Volume 1, Issue 5 (9-2017)
Iranian Journal of Educational Sociology 2017, 1(5): 51-65 |
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Pakseresht M, Faghihi A, Nateghi F. (2017). Analyzing Objectives and Content of Religion and Life Curriculum in High School Relying Emphasis on Belief Education Components. Iranian Journal of Educational Sociology. 1(5), 51-65.
URL: http://iase-idje.ir/article-1-98-en.html
URL: http://iase-idje.ir/article-1-98-en.html
1- Student of Philosophy of Education, Islamic Azad University, Arak Branch, Iran
2- Assistant Professor of Education Philosophy, Islamic Azad University, Arak Branch, Iran
3- Assistant Professor of Education Philosophy, Islamic Azad University, Arak Branch, Iran f-nateghi@iau-arak.ac.ir
2- Assistant Professor of Education Philosophy, Islamic Azad University, Arak Branch, Iran
3- Assistant Professor of Education Philosophy, Islamic Azad University, Arak Branch, Iran f-nateghi@iau-arak.ac.ir
Abstract: (2358 Views)
Abstract
Purpose: This paper aimed at analyzing the objectives and content of religion and life curriculum in the high school relying emphasis on belief education components and present optimization strategies. Methodology: This study had been carried out in a composite method, quantitative and qualitative and content and survey techniques used. The statistical population was composed of experts and scholars in the field of religious education. Also, religion and life curriculum of the high School in 2016-2017 was another part of the research population. The sample size was 66 persons according to the Morgan sampling table, which were selected to saturation stage purposefully. The data collection tools were: survey questionnaire, interview, data lists, validity of the questionnaire referring to experts and its reliability of 0.893. The statistical methods used in the research were: exploitation of descriptive statistics, factor analysis test, and Shannon entropy statistical technique. It should be noted that, SPSS software was performed all stages of data processing and data analysis. Findings: Findings of the research indicated that the components of belief education were identified and validated in fifteen cases which were categorized under the three headings of cognition, acceptance and affection. The emphases on the components of belief education according to the educational objectives of religion and life curriculum in terms of Shannon's entropy technique were as follows: cognition, 0/378, acceptance, 0.209; affection 0.412. The importance of this emphasis was: cognition, 0.267; acceptance, 0.249; affection and interest 0.483. Conclusion: Given the consistency of curriculum objectives and contents, it was observed, there was no consistency between the objectives and the content of the curriculum in each of the three components of belief education according to Shannon entropy technique.
Purpose: This paper aimed at analyzing the objectives and content of religion and life curriculum in the high school relying emphasis on belief education components and present optimization strategies. Methodology: This study had been carried out in a composite method, quantitative and qualitative and content and survey techniques used. The statistical population was composed of experts and scholars in the field of religious education. Also, religion and life curriculum of the high School in 2016-2017 was another part of the research population. The sample size was 66 persons according to the Morgan sampling table, which were selected to saturation stage purposefully. The data collection tools were: survey questionnaire, interview, data lists, validity of the questionnaire referring to experts and its reliability of 0.893. The statistical methods used in the research were: exploitation of descriptive statistics, factor analysis test, and Shannon entropy statistical technique. It should be noted that, SPSS software was performed all stages of data processing and data analysis. Findings: Findings of the research indicated that the components of belief education were identified and validated in fifteen cases which were categorized under the three headings of cognition, acceptance and affection. The emphases on the components of belief education according to the educational objectives of religion and life curriculum in terms of Shannon's entropy technique were as follows: cognition, 0/378, acceptance, 0.209; affection 0.412. The importance of this emphasis was: cognition, 0.267; acceptance, 0.249; affection and interest 0.483. Conclusion: Given the consistency of curriculum objectives and contents, it was observed, there was no consistency between the objectives and the content of the curriculum in each of the three components of belief education according to Shannon entropy technique.
Type of Study: Research Article |
Subject:
Special
Received: 2017/04/16 | Accepted: 2017/05/13 | Published: 2017/08/23
Received: 2017/04/16 | Accepted: 2017/05/13 | Published: 2017/08/23
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