Enter your email address
Submit
Write your message
Volume 24, Issue 146 (4-2025)
Journal of Psychological Science 2025, 24(146): 255-279 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
fatehi H A, vasefian F, arab hashemi M. (2025). Investigating The Level of Critical Thinking Usage in the Formulation of the Curriculum of the Middle School. Journal of Psychological Science. 24(146), 255-279.
URL: http://psychologicalscience.ir/article-1-2333-en.html
URL: http://psychologicalscience.ir/article-1-2333-en.html
Assistant Professor of Curriculum Planning, Islamic Azad University, Meymeh Branch, Meymeh, Iran , farzaneh_vasefian@yahoo.com
Abstract: (277 Views)
Abstract
Background: Critical thinking is one of the key topics that should be considered in every curriculum, regardless of its subject matter. Upon reviewing the literature in this area, particularly in the context of the first year of secondary education, no significant research was found that specifically examines the extent of the incorporation of this component into curricula.
Aims: The present study was conducted with the aim of investigating the use of critical thinking in the formulation of the target element of the curriculum in the middle school.
Methods: In the present research, Exploratory sequential mixed method was used. In the qualitative part, the phenomenological method and in the quantitative part, the descriptive-survey method has been used. In the qualitative part, a semi-structured interview was conducted involving 11 university professors, teachers and experts who were experts in the field of goals and curriculum. The research data collection tools included a semi-structured interview and a questionnaire extracted from the qualitative section. The statistical population was a small proportion of teachers and experts in education, including 300 people, who were selected by multi-stage cluster method. The interview questions validity was determined by content and formal validity and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. To analyze the data of the research, thematic analysis method was used in the qualitative part and descriptive and inferential statistics were used in the quantitative part.
Results: The qualitative findings of the research indicated that 30 indicators were the most important indicators of the goals from the point of view of the interviewees, and the identified indicators can be used to evaluate and revise the goals of the middle school courses. Quantitative findings showed that the on average, acting on of target indicators for middle courses is unfavorable and needs more attention.
Conclusion: Critical thinking, as a fundamental and crucial dimension, has not received adequate attention in the educational system of the country, especially in the secondary education level, and at times has been neglected in certain cases. In the design of educational activities, objectives such as developing students' sense of responsibility, enhancing learning, teaching reading skills, fostering independence in learning, and promoting active engagement should be considered.
Background: Critical thinking is one of the key topics that should be considered in every curriculum, regardless of its subject matter. Upon reviewing the literature in this area, particularly in the context of the first year of secondary education, no significant research was found that specifically examines the extent of the incorporation of this component into curricula.
Aims: The present study was conducted with the aim of investigating the use of critical thinking in the formulation of the target element of the curriculum in the middle school.
Methods: In the present research, Exploratory sequential mixed method was used. In the qualitative part, the phenomenological method and in the quantitative part, the descriptive-survey method has been used. In the qualitative part, a semi-structured interview was conducted involving 11 university professors, teachers and experts who were experts in the field of goals and curriculum. The research data collection tools included a semi-structured interview and a questionnaire extracted from the qualitative section. The statistical population was a small proportion of teachers and experts in education, including 300 people, who were selected by multi-stage cluster method. The interview questions validity was determined by content and formal validity and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. To analyze the data of the research, thematic analysis method was used in the qualitative part and descriptive and inferential statistics were used in the quantitative part.
Results: The qualitative findings of the research indicated that 30 indicators were the most important indicators of the goals from the point of view of the interviewees, and the identified indicators can be used to evaluate and revise the goals of the middle school courses. Quantitative findings showed that the on average, acting on of target indicators for middle courses is unfavorable and needs more attention.
Conclusion: Critical thinking, as a fundamental and crucial dimension, has not received adequate attention in the educational system of the country, especially in the secondary education level, and at times has been neglected in certain cases. In the design of educational activities, objectives such as developing students' sense of responsibility, enhancing learning, teaching reading skills, fostering independence in learning, and promoting active engagement should be considered.
Type of Study: Research |
Subject:
Special
Received: 2024/04/27 | Accepted: 2025/01/21 | Published: 2025/02/3
Received: 2024/04/27 | Accepted: 2025/01/21 | Published: 2025/02/3
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)