Document Type : Original Article
Authors
1 Assistant Professor Department of Educational and Curriculum Innovations Institute for Research and Planning in Higher Education, Tehran, Iran
2 Assistant Professor Department of Educational Sciences, Farhangian University, 889-14665 PO Box, Tehran, Iran.
Abstract
This research was conducted with the purpose of designing conceptual and process models of the curriculum of technology knowledge in the field of Farhangian University. In order to achieve this goal, a qualitative approach of the phenomenological research method was used. The statistical population of the research included specialists and experts, the intended curriculum of Farhangian University's primary education field, related scientific research articles between the years 2000 and 2024. Using the purposeful sampling method, a semi structured interview was conducted with 15 experts and experts for the model presentation stage and 9 of them for the model validation stage and model form (conceptual and process) proposed by the research. In the current research, interview tools and questionnaires were used, and for the validity of the tools, face validity, believability criteria, review by members and multi sidedness of data sources were used, and for the reliability of the tools, Scott's method, auditing method and agreement method between coders (Kappa coefficient) were used. Based on the findings of the research, the most important components of competencies related to technology were identified for the intended curriculum of Farhangian University's elementary education field, and the proposed (conceptual and process) model for the technology knowledge curriculum of Farhangian University's elementary education field was designed and approved. Competencies related to technology in the curriculum contain many components. These components can be placed next to the components related to psychological, social and philosophical foundations and be used in the design, development and implementation of curricula.
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