جستجوی مقالات مرتبط با کلیدواژه « آموزش شهروندی » در نشریات گروه « علوم تربیتی »

The aim of the current research was to analyze the components of citizenship education in the context of mobile learning technologies (a synthesis study). It was a research synthesis. In order to access the background and collect data relevant to the purpose of the study, the internal databases such as Magiran, Normagz, Civilica, Humanities Research Institute, and Iran Profile were used between 2014 and 2022 for the Persian documents. Also, external databases such as Scopus, Science Direct, ProQuest, Eric, Springer and Google Scholar were used between 2011 and 2022 for the English documents. From the total number of the included researches, 100 cases were excluded from the analysis process. 25 articles were selected from internal databases between 2014 and 2022, and 55 articles were selected from external databases between 2011 and 2022, and finally, according to the criteria, 20 samples were purposefully selected and subjected to final analysis. The results showed that the citizenship education based on mobile technology should have components such as citizenship skills, the citizenship interaction ability, information sharing, technological infrastructure, methods of citizen-oriented education, citizen-centered assessment, and portability. Therefore, it is suggested that education system, Universities, schools and organizations in charge of designing, implementing and evaluating citizenship education courses should consider the components of the content of the citizenship rights' education, interactivity of citizenship education, information sharing, technological infrastructure, methods of citizen-oriented education, citizen-centered assessment and portability.

The purpose of the present study was to validate the citizenship education curriculum model for students with special needs (intellectual disability). Citizenship education equips students' knowledge, skills and understanding and plays an effective role in their public life.

The present study is an applied-developmental study in terms of its purpose, and it is a cross-sectional survey research in terms of the method and time frame of data collection. A semi-structured interview and a Likert scale questionnaire were used to collect data. The statistical population of this research in the qualitative part includes experts and experts of special curriculum planning and experts of exceptional organization. Sampling of the qualitative section continued until theoretical saturation was reached and 24 experts participated in this section. Since the statistical population is 182 people (experts and teachers of mentally retarded students) and the sample is calculated based on the Cochran table with an error of 0.1, the number of 79 people. In order to analyze the data in the qualitative part, the foundation's data analysis method was used to identify research indicators, and structural equation modeling and SMARTPLS softwa re were used to validate and present the final model.

Based on that, the linear relationship between research categories, including causal conditions, central categories, background conditions, intervening conditions, strategies and consequences was determined.

The results presented in this research show that the most important results obtained from the interviews emphasized the content of citizenship education and teaching methods. In terms of teaching and training methods, the formation of informal groups and supervision of group activities, learning in practice and student-centered and cooperative teaching methods have been emphasized

The purpose of this study was to design a citizenship education curriculum model for students with special needs.The qualitative methodology of the data theory of the foundation is used and in terms of research philosophy. It is in the category of applied positivist paradigm and in terms of qualitative and quantitative research, it has an inductive and deductive approach and survey strategy. The statistical population of this research is experts and specialists of special curriculum planning and experts of exceptional organizations. Sampling was performed using non-probabilistic judgmental method. Interviews were conducted with research samples. In order to sample, the snowball method was used and the interview was conducted in a semi-structured manner with open and general questions up to 15 people to saturate the data, but for more assurance up to 24 people were interviewed. The factors were identified using the foundation data technique using Atlas ti software. In-depth interview was used as the main data collection tool at this stage. Based on the obtained results, a total of 106 concepts and 21 categories or open source codes were identified and extracted. The 21 identified categories were divided into 6 main datasets of the foundation. Among the identified factors, the axial coding paradigm was performed and based on that, the linear relationship between research categories including causal conditions, axial categories, contextual conditions, intervening conditions, strategies and consequences was determined. The results obtained showed the importance of the practicality of citizenship education for students with special needs. The results presented in this study show that the most important results obtained from the interviews emphasized the content of citizenship education and training methods. Regarding teaching and learning methods, the formation of informal groups and monitoring the activities of groups, learning in practice and student-centered and participatory teaching methods are emphasized.

Generally, there exists a latent futuristic approach in almost every education which assumes childhood as a station to achieving a so-called ideal adulthood. The dominance of this view in citizenship education, which distinguishes the child as a future citizen, entering the society and acting actively only happens in adulthood. However, two major approaches in citizenship education can be identified in educational systems; the conservative approach and the progressive approach. In this study, we have tried to investigate the position of the child in these approaches through a reflective analysis. We have also embarked on identifying and analyzing each of these approaches’ goals in citizenship education. findings show that in the conservative approach, focuses on educating future citizens and the child has a passive position since children are educated for adulthood. The progressive approach, maintains an active position for the child, focuses on empowering the child to be an active member of society while being a child. This study concludes with a proposition of a life-world approach to children’s citizenship education which takes into account the goals of the active/progressive approach, considering the realities of the community in which the child lives, and the child is accepted as a social actor.

Background & Purpose: 

Problems that challenge sustainable social development can be significantly reduced by teaching citizenship skills in children's first environments and learning experiences.The purpose of this study was to identify the strategies of teachers in preschool centers in Malayer city in teaching the concepts of law, right and responsibility.

Method: 

This research was descriptive and was conducted by interpretive phenomenology method. Participants in this study were 15 female preschool teachers. They had bachelor's and more than 2 years of job experience. They were working in preschools center of Malayer city Semi-structured interview was data collection tool and the content of the interviews were analyzed by content analysis and inductive content analysis using Maxqda sofeware.

The results showed that teachers' strategies in teaching the concepts of right, law and responsibility include strategies for counseling, dialogue, exemplary, encouragement, engaging the child in other activities, creating direct and real experience, formal education, play, and sometimes, threats, deprivation and compensation.

Conclusion:

 Based on the findings, the research recommendation is to increase the use of more creative and effective methods in teaching concepts of right, law and responsibility

The purpose of this study was to design student citizenship curriculum model. Quantitative and qualitative methods have been used for this purpose in the form of a mixed design. The first stage of research is based on the qualitative method of the basic theory. At this stage, 28 experts from the fields of education, curriculum and social sciences were selected and interviewed. In the second step, using a survey method, the views of experienced professionals and teachers have been used to test the validity of the designed model. The findings show that the courses of citizenship education include human and moral values, collective life skills training (order and responsibility), cultural reconstruction, political education, civic participation, emphasis on social justice and multicultural education. In educational methods as well as evaluation, emphasis has been placed on the formation of informal groups and the monitoring of group activities, learning in practice, and student-centered and participatory teaching methods. The study of the agreement coefficients for all educational curricula and teaching methods is higher than 0.6 which indicates the validity of the results.

The purpose of this research is to study the concept, dimensions and instances of academic citizenship in Iranian higher education system. The research has used qualitative strategy and it has been done with interpretive phenomenological method.The research participants included 34professors and students (different sections) in the universities of Tehran, Allameh Tabatabai, Kurdistan, and Bu Ali Sina University, who were targeted (in a varietyof disciplines and specialties, as well as Different levels of education were selected in that sample).And the data collection process continued until theoretical saturation and data were collected using semi-structured interview tools. Data validation has been done using the triangulation method. The data were analyzed by thematic analysis using MAXQDA qualitative analysis software.The results of the study consisted of five descriptive categories: Academic Citizenship Skills (Social-behavioral; Scientific-Technical and Political-Participatory), Academic Citizenship Concept (Graduate Citizen; Scientist Citizen; Multicultural Academic Citizenship; Academic Citizenship as a Political category; Legal-rightful citizenship; Cultural citizenship and Academic citizenship based on supply and demand mechanisms), Dimensions and components of academic citizenship (Academic freedom; Professional and academic ethics; Implementation of active university role; Right to social participation and leadership; Transfer of scientific identity ), academic citizenship education (single value education And education based on value neutrality) and aspects of academic citizenship (maintaining and promoting citizenship-generating capital; academic citizenship rights and academic citizenship responsibilities(.

The purpose of this research is to synthesize a number of studies that focus on citizenship education in curriculum in different countries. To this end, international research studies have been systematically selected, structured, and categorized using the method of Researchsynthesis, international studies on the amount of attention and allocation of concepts related to citizenship education in curriculum. At the screening stage, 11 studies that have these features have been selected and synthesized from their findings based on the principles of data integration, rethinking and rearrangement. The results of the research show that the important environmental factors that have been addressed in the overall structure of citizenship education curricula are historical traditions, geographic location, socio-political structure, economic system and global trends. Another part of the results is that citizenship education in the curriculum of some countries is based on the expression of minor cultural values, as well as national laws, and in others, they are neutral to values. Finally, the results indicate that citizenship education in the curriculum consists of three layers: education about citizenship; education through citizenship and education for citizenship.

Globalization has proposed a new form of the citizenship which is called “Global Citizenship” and has caused the education systems to look for preparing the students for living in the universal community and to prepare them for confronting
with global challenges and problems through reviewing their policies. This research has been done with the aim of determining the degree of attention to the global citizen's characteristics in the upstream documents of Iran's education system. It was a descriptive research with the content analysis and the document analysis design. The research population included the upstream documents of the education system such as the document of "the fundamental transformation of education", "the act of the sixth development plan", "the national curriculum of the Islamic republic of Iran", and "the citizenship rights charter". To collect the data, a researcher-made content analysis checklist was used which was made based on the components of the global citizenship education, extracted from the literature review. Its validity was confirmed by some experts of this field and its reliability was computed using the Neundorf percentage agreement formula (%80). Findings showed that the global citizenship has not been paid attention as it deserves, and it is necessary that the education system policy-makers pay more attention to this concept. This is because solving the global problems requires the simultaneous realization of the membership, rights, charges and responsibilities and global participation, which will be achieved only through the institutionalization of the global citizenship as aware, active and responsible citizens in the urban community and beyond, in national and international community.

The present paper aims to investigate the amount of attention paid to the basic components of citizenship education in social studies textbooks in elementary schools. It adopts an applied approach with a descriptive research method and content analysis. The population consists of four elementary schools social studies textbook in 2017-2018 academic year. With regard to the nature of the subject of the study and limitations of the population, no statistical sampling was carried out and all the population was considered as a sample. The measurement tools were content analysis log. The results have been studied using descriptive statistics and Shannon entropy analysis. The major findings of this study suggest that: 1. after reviewing the documents related to citizenship education, five basic components, i.e. active participation, accountability and commitment, criticize and criticism, law-abiding, and patriotism has been recognized. 2. the basic component of citizenship education are considered a total of 298 times, 82, 55, 89, 72 time being observed in the textbooks of the third, fourth, fifth and sixth grades, respectively. 3. Among the investigated components, accountability and commitment with information load of 0.992 and significance coefficient of 0.21 and patriotism with information load of 0.908 and significance coefficient of 19.2 received the most and the least attention, respectively.

The purpose of the recent study was to analyze the text books contents of the social science (first grade), sociology I (second grade), sociology II (Third grade) and social sciences (fourth grade) on the basis of the citizenship education components in 2013-2014. The statistical population included four text books of the high school social science. In regard to the research identification and limitation of the statistical population, sampling was not considered and all statistical population was selected as a sample. The research method was content analysis quantitative. The descriptive criterion was the citizenship components that included values, democracy, and global identification. The tools for collecting data was the analysis list of the text books contents that involved the theoretical bases that its validity was determined by curriculum professors. The analysis findings by using SPSS 19 software and the non-parametric statistical method showed a meaningful difference between the citizenship components in the mentioned books. This amount of attention was more than the expected amount in the social studies and (I) society and less than the expected amount in the social science and (II) society (p˂0.01). Also results showed that there is a significant difference between educational grades in terms of attention amount to the citizenship components.

This research seeks to explain the educational needs of citizens based on the main purpose of "identifying and prioritizing the educational needs of people in Tehran towards earthquake. This research is of survey type and for determining of educational needs the feasibility study method has been used based on the three-dimensional model of Kaufman, Gorican and Johnson. The statistical population of the study is the population of Tehran city (based on the statistics of 2006), amount to 7707520. Out of them, 750 people have been selected as a sample including 700 citizens in classified random method from five regions of the North, South, East and West and also the Center of Tehran and 50 experts and staffs in a non-probable purposeful method for the research. Referring to the library sources and searching in internet websites related to the civil defense, researchers extracted a relatively full list of the examples of civil defense to be prepared against the earthquake in Tehran city. Using the self-made questionnaire in Likert scale (four-options), the necessary data from the statistical samples were collected. The data analysis for feasibility study, comparing the views among the groups and prioritization of the needs, has been performed; using SPSS software and Freedman test. The general prioritization among the three mentioned sections has specified that the educational needs related to skills of vulnerability reduction before the occurrence of earthquake is in the first priority. In addition, comparison of the educational needs by population specifications (gender, group, rate of education and area of residency) in this research shows that the mentioned specifications do not have any impact on individuals’ educational needs

The present study aims to assess the impact of citizenship education on the promoting of the middle school’s students, District 22 in Tehran, that by the method of quasi-experimental (pre-test and post-test) with two experimental and control groups has been carried out. The statistical population consists of all the middle school’s students in the district 22 of Tehran, of which the number was selected, using random cluster sampling method, from every district of the Town Hall, one school, and each school with 40 students. After the pretest, students were educated for 8 sessions under the instructions of citizenship culture’s educators. Then, the post-test was taken. The information collection tools, researcher making questionnaire was in two areas: traffic and crisis that has confirmed its validity and stability, using Cronbach method, equivalent to 86% that was obtained.Data were analyzed using T test. The results were indicated that there are differences between the pre-test and post-test scores of citizenship education (traffic and crisis) of participants. In fact, this trainings, have many effects on the disciplinary knowledge of the middle school’s students. A more precise programming for the implementation of this education through the Ministry of Education, collaboration with institutions such as town hall and disciplinary force recommended.

This study investigated pictures and content of social sciences textbook' in first, second & third grades of secondary school in the academic year of 1388-89 (2010-2011) in Iran. It aimed to identify present citizenship educational approaches in textbooks which are transferred to pupils through hidden & formal curriculum. The overall aim of investigating these approaches is to define "good citizen". integrated different views (rule –oriented, participatory & critical citizens) was used for analyzing citizenship educational approaches.. Their characterisitics are as follows: (a) rule- oriented citizen: active, law-obedient, responsible. (b) Participatory citizen: interested in participating in social activities, and cooperating in society development (c) critical citizen: critical of political, economic & social structures, interested in social justice with a motivation for social change. Social sciences textbook were used as tools. description criteria is citizenship education and the unit of registration is paragraph. analysis of textbooks reveals that most content (45/5%) is dedicated to the education of rule–oriented citizens. Then there are participatory (36/06%) and critical citizens (18/44%) respectively. There is 119 pictures in books, which 65% is in the first year, 53% in second year and 32% in the third year textbook. justice and equality is one of considered issue for educating about critical citizens. Results show that 53 percent of pictures in the first year, 1/8% in second year and 8/7% in the third year have female symbols. Lack of emphasizing techniques for understanding picture message is one of critici.

The main objective of the study was content analysis of social study curriculum in guidance school based on the globalization phenomenon components. The components included citizenship, multicultural, peace, enviromental and health education. So the guidance social study text-books were examined to determine how well the globalization phonemenon components are dealt with and implemented. Shannon entropy and qualitative analysis were used. The unit of analysis included the text, questions, exercises and pictures existing in 232 pages of guidance social text books. The statistical population were three guidance social study text books. The results showed that all four components namely, citizenship (0.227), multicultural (0.205), peace (0.205), and health (0.226), were considered almost in equal proportion, but enviromental component was dealt with less in proportion (0.135).

This research is a comparative study of experts and teachers’ view point about the disadvantage of guidance school citizenship education curriculum. It is an applied research and research method is survey . The statistical population is the experts in education department and faculty members of department of education of Qazvin university and guidance school male and female teachers . Using ratio stratified random sampling , 241 persons were selected. The data gathering instrument was a researcher made questionnaire with 80 questions. The validity and reliability of the instrument were determined through content validation and Cronbach Alpha. The main finding of the research is that there is significant differences between experts and teachers’ view point about the inadequacy of the citizenship education in junior curriculum.

The aim of this study was to investigate and compare experts’ and teachers’ views on the disadvantages of the civic curriculum of guidance school. This survey study had an applied research orientation. The sample of the study comprised two groups. The first group included 30 faculty members of different universities in Qazvin and experts ofeducation and administration in education organization of Qazvin. The second group included 241 guidance school teachers of Qazvin selected from among a total of 2727 teachers using proportionate random stratified sampling. In this study, a use was made of a researcherdeveloped 80-item questionnaire whose content validity and reliability(Cronbach’s Alpha) was established by the researcher. Data analysis employing SPSS indicated that both groups generally believed that the civic curriculum of guidance school was inadequate. However, in the first group’s (experts) view this inadequacy was more serious. It is noteworthy that this difference of views was statistically significant.