Design and Validation of Value-creating Educational Model
The aim of the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related...
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| Format: | Article |
| Language: | fas |
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Imam Sadiq University
2023-06-01
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| Series: | علوم تربیتی از دیدگاه اسلام |
| Subjects: | |
| Online Access: | https://esi.isu.ac.ir/article_77072_de01f2122cc2da588e8d5216944efefd.pdf |
| _version_ | 1797267124731772928 |
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| author | Abedin Darabi Emarati |
| author_facet | Abedin Darabi Emarati |
| author_sort | Abedin Darabi Emarati |
| collection | DOAJ |
| description | The aim of the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related texts and researches, and in the interview part, there were 18 expert teachers with higher education who were selected by purposeful sampling (snowball). In the quantitative part, the statistical population included all the primary school teachers of Sahne city in the number of 250 people, of which 150 people were selected by stratified random sampling in order to complete the questionnaires. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, the researcher made a questionnaire with 66 items extracted from the interview. Thematic analysis method was used to analyze and classify the data in the qualitative section. Then, in the quantitative part, the data was analyzed using confirmatory factor analysis in AMOS software. The findings showed that the model of value-creating education has 7 dimensions (goals, instructor, instructor, content, curriculum, teaching-learning, evaluation), 26 components, and this model has a good fit. The general conclusion is that transformation in the education system is an inevitable necessity and values education should be emphasized; Therefore, it is better to implement this teaching and learning model in schools to reduce the gap created between students' and teachers' understanding of Islamic values. |
| first_indexed | 2024-04-25T01:11:36Z |
| format | Article |
| id | doaj.art-873c095682c147d3aed089616c7c00dc |
| institution | Directory Open Access Journal |
| issn | 2423-7396 2538-5461 |
| language | fas |
| last_indexed | 2024-04-25T01:11:36Z |
| publishDate | 2023-06-01 |
| publisher | Imam Sadiq University |
| record_format | Article |
| series | علوم تربیتی از دیدگاه اسلام |
| spelling | doaj.art-873c095682c147d3aed089616c7c00dc2024-03-10T08:00:35ZfasImam Sadiq Universityعلوم تربیتی از دیدگاه اسلام2423-73962538-54612023-06-01112114116810.30497/esi.2024.245269.168577072Design and Validation of Value-creating Educational ModelAbedin Darabi Emarati0Assistant Professor of the Department of Educational Sciences, Payame Noor University, Tehran, Iran.The aim of the current research was to design and validate a value-creating educational model. The required data were collected in two parts: qualitative (based on thematic analysis) and quantitative (based on the survey method). In the qualitative part of the statistical society, including related texts and researches, and in the interview part, there were 18 expert teachers with higher education who were selected by purposeful sampling (snowball). In the quantitative part, the statistical population included all the primary school teachers of Sahne city in the number of 250 people, of which 150 people were selected by stratified random sampling in order to complete the questionnaires. The data collection tool in the qualitative part was a semi-structured interview and in the quantitative part, the researcher made a questionnaire with 66 items extracted from the interview. Thematic analysis method was used to analyze and classify the data in the qualitative section. Then, in the quantitative part, the data was analyzed using confirmatory factor analysis in AMOS software. The findings showed that the model of value-creating education has 7 dimensions (goals, instructor, instructor, content, curriculum, teaching-learning, evaluation), 26 components, and this model has a good fit. The general conclusion is that transformation in the education system is an inevitable necessity and values education should be emphasized; Therefore, it is better to implement this teaching and learning model in schools to reduce the gap created between students' and teachers' understanding of Islamic values.https://esi.isu.ac.ir/article_77072_de01f2122cc2da588e8d5216944efefd.pdfeducational modelvalue creationteacherscurriculumteaching-learning |
| spellingShingle | Abedin Darabi Emarati Design and Validation of Value-creating Educational Model علوم تربیتی از دیدگاه اسلام educational model value creation teachers curriculum teaching-learning |
| title | Design and Validation of Value-creating Educational Model |
| title_full | Design and Validation of Value-creating Educational Model |
| title_fullStr | Design and Validation of Value-creating Educational Model |
| title_full_unstemmed | Design and Validation of Value-creating Educational Model |
| title_short | Design and Validation of Value-creating Educational Model |
| title_sort | design and validation of value creating educational model |
| topic | educational model value creation teachers curriculum teaching-learning |
| url | https://esi.isu.ac.ir/article_77072_de01f2122cc2da588e8d5216944efefd.pdf |
| work_keys_str_mv | AT abedindarabiemarati designandvalidationofvaluecreatingeducationalmodel |