An Assessment of Components of Human Rights Education in Highschool Curricula in Iran
Journal Title: The Journal of Human Rights - Year 2015, Vol 10, Issue 1
Abstract
The present study has been carried out on one of the most fundamental issues in the field of political pedagogy and curriculum as human rights education programs within schools. The main objective of this study consists of two issues that include, identifying concepts and components of human rights as well as assessment of the amount of attention that has been paid to the concepts and components of human rights in the curriculum and educational system of high schools in Iran. In this study, regarding components of human rights education, three basic areas of knowledge, skills and attitudes in human rights education have been considered and the amount of attention to these components in the three areas of design, implementation and evaluation of curriculum have been reviewed. The questions of the research have been structured to examine teachers, students and experts' opinions. The research method is descriptive – analytical. The result collected by researcher - administered questionnaire based on Cronbach's alpha is %88. The study population includes 420 humanities teachers of high schools in the city of Kashan from 2009 – 2010. A total of 200 humanities teachers have been selected through using stratified random sampling and a number of 27 educators with simple random sampling as subjects of study have been selected through using sample size table and Cochran's formula. Also by using census sampling [2], a total of 15 curriculum experts of high school working in the Office of Planning and Compiling of Organization for Educational Research and Planning answered the questionnaire. To analyze the data at the level of descriptive statistics (frequency distribution tables, graphs, averages, etc.) and T & F in inferential statistics (ANOVA analysis test) was used. The results showed that there is agreement between students, teachers and curriculum experts regarding teaching the discussed concepts of human rights in areas of knowledge, skills and attitudes. Curriculum experts have evaluated the amount of attention to human rights concepts and components in the areas of curriculum designing relatively low. There is no significant difference among the opinions of students, teachers and experts regarding peace education. تحقیق حاضر در زمینه یکی از اساسی‌ترین مباحث در حوزه تعلیم و تربیت سیاسی و برنامه درسی تحت عنوان آموزش حقوق بشر انجام شده است. هدف اصلی این تحقیق را دو مسئله تشکیل داده است که عبارتند از: شناسایی مفاهیم و مؤلفه‌های حقوق بشر و میزان توجه به مفاهیم و مؤلفه‌های حقوق بشر در برنامه‌های درسی مدارس متوسطه در نظام آموزشی ایران. در این تحقیق در زمینه مؤلفه‌های آموزش حقوق بشر سه حیطه اساسی دانش، توانش و نگرش حقوق بشر مد نظر قرار گرفته است و میزان توجه به این مؤلفه‌ها در سه حیطه طراحی، اجرا و ارزشیابی برنامه‌های درسی بررسی شده است. سؤالات این تحقیق پیرامون نظرات معلمان، دانش‌آموزان و کارشناسان سازماندهی شده و روش تحقیق از نوع تحقیقات توصیفی پیمایشی بوده است. ابزار جمع‌آوری اطلاعات پرسش‌نامه محقق ساخته با آلفاکرنباخ 88% می‌باشد. جامعه تحقیق مشتمل بر 420 نفر از دبیران رشته علوم انسانی دوره متوسطه شهر کاشان در سال 1388-1389 می‌باشند که با استفاده از جدول تعیین حجم نمونه و فرمول کوکران تعداد دویست نفر از دبیران رشته علوم انسانی با روش نمونه‌گیری تصادفی طبقه‌ای و تعداد 27 نفر از متخصصان تعلیم و تربیت با روش نمونه‌گیری تصادفی ساده به عنوان آزمودنی انتخاب شده‌اند و نیز با استفاده از روش نمونه‌گیری تمام شماری تعداد پانزده نفر از کارشناسان برنامه درسی دوره متوسطه در دفتر برنامه‌ریزی و تألیف سازمان پژوهش در برنامه‌ریزی آموزشی به پرسش‌نامه‌ها پاسخ دادند. برای تجزیه و تحلیل داده‌ها در سطح آمار توصیفی (از جدول توزیع فراوانی، نمودار، میانگین و ... ) و Tو F در سطح آمار استنباطی (آزمون و تحلیل واریانس یکراهه) استفاده شده است. نتایج نشان داد که دانش‌آموزان، معلمان و کارشناسان برنامه‌ریزی درسی با آموزش مفاهیم مطروحه حقوق بشر در حیطه‌های دانش، توانش و نگرش موافقند. کارشناسان برنامه درسی میزان توجه به مفاهیم و مؤلفه‌های حقوق بشر را در حیطه طراحی برنامه درسی بسیار و نسبتاً کم ارزیابی کرده‌اند. بین نظرات دانش‌آموزان، معلمان و کارشناسان در خصوص آموزش صلح تفاوت معنی‌داری وجود ندارد.
Authors and Affiliations
Abbas Shekari
Keywords
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