cognitionism, and constructivism in changing social attitudes. Journal of Psychology, University of Tabriz. Fourth year, No. 13
Giddens, A. (1991). Modernity and selfidentity: self and society in the late modern age. Stanford, CA: Stanford University Press
10- Girvan C, Savage T (2010). Identivying an appropriate pedagogy for virtual world; Acomunal Constructivism casy study. Compter and Education, 5592010): 342- 349
Houghton, M (2009), Project-based learning space, viewed Septembe 11-
12- Izadi, Samad; Salehi Imran, Ibrahim and Mansouri, Sirus. (2012), "Study of professional competencies of male teachers in the humanities based on the constructivist approach", Journal of Education and Learning Studies, Volume 4, Number 1
13- Karami, Morteza; Ahanchian, Mohammad Reza, Ebrahimi, Kooshak Mehdi and Mozaffari, Pegah Mosan. (2012), "Applying the constructivist approach in web-based training of organizations: a step towards effective human resource management." The first national conference on modern management of Golestan-Gorgan province on the 5th of September
14- Khosravi, Rahmatullah; Fardanesh, Hashem. (2013), Project-Based Educational Design Model Inspired by Constructivist Approach, Bi-Quarterly Journal of Management and Planning in Educational Systems, Volume 6, Number 11
15- Lave, J., & Wenger, E. (2008). Situated learning legimated peripheral participation.
Levin,Tamar(2002).Stability and Change in CurriculumEvaluation.Studies in Educational Evaluation.No,28.pp1-33
16- Mercer, J.D., (2002), Social skill training. New York.Sprinder
17- Michelle Swanson & Theron Cosgrave (2009), Instructional Practices to Support
18- Mortazavi et al. (2011). Comparison of construction method based on constructionism and traditional method on academic achievement of mathematics (1) in first year high school male students in Baghmalek, Journal of Educational Sciences, Shahid Chamran University, Ahvaz Spring and Summer 2011, Volume Sixth, year 18-2, numbers 1 and 2
19- No Shadi, Nasser and Khademi Mohsen. (2010). "Assessing the Critical Thought of Students and Teachers of Social Studies in Teacher Training Centers of Iran", Education and Learning Studies (Social Sciences and Humanities, Shiraz University, Spring and Summer), 2 (1, consecutive 2-58), pp. 141-170
20- Persell, C.H. K. M. Pfeifferand A. Syed, (2008)"How Sociological LeadersTeach Principles",Teaching Sociology, vol. 36. no. 4:108-124.
Pintrich PR. Motivation in education: Theory, researchand application. 2th ed. 2004. p. 300
21- Pour Jamshidi, Maryam; Momeni Rad, Akbar. (2011), Constructivist Educational Design Model Based on Bandura Cognitive-Social Theory, Journal of Humanities Research, Year 13, Issue 32
Project-Based Learning: www.swansonandcosgrave.com.
22- Raskin, Jonathan D. (2002). Constructivism in Psychology: Personal Construct Psycology, Radical Constructivism, a Social Constructivism.American Construction Journal, Vol 5, Issue 3, Spring 2002.
23- Share pour Mahmoud, Soleimani Bashli, Mohammad Reza. )2011(Challenges of Social Science Education in Iran, Sociology of Iranian Education, No. 1, Fall and Winter
24- Stalmeijer RE, Diana H, Dolmans D, Ineke H, Wolfhagen I, Scherpbier A. Cognitive apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Journal of Health Science Education. 2009; 14:535–546.
25- Weiss J, Hunsinger J, TrifonasP (2011). International handbook of virtual envirenment, Netherland: Springer. http: // www.springerlink.com
26- Zanganeh H., Fardanesh H. )2010 (Educational Design Model Based on Reproductive Theory, Horizon Journal of Medical Education Development, Volume 4. Number 1
