Document Type : Research Paper
Author
elementary education expert, education department
Abstract
The purpose of this study was to investigate the place of moral education in the curriculum of hedyehhaie aseman from the viewpoint of teachers with emphasis on thinking and thinking skills, critique and evaluation, social responsibility and pragmatism. The research method is descriptive and survey type. The statistical population consisted of all male and female teachers of the fifth and sixth grade of the north of West Azarbayejan province (Chayparet, Maku and Poldasht), which 136 teachers based on Morgan and Karjesian tables were selected by stratified random sampling based on two gender variables Students were selected through a questionnaire and 40 question based on the five-choice Likert spectrum were used to collect the data. Descriptive statistics, Friedman test and independent t-test were used to analyze the data. The results showed that in both the fifth and sixth components of social responsibility and pragmatism are the most important and the least important. From the viewpoint of the fifth grade male and female teachers, there is no significant difference in the components of thinking and reasoning, critique, evaluation and pragmatism, but there is a significant difference in relation to social responsibility component. Similarly, from the viewpoint of male and female teachers at the sixth grade, there is no significant difference in the components of critique, evaluation and pragmatism, but there is a significant difference between the components of thinking and reasoning and social responsibility. In general, students' knowledge and awareness of their social responsibility are emphasized in the content of the material, but pragmatism (attitude in behavior) as the highest level of moral thinking has not been of a desirable level.
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