نویسندگان
1 دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، واحد آزادشهر، دانشگاه آزاد اسلامی،آزادشهر، ایران
2 گروه علوم تربیتی، واحد آزادشهر، دانشگاه آزاد اسلامی، آزادشهر، ایران (نویسندۀ مسئول).
3 گروه علوم تربیتی، واحد آزادشهر، دانشگاه آزاد اسلامی، آزادشهر، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Social health is a multidimensional construct essential to the holistic development of primary school students. This study aimed to develop and validate a curriculum model for social health education in primary schools.
Method: A mixed-methods approach with a sequential exploratory design was employed. In the qualitative phase, deductive–inductive content analysis was conducted on 27 selected scientific documents from 84 identified sources and semi-structured interviews with 12 experts in curriculum studies, educational psychology, and sociology of education. Data were analyzed through three-stage coding. In the quantitative phase, the model was validated using data from 250 primary school teachers across three provinces. Measurement and structural models were assessed using reliability, validity, and structural criteria.
Findings: Five core elements were identified: rationale, objectives, content, teaching–learning methods, and assessment. The rationale encompassed individual–psychological, educational–pedagogical, sociocultural, economic, and environmental and inclusive dimensions. Item factor loadings ranged from 0.74 to 0.89; Cronbach’s alpha and composite reliability indicated acceptable internal consistency, and AVE exceeded 0.50 for all constructs. All hypothesized structural relationships were significant at the 0.05 level. R² ranged from 0.235 to 0.530 and Q² from 0.176 to 0.398, indicating acceptable explanatory and predictive power. First-order construct loading on the second-order social health curriculum model ranged from 0.87 to 0.92.
Conclusion: The proposed model provides an interconnected, multidimensional, and empirically supported framework linking social and educational rationales to curriculum objectives, appropriate content, active and experiential teaching–learning methods, and process-oriented assessment.
کلیدواژه‌ها [English]
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