پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,493,411 |
| تعداد دریافت فایل اصل مقاله | 8,884,963 |
واکاوی و تدوین کدهای اخلاقی برنامه درسی کار و فناوری | ||
| اندیشه های نوین تربیتی | ||
| مقاله 4، دوره 17، شماره 3 - شماره پیاپی 61، آبان 1400، صفحه 85-106 اصل مقاله (408.4 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.29375.2902 | ||
| نویسندگان | ||
| مهدی ملکی1؛ محمدجواد لیاقتدار* 2؛ محمد رضا نیلی3 | ||
| 1دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران. | ||
| 2استاد گروه برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3دانشیار گروه برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران. | ||
| چکیده | ||
| هدف این پژوهش شناسایی و تدوین کدهای اخلاقی برنامه درسی کار و فناوری دوره اول متوسطه از نگاه معلمان است. برای دستیابی به این هدف از روش پدیدارشناسانه بهره گرفته شد. جامعه پژوهش، شامل معلمان سرگروه درس کار و فناوری بود. برای نمونه‌گیری از روش هدفمند از نوع معیاری استفاده شد و با 13 نفر شرکت‌کننده در پژوهش مصاحبه نیمه ساختاریافته تا حد اشباع انجام شد. سپس برای تجزیه و تحلیل داده‌ها از روش کدگذاری سه مرحله‌ای (باز، محوری و گزینشی) استفاده شد. یافته‌ها نشان داد در مجموع کدهای اخلاقی برنامه درسی کار و فناوری از نظر معلمان، دو مقوله اصلی و دوازده مقوله فرعی؛ کدهای اخلاقی کار (مسئولیت پذیری، عدل و انصاف، صداقت و درستکاری، امانتداری و کسب روزی حلال) و کدهای اخلاقی فناوری (مالکیت فکری، کپی‌رایت، امنیت اطلاعات، حریم خصوصی، دسترسی، صحت و درستی اطلاعات و آداب و معاشرت شبکه‌ای) را شامل می‌شود. لذا بنا به اهمیت موضوعات اخلاق کار و فناوری ضرورت دارد که کدهای اخلاقی اشاره شده در این پژوهش مورد توجه جدی برنامه‌ریزان درسی کار و فناوری برای تدوین برنامه‌ای منسجم و همچنین معلمان در امر یاد دهی- یادگیری قرار بگیرد. | ||
| کلیدواژه‌ها | ||
| اخلاق؛ برنامه درسی؛ فناوری؛ کار | ||
| عنوان مقاله [English] | ||
| Exploring and Developing the Ethical Codes for Work and Technology Curriculum | ||
| نویسندگان [English] | ||
| Mehdi Maleki1؛ Mohammad javad Lyaghatdar2؛ Mohamad reza Nili3 | ||
| 1PhD in Curriculum Development, Department of Educational Sciences, Isfahan University, Isfahan, Iran | ||
| 2Professor of Curriculum Development, Department of Educational Sciences, Isfahan University, Isfahan, Iran | ||
| 3Associate Professor of Curriculum Development, Department of Educational Sciences, Isfahan University, Isfahan, Iran | ||
| چکیده [English] | ||
| Abstract The present study aims to explore and develop the ethical codes for the work and technology curriculum of the junior high school from the teachers' point of view. This qualitative research used phenomenological methodology. The findings showed that teachers identify two main categories and twelve subcategories for work and technology curriculum ethical codes: work ethical codes of responsibility, fairness, honesty and integrity, trustworthiness and halal earning, and technology ethical codes of intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette). Introduction Ethical codes determine ethical do's and don'ts in any profession, and provide individuals with a common understanding (Gharamaleki, 2017). As one of the eleven domains of education and learning in the national curriculum, work and technology curriculum inevitably involves ethical issues. Since this curriculum focuses on obtaining practical skills for an efficient productive life and competencies relating to the relevant technologies, particularly information and communication technology, we have two main concepts: professional or occupational training and technology training. Review of the literature reveals the following published research in this regard: Ayati et al. (2019), Aghili et al. (2019), Maleki et al. (2019), Farmahinifrahani et al. (2014), Bourke et al. (2020), Bleazby et al. (2020), Daccache (2019), Nishino (2017), and Segev (2016). Since curriculum provides the path for realization and practice of ethical issues, work and technology curriculum has an important place in the development of students’ skills in the modern world for its key concepts of work and technology, and that students should have a greater commitment and adherence to ethical issues, the present study was conducted to explore and develop ethical codes for the work and technology curriculum and answer the question of “What are the ethical codes for work and technology curriculum from the teachers’ perspective?”. Method Given the nature of the study subject, the present study was conducted using a qualitative phenomenological approach. The statistical population included teachers of work and technology from across the country. Purposive sampling was conducted using criterion strategy. With prior arrangements made with the Office of Compilation of Technical and Vocational Textbooks, 13 head teachers (10 men and 3 women) were interviewed until data saturation. After selecting the participants, data were collected using semi-structured interviews. Concerns about lack of time to interview the participants were abated through prior arrangements. Each interview lasted 50-70 minutes. Face validity and content validity of the interview questions were confirmed by several professors of educational sciences. To determine the validity of the data, strategies such as member check and peer check were used. Member check and peer check were used to ensure that the interpretation of the data reflected the study phenomenon, such that the data were encoded by three researchers familiar with the qualitative studies after transcribing the interviews, and their comments were implemented and completely approved. Next, for the purpose of member check, the findings and codes extracted from interviews were given to four participants for their approval. An external observer with expertise in qualitative studies and qualitative data analysis was used to ensure dependability of the study. Results Question: What are the ethical codes for work and technology curriculum from the teachers’ perspective? According to the results, the ethical codes for work and technology curriculum from the teachers’ perspective include two main items: ethical codes of work (responsibility, fairness, honesty and integrity, trustworthiness and halal income), and ethical codes of technology (intellectual property, copyright, information security, privacy, access, information accuracy and networking etiquette), as explained below. Figure 1 shows the ethical codes of work and technology. Discussion and Conclusion The presence of ethics together with reason, faith, science and practice in the national curriculum targeting model reflects that ethical issues are valued and seriously addressed for helping students achieve some degrees of basic competencies. With regard to the ethical codes of work, our results generally concur with those obtained in the following studies: Mirkamali and Haj Khazimeh (2016) in terms of the components of honesty, fairness, and responsibility; Sayyadi, Tooranloo, Saghafi (2017) in terms of the Islamic work ethics consequences in the social field; Maleki et al. (2019) in terms of work and technology ethical skills; Bleazby (2020) in terms of ethical habits and values (honesty and care); Mason (1986) in terms of the ethical codes of technology such as privacy, access and accuracy; Rasinen (2003) in the dimension of social/conscious/ethical thinking; Akay study (2008) in terms of ethical issues such as privacy, assets, copyrights, networking etiquette, access and accuracy, and Lucey and Grant study (2009) in terms of privacy, and accessibility. | ||
| کلیدواژه‌ها [English] | ||
| Curriculum, Ethics, Technology, Work | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Adib U, et al. (2016). Design and validation of the optimal Pattern of Technology Education Curriculum for basic education (Basic 9- 1). [Dissertation]. Tabriz University - Faculty of Psychology and Educational Sciences. (Text in Persian). Aghili, S., Alomalhoda, Fathi Vajargah, K. (2019). Examining the dominant principles in the Designing of the appropriate Model for moral Education in the Elementary Period of the Iranian Educational System. Journal of Educational Sciences, 26(1): 15-34. (Text in Persian). Akcay, B. (2008). The relationship between technology and ethics: From society to schools. Turkish Online Journal of Distance Education, 9(4): 120-127. Ayati, M. Ghorani sirjani, S. Gholampour, M. (2019). Explaining the Elements of Moral Education Curriculum for Primary School Students based on Humanistic Psychology. Bioethics Journal, spring. 9 (31):47-61. (Text in Persian). Autio, O. (2016). Traditional craft or technology education: Development of students’ technical abilities in Finnish comprehensive school. International Journal of Research in Education and Science, 2(1): 75-84. Bleazby, J. (2020). Fostering moral understanding, moral inquiry & moral habits through philosophy in schools: a Dewey Ian analysis of Australia’s Ethical Understanding curriculum. Journal of Curriculum Studies, 52(1): 84-100. Brown, R. A., & Brown, J. W. (2010). What is technology education? A review of the “official curriculum”. The Clearing House, 83(2): 49-53. Bourke, M., Kinsella, W., & Prendeville, P. (2020). The Implementation of an Ethical Education Curriculum in Secondary Schools in Ireland. Education Sciences, 10(1): 14. Daccache, J. (2019). Examining the Relationship between Educational Technology and Morality: A Case Study of an American Catholic Middle School. Esmaeili, M, Durandish, A R. (2013).Technology education. Magazine Growth of Secondary Education.19 (107): 48-51. (Text in Persian). Farmahinifarahani, M., Maleki, M., & Allaf, A. F. (2014). Identify and develop components of student ethical codes. The journal of Ethics in Science & Technology. 9(3): 68-79. (Text in Persian). Gharamaleki, A, F. (2017). Professional ethics, Majnoon Publications, Tehran. (Text in Persian). Gharamaleki, A, F. (2016). Professional ethics, Majnoon Publications, Tehran. Professional ethics in school. School publications, second edition. (Text in Persian). Ghaoumibidhendi, A D, Eatemadahari, A. (2020). Effective Factors on Educating Ethics in Schools. Ethics in science and Technology. 14 (5) :142-151. (Text in Persian). Hassani, M. (2016). Investigation of the moral education approach in formal and general education: the case of elementary schools. Journal of Islamic Education, 11(22): 25-51. (Text in Persian). Kananoja, T. A. P. A. N. I. (2009). Technology education in general education in Finland. International handbook of research and development in technology education, 51-64. Lucey, T. A., & Grant, M. M. (2009). Ethical issues in instructional technology: An exploratory framework. Multicultural Education & Technology Journal, 3(3): 196-212. Lucy E. Bailey. (2010). Vocational Education Curriculum. In Encyclopedia of Curriculum Studies. London: SAGE Publications. Maleki, M., Liaghatdar, M., Nili, M. (2020). Phenomenological study of determining the basic skills of work and technology curriculum. Technology of Education Journal (TEJ), 14(2): 369-381. (Text in Persian). Mason, R. O. (1986). Four ethical issues of the information age. Mis Quarterly, 5-12. Mirkamali, S., Hajkhozeime, M. (2016). Design Patterns the Professional Ethics of Elementary School Teachers: Case Study of Government boys’ Primary School Teachers in Tehran. Educational and Scholastic studies, 5(1): 9-30. (Text in Persian). Mirshahjafari, E. Kalbasi, A. (2009). Ethics-oriented curriculum perspective based on character development, Journal of Ethical Knowledge. Moral wisdom Journal. 1(1): 171-185. (Text in Persian). Morris, Robert C. (2010). History of Career Education Curriculum. In Encyclopedia of Curriculum Studies. London: SAGE Publications. Narinasamy, Ilhavenil & Wan Mamat, Wan Hasmah.(2013). Utilization of Ict by Moral Education Teachers. The Malaysian Online Journal of Educational Technology, 1(4): 44. National Education Curriculum Document (2012). Tehran: Supreme Council of the Cultural Revolution. (Text in Persian). Nishino, M. (2017). The challenge of developing meaningful curriculum initiatives for moral education in Japan. Journal of Moral Education, 46(1): 46-57. J. Williams (2012), Technology Education for Teachers. Sense. All rights reserved. Pp(1-14). Rasinen, A. (2003). An Analysis of the Technology Education Curriculum of Six Countries. Journal of Technology Education, 15(1): 31-47. Reinsfield, E. (2016). A Future-Focus for Teaching and Learning: Technology Education in Two New Zealand Secondary Schools. Teachers and Curriculum, 16(1): 67-76. Rogers, G. E. (1995). Technology Education Curricular Content: A Trade and Industrial Education Perspective. Journal of Industrial Teacher Education, 32(3): 59-74. Pule’, S. (2018). Curriculum components of technology education within the Maltese National minimum curriculum from year 1999 to 2016. International Journal of Technology and Design Education, 1-32. Purković, D. (2018). Conceptualization of Technology as a Curriculum Framework of Technology Education. In Proceedings TIE 2018. University of Kragujevac, Faculty of Technical Sciences Čačak, Serbia. Sayyadi Tooranloo, H., Saghafi, S. (2017). The Outcomes of the Islamic Work Ethic. Journal of Islamic Management, 25(4): 175-202. (Text in Persian). Savage, E., & Sterry, L. (1990). A Conceptual Framework for Technology Education Part 2. Technology Teacher, 50(2): 7-11. Segev, A. (2016). Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education. Educational Philosophy and Theory, 1-10. Sobhaninejad, M., Ahmadabadi Arani, N., Jalalvand, T., Mohammadi, A. (2018). Explaining the curriculum of moral education in the aspect of comparative analysis of Kant’s and Mullah Ahmad Naraqi’s Theories. Research in Curriculum Planning, 15(56): 30-48. (Text in Persian). Sharriari, H. (2009). IT ethics. Wisdom and Knowledge Information Monthly.4 (3): 33.15-19. (Text in Persian). Tavasoli, G. A. Nahavandi, M. N. (2008). A Study on Work Ethic. Women in Development & Politics, 6(3): 39-60. (Text in Persian). Williams, Philip (1996). The culture of exceptional children, translated by Ahmad to Pajooh and others. First Edition. Besat. (Text in Persian). Wright, R. T., & Lauda, D. (1993). Technology education—A position statement. The Technology Teacher, 52(4): 3–5. | ||
|
آمار تعداد مشاهده مقاله: 617 تعداد دریافت فایل اصل مقاله: 288 |
||
