Curriculum Framework Based on Cultural Literacy Development in High School Education from Zais’s Perspective

Document Type : Scientific - Research

Authors

1 PhD student of Curriculum Studies, Department of Educational and Curriculum Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Associate Professor, Department of Educational and Curriculum Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 Associate Professor, Department of Curriculum Planning and Management, Faculty of Psychology and Educational Sciences, University of Allameh Tabatabai, Tehran, Iran

Abstract

Objective: The purpose of this study is to provide a curriculum framework based on the development of cultural literacy in high school according to the Zais perspective.
Materials and Methods: Applied research method was used for its purpose. It was qualitative in terms of collecting information by using a theoretical method. Determining the characteristics of the desired cultural literacy curriculum of the second period of high school was done based on the Zais model which included two activities. In the first activity, the epistemological foundations of the desirable framework of the curriculum based on the Zais model were explained, and by introducing and explaining these epistemic foundations, the epistemic orientation of the program was determined. In the second activity according to the logic of the cultural literacy curriculum based on items such as a. extracted components of cultural literacy in previous research, b. emphasis and implications of upstream documents of the Iranian education system and c. the Zais (1976) curriculum design model was identified and then the characteristics of areas related to cultural literacy were identified based on the Zais model and the designing of the desired framework was begun. Finally, the framework was designed based on the opinions of 20 experts in curriculum planning and social sciences validated through a semi-structured interview method.
Discussion and Conclusion: Based on the results of the research, 10 areas were suggested for the proposed framework which includes knowledge and experience, content and structure, social and emotional elements, fair and relevant educational opportunities and resources, parent-association participation, educational strategies, cultural literacy curriculum quality, teachers’ competencies, diagnosis and evaluation, and policy-making and supervision, which based on them the framework was designed and approved.

Keywords

References

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