Volume 5, Issue 2 (Summer 2022)
Iranian Journal of Educational Sociology 2022, 5(2): 89-98 |
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1- PhD Student, Department of Educational Management, Science and Research Branch, Islamic Azad University, Tehran, Iran.
2- Full Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
3- Associate Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
4- Assistant Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
2- Full Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
3- Associate Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
4- Assistant Professor, Department of Educational Management, Science and Research Branch , Islamic Azad University, Tehran, Iran
Abstract: (1727 Views)
Purpose: Considering the importance of aesthetic education in students, the purpose of this study was the aesthetic education of elementary school students: analysis of dimensions and components with a qualitative approach.
Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory inductive. The research population was specialists and professors of educational sciences of Tehran city in 2020 year, which according to the principle of theoretical saturation the sample size was determined 10 people who were selected by non-random purposive sampling method. The instrument of this research was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.90. Data were analyzed by open, axial and selective coding methods in MAXQDA-2018 software.
Findings: The results showed that for the aesthetic education of elementary school students were identified 21 indicators in 10 components and 3 dimensions. The dimensions were included constructing learning experiences (with 3 components of reviewing the previous lesson and learning prerequisites, briefly stating the objectives of each lesson and presenting new material along with practice by students), progress in short steps, but at a fast pace (with 3 components of applying an appropriate behaviors with aesthetics features, applying a teaching model and planning for students' learning experiences) and presenting feedback and error correction (with 4 components of applying established learning principles, regular feedback and corrections, performing exercises with clear instructions and guiding students in doing the first exercises).
Conclusion: According to the results of this study, it is necessary to plan for the aesthetic education of elementary school students through the identified dimensions and components.
Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory inductive. The research population was specialists and professors of educational sciences of Tehran city in 2020 year, which according to the principle of theoretical saturation the sample size was determined 10 people who were selected by non-random purposive sampling method. The instrument of this research was a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between the two coders 0.90. Data were analyzed by open, axial and selective coding methods in MAXQDA-2018 software.
Findings: The results showed that for the aesthetic education of elementary school students were identified 21 indicators in 10 components and 3 dimensions. The dimensions were included constructing learning experiences (with 3 components of reviewing the previous lesson and learning prerequisites, briefly stating the objectives of each lesson and presenting new material along with practice by students), progress in short steps, but at a fast pace (with 3 components of applying an appropriate behaviors with aesthetics features, applying a teaching model and planning for students' learning experiences) and presenting feedback and error correction (with 4 components of applying established learning principles, regular feedback and corrections, performing exercises with clear instructions and guiding students in doing the first exercises).
Conclusion: According to the results of this study, it is necessary to plan for the aesthetic education of elementary school students through the identified dimensions and components.
Type of Study: Research Article |
Subject:
Special
Received: 2021/11/1 | Accepted: 2021/12/25 | Published: 2022/09/22
Received: 2021/11/1 | Accepted: 2021/12/25 | Published: 2022/09/22
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