The amount of considering reflective thinking in the implemented curriculum from the perspective of teachers of Experimental Science and Humanities fields of study in the city of Karaj

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TALEBZADEH NOBARIAN MOHSEN; Ghaderi himan; Jodi Isfahanhaq Ailar

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Journal: NEW THOUGHTS ON EDUCATION Year:2019 | Volume:15 | Issue:3 Page(s): 185-198

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Information Journal Paper

Title

The amount of considering reflective thinking in the implemented curriculum from the perspective of teachers of Experimental Science and Humanities fields of study in the city of Karaj

Author(s)

TALEBZADEH NOBARIAN MOHSEN | Ghaderi himan | Jodi Isfahanhaq Ailar | Issue Writer Certificate

Keywords

curriculumQ2

implemented curriculumQ1

reflective thinkingQ1

Abstract

The purpose of this study is to investigate the importance of the curriculum implemented in high school to the development of reflective thinking. In this research is used descriptive method. The statistical population of this study was all the teachers who served in high schools in the city of Karaj during the academic year2014-2015, the sample of 201teachers was selected as the sample size using the Krejsi-Morgan table. Measurement tool in this research Researcher made questionnaire. The results of the study showed that the goals of the curriculum implemented in the high school from the perspective of the teachers at the lower level to the development of reflective thinking and the content of the implemented curriculum, the teaching methods and assessment used in high school from the perspective of the teachers at the low level to the development of reflective thinking. In addition, there is a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of teachers and Among the elements of the curriculum, the evaluation, content, teaching method and goal have the least attention to the development of reflective thinking. Finally, there is not a significant difference between the amount of attention to the elements of the curriculum implemented to the development of reflective thinking from the perspective of the teachers from the field of science and the level of education, and the type of discipline and the level of education in the attention of teachers to the development of reflective thinking does not affect the curriculum.

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APA: Copy

TALEBZADEH NOBARIAN, MOHSEN, Ghaderi, himan, & Jodi Isfahanhaq, Ailar. (2019). The amount of considering reflective thinking in the implemented curriculum from the perspective of teachers of Experimental Science and Humanities fields of study in the city of Karaj. NEW THOUGHTS ON EDUCATION, 15(3 ), 185-198. SID. https://sid.ir/paper/86851/en

Vancouver: Copy

TALEBZADEH NOBARIAN MOHSEN, Ghaderi himan, Jodi Isfahanhaq Ailar. The amount of considering reflective thinking in the implemented curriculum from the perspective of teachers of Experimental Science and Humanities fields of study in the city of Karaj. NEW THOUGHTS ON EDUCATION[Internet]. 2019;15(3 ):185-198. Available from: https://sid.ir/paper/86851/en

IEEE: Copy

MOHSEN TALEBZADEH NOBARIAN, himan Ghaderi, and Ailar Jodi Isfahanhaq, “The amount of considering reflective thinking in the implemented curriculum from the perspective of teachers of Experimental Science and Humanities fields of study in the city of Karaj,” NEW THOUGHTS ON EDUCATION, vol. 15, no. 3 , pp. 185–198, 2019, [Online]. Available: https://sid.ir/paper/86851/en

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