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:: Volume 3, Issue 1 (2018) ::
qaiie 2018, 3(1): 89-120 Back to browse issues page
Designing Resistance Economy Content Framework to be Included in the Learning Areas of the National Curricula Based on the Guidelines of Islamic Revolution Leader Ayatollah Khamenei
Hassanali Garmabi *
Corresponding Author: Ph.D. in Curriculum Planning, Faculty of Education and Psychology, Allameh Tabataba’i University, Tehran, Iran , h.garmabi@cfu.ac.ir
Abstract:   (3716 Views)
This study intended to design resistance economy content framework to be included in the learning areas of  the national primary and secondary curricula based on the guidelines of Islamic Revolution Leader Ayatollah Khamenei. This is an applied research which was carried out through qualitative content analysis and survey methods. The population of the study comprised related documents and resistance economy experts that were selected via purposive sampling. Data analysis was undertaken by qualitative analysis and descriptive statistics. Findings of the research provided resistance economy content framework to be included in the national curricula. Within this framework, the nature of three components, i.e., objectives, content and organization of content, was identified. For the objectives component, 13 general objectives were first identified in terms of competencies and then detailed objectives related to three-year stages of primary and secondary education were specified. The content element contained a topical outline identifying major resistance economy content areas to be covered in the courses. As to the organization of content, it is suggested that content areas be organized between three-year stages of education based on a combination of vertical methods of content organization such as easy to difficult, distanced to close, objective to subjective, and spiral. And finally multidisciplinary organization of content has been proposed for horizontal organization of content areas in each of the three-year stages of education.
Keywords: content framework, resistance economy, national curriculum, Islamic Revolution Leader Ayatollah Khamenei, learning areas
Full-Text [PDF 514 kb]   (1175 Downloads)    
Type of Study: Research | Subject: Special-Qualitative
Received: 2018/01/13 | Revised: 2018/12/7 | Accepted: 2018/06/9 | Published: 2018/11/30 | ePublished: 2018/11/30
References
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3. Finkelstein, N., Hanson, T., Huang, C.-W. Hirschman, B., & Huang, M. (2010). Effects of problem based economics on high school economics instruction. US Department of Education, Institute of Education Sciences.
4. Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Education Change, 7(4), 259–287. [DOI:10.1007/s10833-005-4884-6]
5. Walstad, W., & Watts, M. (2015). Perspectives on economics in the school curriculum: Coursework, content and research. The Journal of Economic Education, 46(3), 324-339. [DOI:10.1080/00220485.2015.1040185]

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Garmabi H. (2018). Designing Resistance Economy Content Framework to be Included in the Learning Areas of the National Curricula Based on the Guidelines of Islamic Revolution Leader Ayatollah Khamenei . qaiie. 3(1), 89-120. doi:10.29252/qaiie.3.1.89
URL: http://qaiie.ir/article-1-77-en.html
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Volume 3, Issue 1 (2018) Back to browse issues page
نشریه مسائل کاربردی تعلیم و تربیت اسلامی Journal of Applied Issues in Islamic Education
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