Volume 7, Issue 4 (12-2024)
Iranian Journal of Educational Sociology 2024, 7(4): 150-157 |
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Jahani Dolatabad Z, Baghayi H, Hojati S A. (2024). Identifying the Components of the Sociology Curriculum Based on Futures Studies in Senior Secondary School Textbooks. Iranian Journal of Educational Sociology. 7(4), 150-157. doi:10.61838/kman.ijes.7.4.15
URL: http://iase-idje.ir/article-1-1457-en.html
URL: http://iase-idje.ir/article-1-1457-en.html
1- PhD student, Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.
2- Assistant Professor, Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.
3- Assistant Professor, Department of Curriculum Planning, Bonab Branch, Islamic Azad University, Bonab, Iran
2- Assistant Professor, Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.
3- Assistant Professor, Department of Curriculum Planning, Bonab Branch, Islamic Azad University, Bonab, Iran
Abstract: (683 Views)
Purpose: The objective of this study was to identify and determine the importance of futures studies components within the sociology curriculum of senior secondary school textbooks.
Methods and Materials: This research employed a mixed-methods approach, combining qualitative and quantitative analyses. The qualitative part involved thematic analysis of all senior secondary school sociology textbooks using open, axial, and selective coding to identify key components. The quantitative part utilized Shannon entropy to determine the importance and ranking of these components. The study sample was selected through purposive sampling, focusing on relevant and credible textbooks and sources.
Findings: The thematic analysis revealed 40 key components categorized into three main categories: learner characteristics, teacher characteristics, and organizational and structural features. Significant components included research thinking, project-based learning, future-oriented thinking, opportunity creation, and preparing students for the future. The results highlighted the pivotal role of both learners and teachers in fostering a future-oriented learning environment. The Shannon entropy analysis further established the priority and importance of these components within the curriculum.
Conclusion: The integration of futures studies components into the sociology curriculum is essential for preparing students to navigate future challenges and opportunities. Emphasizing critical thinking, creativity, and problem-solving skills within the curriculum equips students with the necessary tools for the modern world. The study underscores the need for continuous evaluation and improvement of textbook content, incorporating cultural and contextual relevance, innovative pedagogical approaches, and the use of technology to create effective and inclusive educational resources.
Methods and Materials: This research employed a mixed-methods approach, combining qualitative and quantitative analyses. The qualitative part involved thematic analysis of all senior secondary school sociology textbooks using open, axial, and selective coding to identify key components. The quantitative part utilized Shannon entropy to determine the importance and ranking of these components. The study sample was selected through purposive sampling, focusing on relevant and credible textbooks and sources.
Findings: The thematic analysis revealed 40 key components categorized into three main categories: learner characteristics, teacher characteristics, and organizational and structural features. Significant components included research thinking, project-based learning, future-oriented thinking, opportunity creation, and preparing students for the future. The results highlighted the pivotal role of both learners and teachers in fostering a future-oriented learning environment. The Shannon entropy analysis further established the priority and importance of these components within the curriculum.
Conclusion: The integration of futures studies components into the sociology curriculum is essential for preparing students to navigate future challenges and opportunities. Emphasizing critical thinking, creativity, and problem-solving skills within the curriculum equips students with the necessary tools for the modern world. The study underscores the need for continuous evaluation and improvement of textbook content, incorporating cultural and contextual relevance, innovative pedagogical approaches, and the use of technology to create effective and inclusive educational resources.
Keywords: Futures studies, Sociology curriculum, Senior secondary school textbooks, Thematic analysis, Shannon entropy, Critical thinking, Problem-solving, Educational innovation, Cultural relevance, Pedagogical approaches
Type of Study: Research Article |
Subject:
Special
Received: 2024/06/9 | Accepted: 2024/08/12 | Published: 2024/11/3
Received: 2024/06/9 | Accepted: 2024/08/12 | Published: 2024/11/3
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