عنوان مقاله [English]
Investigating the effectiveness of using the brainstorming teaching method on critical thinking (case study: 6th grade elementary school girls in Dashtestan)
Elnaz Mazaheri Foroushani: PhD Student, Department of Curriculum Planning, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.
Majed najarian*: Assistant Professor, Department of Arabic language and literature, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran.
Introduction: The purpose of this research was to investigate the effect of hidden curriculum on students' religious education from the point of view of case study teachers (primary schools in Khomeinishahr district Isfahan province).
Materials and methods: The research method was descriptive-survey. The statistical population of this research included all the teachers working in the elementary schools of Khomeinishahr district of Isfahan, whose number was 1200, and according to Karjesi and Morgan's table, 291 people were selected from the schools of the district as a staged cluster sampling. The research tool used was Hosseini's Hidden Curriculum Questionnaire (1389). One-sample t-test was used to analyze the research questions.
Results and discussion: The purpose of this research was to investigate the effect of hidden curriculum on students' religious education from the point of view of case study teachers (primary schools in Khomeinishahr region, Isfahan province). The findings showed that the social atmosphere of the school has an effect on the religious education of students from the teachers' point of view. From the moment students are placed in the text of the education system, they face three aspects of the school environment, i.e. the cognitive environment, the physical environment, and the social environment, and each of these three aspects is associated with a hidden curriculum. But the social atmosphere is the most penetrating and important aspect of the school environment, which leads to the formation of many positive and negative hidden consequences in students. The results of the present research are consistent with those of Barzem Ara (2016), Bayatzadeh (2016), Azar Shab (2016), Heydari (2016) and Alikhani's research (2016). Alikhani in his research under the title of investigating the consequences of the hidden curriculum caused by the social environment of Isfahan secondary schools shows that the closedness of the social atmosphere of the school has adverse consequences for the students. Also, the results showed that the organizational structure of the school has an effect on the religious education of students from the teachers' point of view. Each school has a special administrative structure that has different educational effects depending on its type, such as whether it is open or closed. In an open educational structure, it is possible for students' talents and creativity to emerge, and in this way, it also affects religious education. Menesh and Nozari (1400), Heydari (1391) and Bayatzadeh (1392) are consistent. Bayatzadeh showed in his research titled the role of hidden curriculum in the religious education of students that the organizational structure of the school plays a role in the religious education of students from the teachers' point of view. The findings showed that the interaction between the teacher and the student has a role in the religious education of the students from the teachers' point of view. Today, experts believe that many values and attitudes are transferred to students through the implicit behavior of teachers. Since the hidden curriculum deals with values and attitudes more than any other field, the learning experiences that are made special by the hidden curriculum are mainly crystallized in the form of a set of expectations and values and are less related to the field of knowledge and cognition. According to some experts, the indirect and side effects of all effective factors in a person's education and training, from the socio-economic system and the nature of the educational system to the atmosphere of the classroom and school, the personality and attitude of the teacher, etc., can be called a hidden curriculum that all and all valuable and individual attitudes are related. Due to the fact that the hidden curriculum supports some values and weakens others, so the hidden curriculum can naturally strengthen or weaken ethics. Students in school age tend to choose the behavior, gestures, tone of speech, type of clothing, and in a word, the personality and behavior of their teachers as models because the teacher is one of the most important implementers of the curriculum. His logical, strategic or psychological and moral actions form the three main elements of teaching. The results of the present research are consistent with those of Barzem Ara (2016), Bayatzadeh (2016), Azar Shab (2016), Heydari (2016) and Alikhani's research (2016).
Therefore, considering that the hidden curriculum can affect various aspects of religious education of students, it is suggested that consensus meetings and consultations between school officials and students in schools should be considered to improve religious education.
Conclusion: According to the findings of the research and the effect of the hidden curriculum on the religious education of students, it is necessary for planners, administrators and teachers not to ignore the capacity of the hidden curriculum for the religious education of students.
Keywords: hidden curriculum, religious education, elementary teachers.