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1- PhD student in curriculum planning, department of Educational sciences, Faculty of Humanities, Azadshahr branch, Islamic Azad university, Azadshahr, Iran
2- Assistant Professor, department of Educational sciences, Faculty of Humanities, Azadshahr branch, Islamic Azad university, Azadshahr, Iran
3- Associate Professor, department of Educational sciences, Faculty of Humanities, Azadshahr branch, Islamic Azad university, Azadshahr, Iran
2- Assistant Professor, department of Educational sciences, Faculty of Humanities, Azadshahr branch, Islamic Azad university, Azadshahr, Iran
3- Associate Professor, department of Educational sciences, Faculty of Humanities, Azadshahr branch, Islamic Azad university, Azadshahr, Iran
Abstract: (156 Views)
Purpose: The present research was conducted with the purpose of designing a curriculum model for adult literacy.
methods: The aforementioned research is fundamental-applied in terms of its purpose, and in terms of information data, this research is qualitative. The statistical community in the research included experts from the organization (directors of the literacy movement, vice-presidents of education curriculum) and academics (university faculty members), as well as 30 relevant scientific documents and documents. In this research, the purposeful sampling method was used to determine the samples, and 20 people were considered as the sample size using the principle of saturation. Semi-in-depth interviews were used in the qualitative part of this study. To ensure the validity of the tool in the qualitative part of the research and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors familiar with this field and university experts who were experts and knowledgeable in this field were used. In the current research, retest reliability and intrasubject agreement method were used to calculate the reliability of the conducted interviews. The method of data analysis in the qualitative part was theoretical coding. Therefore, the analysis of the data obtained from the interviews and documents was done in three stages of open, central and selective coding, and based on this, the research concepts and categories were classified.
conclusion: The research results showed that the goals of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, adult literacy curriculum content includes content selection and content organization. Teaching and learning methods in this research include transfer method and activity-based method. And finally, the results showed that the adult literacy curriculum evaluation method includes goal-based evaluation, method-based evaluation, and content-based evaluation.
methods: The aforementioned research is fundamental-applied in terms of its purpose, and in terms of information data, this research is qualitative. The statistical community in the research included experts from the organization (directors of the literacy movement, vice-presidents of education curriculum) and academics (university faculty members), as well as 30 relevant scientific documents and documents. In this research, the purposeful sampling method was used to determine the samples, and 20 people were considered as the sample size using the principle of saturation. Semi-in-depth interviews were used in the qualitative part of this study. To ensure the validity of the tool in the qualitative part of the research and to ensure the accuracy of the findings from the researcher's point of view, the opinions of professors familiar with this field and university experts who were experts and knowledgeable in this field were used. In the current research, retest reliability and intrasubject agreement method were used to calculate the reliability of the conducted interviews. The method of data analysis in the qualitative part was theoretical coding. Therefore, the analysis of the data obtained from the interviews and documents was done in three stages of open, central and selective coding, and based on this, the research concepts and categories were classified.
conclusion: The research results showed that the goals of the adult literacy curriculum include adaptability to the environment and strategic competencies. Also, adult literacy curriculum content includes content selection and content organization. Teaching and learning methods in this research include transfer method and activity-based method. And finally, the results showed that the adult literacy curriculum evaluation method includes goal-based evaluation, method-based evaluation, and content-based evaluation.
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