دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (آمیخته)

نویسندگان

1 دانشجوی کارشناسی ارشد مدیریت اموزشی، دانشگاه سمنان، سمنان، ایران

2 استادیار دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

چکیده

هدف: هدف پژوهش حاضر شناسایی مؤلفه­های آموزش حقوق شهروندی در نظام آموزشی کشور از نظر صاحب‌نظران بود.
روش شناسی: این پژوهش با رویکرد ترکیبی آمیخته اکتشافی انجام‌ شد. جامعه آماری بخش کیفی، متخصصان و اساتید دانشگاه­های سراسری کشور در حوزه حقوق شهروندی در سال 1399 بودند که 15 نفر طبق اصل اشباع نظری با روش نمونه­گیری هدفمند انتخاب شدند. جامعه آماری بخش کمی، معلمان شهر سمنان در سال تحصیلی 1400-1399 بودند که 267 نفر با استفاده از فرمول کوکران و روش نمونه­گیری تصادفی طبقه­ای به‌عنوان نمونه انتخاب شدند. ابزار پژوهش در بخش کیفی مصاحبه نمیه­ساختاریافته و بررسی اسناد موجود در این زمینه بود. در بخش کمی پرسش­نامه محقق­ساخته مبتنی بر داده­های بخش کیفی بود. میزان پایایی در بخش کیفی با روش هولستی 85/0 محاسبه شد که حاکی از پایایی مطلوب بود و روایی با استفاده از معیار کیفیت (مؤثق بودن) سنجیده و مورد تأیید قرار گرفت. در بخش کمی، برای سنجش روایی پرسشنامه از تحلیل عامل تأییدی و برای محاسبه پایایی از ضریب آلفای کرونباخ استفاده شد، که مقدار بار عاملی تمام مؤلفه­های پرسشنامه بالاتر از 3/0 بود و آلفای کرونباخ برای همه ابعاد بالاتر از 70/0 بدست آمد. در بخش کیفی داده­ها با روش تحلیل مضمون و در بخش کمی داده­ها با روش تحلیل عامل تأییدی در نرم­افزارهای SPSS 21 و LISREL 8.5 تحلیل شدند.
یافته­ها: نتیجۀ تحلیل داده­ها در بخش کیفی منجر به شناسایی ۵۶ مضمون پایه، 11 مضمون سازمان­دهنده فرعی در زمینۀ حقوق شهروندی گردید که در قالب ۴ مضمون سازمان­دهنده اصلی حقوق اجتماعی با سه مضمون فرعی (حمایت­های مالی و درآمدی، حقوق آموزشی و بهداشتی، حمایت­های قضایی)، حقوق سیاسی با دو مضمون فرعی (حقوق عضویت و مشارکت، حقوق شرکت در تجمعات)، حقوق مدنی با چهار مضمون فرعی (آزادی عملکرد فردی، آزادی اندیشه، آزادی اقتصادی و اجتماعی، حقوق مربوط به مساوات)، حقوق فرهنگی با دو مضمون فرعی (حداقل حقوق فرهنگی پایه، حمایت­ها و حفاظت­های فرهنگی) سازمان‌دهی شدند. نتایج تحلیل عامل تأییدی حاکی از تأیید بار عاملی مضمون­های پایه و سازمان­دهنده جهت اندازه­گیری آموزش حقوق شهروندی بود.
بحث و نتیجه­گیری: با توجه به مضامین شناسایی شده، برنامه­ریزی برای آموزش حقوق شهروندی در مدارس کشور و آگاه نمودن دانش­آموزان ضروری است. بنابراین لازم است تا مسئولان نظام آموزشی توجه و اهتمام بیشتری نسبت به آموزش حقوق شهروندی و گنجاندن مطالب بیشتری از این حقوق در کتاب­ها و برنامۀ درسی دانش­آموزان داشته باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying the Components of Citizenship Rights Education in the Educational System of the Country from the Viewpoint of Experts: A Mixed Study

نویسندگان [English]

  • Samaneh Dehghanzadeh 1
  • Sakineh Jafari 2

1 Master student of educational management, Semnan University, Semnan, Iran

2 Assistant Professor, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

چکیده [English]

Purpose: The aim of the present study was to identify the components of citizenship rights education in the educational system of the country from the viewpoint of experts.
Methodology: This research is done with an exploratory mixed approach which content analysis method was used. The statistical population of the qualitative section was experts and professors of National Universities that 15 people practical experience were selected as participants using purposive-theoretical sampling method. In a small part, teachers in Semnan in the academic year 2020 formed a statistical population that 267 people were selected using stratified random sampling method and using the Cochran's formula. Data was collected via questionnaire developed in the qualitative stage of the study. The degree of reliability in the qualitative part was calculated by the Holst method of 0.85, which indicated the desired reliability. Validity was measured and confirmed using quality criterion.
In quantity section, to assess the validity of the questionnaire and confirmatory factor analysis were used and to calculate the reliability, Cronbach’s alpha was utilized. The results indicated that this questionnaire has the necessary validity and reliability in terms of quantity. The value of factor loading of all components of the questionnaire was higher than 0.3 and Cronbach's alpha was higher than 0.70 for all dimensions. In the qualitative section and exploratory and confirmatory factor analysis were used in the quantitative section in SPSS 21 and LISREL 8.5 Software.
Findings: The result of data analysis in the qualitative section led to the identification of 56 basic themes, 11 sub-organizing themes in the field of citizenship rights that were organized in the form of 4 main organizing themes social rights with three sub-themes (financial and income supports, educational and health rights, judicial supports), political rights with two sub-themes (membership and participation rights, the rights to participate in gatherings), civil rights with four sub-themes (freedom of individual action, freedom of thought, economic and social freedom, rights related to equality), cultural rights with two sub-themes (minimum basic cultural rights, cultural protections and conservations). The results of confirmatory factor analysis indicated the confirmation of the factor load of the basic and organizing themes to predict the measuring instrument of civil rights education.
Conclusion: According to the identified themes, it is necessary to plan for teaching citizenship rights in the country's schools and informing students. Therefore, it is necessary for the officials of the educational system to pay more attention to teach citizenship rights and to include more of these rights in students' textbooks and curricula.

کلیدواژه‌ها [English]

  • Education
  • Citizenship Rights
  • Experts
  • Education System
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