Volume 3, Issue 3 (September 2024)
IJER 2024, 3(3): 189-204 |
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:
Nikmohammadi Z, shafiee N, Araghieh A. (2024). Designing a Heutagogy Curriculum Template for the Second Level of High School. IJER. 3(3), 189-204. doi:10.22034/3.3.189
URL: http://ijer.hormozgan.ac.ir/article-1-197-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-197-en.html
1- PhD Student of Curriculum Planning, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran ,dr.n.shafiee@gmail.com
3- Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran ,
3- Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Abstract: (648 Views)
Objective: The current research was conducted with the aim of designing a Heutagogy curriculum model for the second level of high school in Tehran.
Methods: The method of this research is applied in terms of purpose and it was done in an exploratory way that in the qualitative part of the method of thematic analysis and research synthesis and the quantitative part was based on structural equation modeling, the method of data collection was done in a mixed method (quantitative and qualitative) and the research tools in the qualitative part were semi-structured interviews and questionnaires and in the quantitative part. The questionnaire resulted from the qualitative phase. In the qualitative section, the Lausche coefficient (CVR) was used to check the content and Cohen's kappa coefficient was used to check the reliability. In this section, to validate the designed model, experts in curriculum and educational psychology completed the relevant questionnaire. In the qualitative section, data analysis was carried out using thematic analysis and research synthesis based on basic themes, organizing themes, and comprehensive themes. The quantitative part was based on structural equation modeling. The statistical population of the quantitative part includes all the secondary school teachers of Tehran city, who were selected using Cohen's formula, with a sample size of 198 people.
Results: At first, the fit of the models related to each of the elements was extracted and at the end, the overall fit of the model was confirmed. The research findings were based on the results of qualitative and quantitative analyzes of the eight elements of flexibility, purpose, educational technology, thinking, facilitation, learner, content and Evaluation for heutagogy curriculum was identified in the second year of high school. Each element had dimensions and components; the total number of identified dimensions was 28 dimensions.
Conclusions: The findings predominantly corroborate the formulation of a heutagogy curriculum for the second level of secondary education.
Methods: The method of this research is applied in terms of purpose and it was done in an exploratory way that in the qualitative part of the method of thematic analysis and research synthesis and the quantitative part was based on structural equation modeling, the method of data collection was done in a mixed method (quantitative and qualitative) and the research tools in the qualitative part were semi-structured interviews and questionnaires and in the quantitative part. The questionnaire resulted from the qualitative phase. In the qualitative section, the Lausche coefficient (CVR) was used to check the content and Cohen's kappa coefficient was used to check the reliability. In this section, to validate the designed model, experts in curriculum and educational psychology completed the relevant questionnaire. In the qualitative section, data analysis was carried out using thematic analysis and research synthesis based on basic themes, organizing themes, and comprehensive themes. The quantitative part was based on structural equation modeling. The statistical population of the quantitative part includes all the secondary school teachers of Tehran city, who were selected using Cohen's formula, with a sample size of 198 people.
Results: At first, the fit of the models related to each of the elements was extracted and at the end, the overall fit of the model was confirmed. The research findings were based on the results of qualitative and quantitative analyzes of the eight elements of flexibility, purpose, educational technology, thinking, facilitation, learner, content and Evaluation for heutagogy curriculum was identified in the second year of high school. Each element had dimensions and components; the total number of identified dimensions was 28 dimensions.
Conclusions: The findings predominantly corroborate the formulation of a heutagogy curriculum for the second level of secondary education.
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/03/7 | Accepted: 2024/07/12 | Published: 2024/09/1
Received: 2024/03/7 | Accepted: 2024/07/12 | Published: 2024/09/1
References
1. Abraham, R. R., & Komattil, R. (2017). Heutagogic approach to developing capable learners. Medical Teacher, 39(3), 295-299. [DOI:10.1080/0142159X.2017.1270433]
2. Al Kandari, A. M., & Al Qattan, M. M. (2020). E-task-based learning approach to enhancing 21st-century learning outcomes. International Journal of Instruction, 13(1), 551-566. [DOI:10.29333/iji.2020.13136a]
3. Attride-Stirling, J., Davis, H., Farrell, L., Groark, C., & Day, C. (2004). Factors influencing parental engagement in a community child and adolescent mental health service: A qualitative comparison of completers and non-completers. Clinical child psychology and psychiatry, 9(3), 347-361. [DOI:10.1177/1359104504043918]
4. Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. [DOI:10.19173/irrodl.v13i1.1076]
5. Booth, M., Blaschke, L. M., & Hase, S. (2017). Practicing the practice: The heutagogy community of practice. Implementing Communities of Practice in Higher Education: Dreamers and Schemers, 549-572. [DOI:10.1007/978-981-10-2866-3_24]
6. Chimpololo, A. (2020). An analysis of heutagogical practices through mobile device usage in a teacher training programme in Malawi. Journal of Learning for Development, 7(2), 190-203. [DOI:10.56059/jl4d.v7i2.391]
7. Halsall, J. P., & Snowden, M. (2017). The pedagogy of the social sciences curriculum. Springer. [DOI:10.1007/978-3-319-33868-2]
8. Jomhor, T., Nateghi, F., & Jallavandi, M. (2020). Study of the position of Pedagogy, andragogy and heutagogy educational Approaches in high school teacher's professional development. School Administration, 8(1), 96-77. [DOI:https://doi.org/10.34785/J010.2020.524]
9. Mehdizadeh, A. (2019). Curriculum change and implementation. Aeizh Publications.
10. Moore, R. L. (2020). Developing lifelong learning with heutagogy: contexts, critiques, and challenges. Distance Education, 41(3), 381-401. [DOI:10.1080/01587919.2020.1766949]
11. Nadelson, L. S., Cain, R., Cromwell, M., Edgington, J., Furse, J. S., Hofmannova, A., . . . Sais, C. (2015). A world of information at their fingertips: College students' motivations and practices in their self-determined information seeking. International Journal of Higher Education, 5(1), 220. [DOI:10.5430/ijhe.v5n1p220]
12. Shafiee, N., & Bakhshi Manesh Gashti, S. (2018). Distance education curriculum in the view of hyutagogy The third national conference of psychology, education and lifestyle, Qazvin, Iran.
13. Solaymani, B., Hakimzadeh, R., & Karamdoost, n. (2015). Study of students' self-determination in virtual College of Mehr-e-Alborz with regard to principles of Heutagogy [Research]. Journal of Theory & Practice in Curriculum, 2(4), 35-60. http://cstp.khu.ac.ir/article-1-2259-fa.html
14. Zakareya, S., & Al-Qahtani, F. (2020). The Effect of Webfolios on Saudi EFL Students' Self-Directed Learning Readiness. International Education Studies, 13(5), 150-159. [DOI:10.5539/ies.v13n5p150]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
