Volume 11, Issue 21 (3-2023)
نظریه و عمل 2023, 11(21): 391-452 |
Back to browse issues page
Research code: 171961
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
parvazimoghadam Z, FathiVajargah K F, Poushaneh K. (2023). Studying the curriculum, proportional to the characteristics of Generationz in the Generation Z in Tehran's high schools. نظریه و عمل. 11(21), : 11
URL: http://cstp.khu.ac.ir/article-1-3355-en.html
URL: http://cstp.khu.ac.ir/article-1-3355-en.html
Abstract: (2967 Views)
Abstract: Thecurrent research aimed to analyze the curriculumsuitable for the characteristics.of.generationz.inTehran's high school.the This study has a qualitative approach in terms of purpose, and application, and based on the theory of Siofang and Chanon,it has an inductive content analysis.This research is based on semi-structured interviews and purposeful sampling with the participation of 43 people from scientific, executive, and focal groups.Afterthe semi-structured interviews during the coding stages, data analysis was done in 7 steps.To validatethe findings, the methodof negotiationwith external auditors was used and for reliability, the Lincoln and Guba method was used. Findings: In addition to emphasizing the importance of generational knowledge and the characteristics, preferences and needs of generation z, the curriculum is suitable for the characteristics of generation z، based on 200 indicators of 30 components and 10 principles(logic,goals,contentlearningstrategies,characteristicsofteachersofgenerationz,learning.situations,assessmentand,evaluation،backgroundfactors,emergingphenomena, and modern revolutions) whichled to the extraction of theconceptual frameworkof thecurriculumsuitablefor thecharacteristics of generation z.
Article number: 11
Type of Study: Research |
Received: 2021/12/22 | Revised: 2023/12/2 | Accepted: 2023/06/23 | Published: 2023/09/1
Received: 2021/12/22 | Revised: 2023/12/2 | Accepted: 2023/06/23 | Published: 2023/09/1
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
