Volume 3, Issue 3 (2018)
2018, 3(3): 115-125 |
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1- Educational Sciences Department, Humanities Faculty, Arak Branch, Islamic Azad University, Arak, Iran
2- Educational Sciences Department, Humanities Faculty, Arak Branch, Islamic Azad University, Arak, Iran , m-seifi@araku.ac.ir
2- Educational Sciences Department, Humanities Faculty, Arak Branch, Islamic Azad University, Arak, Iran , m-seifi@araku.ac.ir
Abstract: (5883 Views)
Aims: The aim of this study was to design and validate critical thinking curriculum for the undergraduate course stories and parables of the Holy Quran.
Materials & Methods: The research was carried out in a mixed (qualitative- quantitative) method in two stages of design and validation. Participants of this phase of the study consisted of 40 students of the Holy Quran, who were randomly assigned to two experimental and control groups. The validity of the curriculum was evaluated through a questionnaire from a group of 20 experts and the effectiveness of the curriculum was carried out in a semi-experimental design with a pre-test and post-test design with the control group. In the design phase, firstly, the general goals of Lipman’s educational philosophy for the children, Facine’s critical thinking, and the goals of higher education in Iran were deduced. Then, among the 40 stories and 50 parables of the Holy Quran, 4 stories and 7 parables were selected for general goals and Islamic curriculum was selected and designed based on Fischer's “Stories for Thinking”. Teaching-learning methods and evaluation were determined by following the critical thinking teaching style. Validation of the designed curriculum was carried out in two stages.
Findings: There was a significant difference between the mean scores of students' critical thinking in the experimental group compared to the control group. The validity of the designed critical thinking curriculum for the cognitive course based on stories and parables of the Holy Quran was acceptable.
Materials & Methods: The research was carried out in a mixed (qualitative- quantitative) method in two stages of design and validation. Participants of this phase of the study consisted of 40 students of the Holy Quran, who were randomly assigned to two experimental and control groups. The validity of the curriculum was evaluated through a questionnaire from a group of 20 experts and the effectiveness of the curriculum was carried out in a semi-experimental design with a pre-test and post-test design with the control group. In the design phase, firstly, the general goals of Lipman’s educational philosophy for the children, Facine’s critical thinking, and the goals of higher education in Iran were deduced. Then, among the 40 stories and 50 parables of the Holy Quran, 4 stories and 7 parables were selected for general goals and Islamic curriculum was selected and designed based on Fischer's “Stories for Thinking”. Teaching-learning methods and evaluation were determined by following the critical thinking teaching style. Validation of the designed curriculum was carried out in two stages.
Findings: There was a significant difference between the mean scores of students' critical thinking in the experimental group compared to the control group. The validity of the designed critical thinking curriculum for the cognitive course based on stories and parables of the Holy Quran was acceptable.
Type of Study: Research |
Subject:
Special
Received: 2018/08/9 | Accepted: 2018/09/12 | Published: 2018/09/22
Received: 2018/08/9 | Accepted: 2018/09/12 | Published: 2018/09/22
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