مطالعات برنامه درسی

مطالعات برنامه درسی

ارائه الگوی مفهومی جامع برنامه‌درسی آموزش سواد حقوقی به دانش‌آموزان(یک مطالعه فراترکیب)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار گروه علوم تربیتی
2 دانشیار گروه علوم تربیتی دانشگاه فرهنگیان
چکیده
پژوهش حاضر با هدف فراترکیب برنامه‌درسی آموزش سواد حقوقی به دانش‌آموزان و ارائه یک الگوی مفهومی جامع انجام شد. تمرکز پژوهش بر شناسایی مضامین اصلی در پنج محور بود: . روش پژوهش کیفی و مبتنی بر فراترکیب با استفاده از الگوی روبرتس بود. جامعه پژوهش کلیه مطالعات مرتبط با برنامه‌درسی آموزش سواد حقوقی در داخل و خارج کشور را شامل می‌شد که با نمونه‌گیری هدفمند، ۱۸ پژوهش به‌عنوان نمونه نهایی انتخاب و تحلیل شدند. ابزار گردآوری داده‌ها، چک‌لیست و سیاهه تحلیل محتوا بود که روایی آن به تأیید متخصصان رسید. داده‌ها با روش مرور نظام‌مند توصیفی، تحلیل تفسیری و تحلیل مضمون بررسی و مضامین پایه، سازنده و فراگیر استخراج شدند. نتایج نشان داد که سواد حقوقی باید در چارچوبی تلفیقی از ابعاد دانشی، نگرشی، توانشی و محیطی طراحی شود و مؤلفه‌هایی همچون عدالت، حقوق شهروندی، مسئولیت‌پذیری، مهارت‌های استدلال حقوقی، محیط یادگیری تعاملی، مشارکت خانواده و نهادهای اجتماعی نقش بنیادین دارند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Providing a comprehensive conceptual model for the curriculum of legal literacy education for students (a meta-synthesis study)

نویسندگان English

javad jahan 1
مرزبان adibmanesh 2
1 techer استادیار گر.وه علوم تربیتی
2 دانشیار گروه علوم تربیتی دانشگاه فرهنگیان
چکیده English

The present study aimed to meta-synthesize the legal literacy curriculum for students and provide a comprehensive conceptual model. 5) key suggestions for developing a desirable conceptual model. The research method was qualitative and based on meta-synthesize using the Roberts model. The research population included all studies related to the legal literacy curriculum in Iran and abroad, and 18 studies were selected and analyzed as the final sample through purposive sampling. The data collection tool was a checklist and a content analysis list, the validity of which was confirmed by experts. The data were analyzed using a systematic descriptive review, interpretive analysis, and content analysis, and basic, constructive, and comprehensive themes were extracted. The results showed that legal literacy should be designed in a framework that integrates knowledge, attitudinal, competency, and environmental dimensions, and that components such as justice, citizenship rights, responsibility, legal reasoning skills, interactive learning environments, family participation, and social institutions play a fundamental role

کلیدواژه‌ها English

Keywords: Legal literacy
curriculum
legal education
meta-synthesis
students
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دوره 21، شماره 81 - شماره پیاپی 81
با تمرکز بر جنبه های فرهنگی و اجتماعی برنامه درسی
تابستان 1405
صفحه 101-128

  • تاریخ دریافت 28 آذر 1404
  • تاریخ بازنگری 23 فروردین 1405
  • تاریخ پذیرش 04 اردیبهشت 1405