نرگس کشتی آرای

Teaching media literacy to students pursues several goals, including creating creative, critical, and scrutinizing thinking about the media content and performance, as well as recognizing the visual forms of communication using it, along with other reading, writing, speaking, and listening skills. This research aimed to design a curriculum model for media literacy in the second grade of elementary school and to validate it. The research method was qualitative-quantitative and it was applied in terms of purpose. In the qualitative part, the media literacy curriculum model was identified using the synthesis research method based on the analogical model and the Klein model. Then, in order to validate the mentioned components, the obtained information was provided to experts in the field of curriculum planning and media and information management. The scope of the research was in the range of 2006 to 2021 for domestic documents and in the range of 2005 to 2021 for foreign documents. The statistical population in line with the model validation was experts in curriculum planning and media and information management. In order to validate the entire research, the statistical sample consisted of two groups of 10 experts in the field of curriculum planning and media and information management, who were selected based on the minimum number required to evaluate content validity. The data collection method in the validation stage was researcher-made questionnaires. Lawshe’s Content Validity Ratio (CVR) was used to measure the content validity. Results showed that the goals of the media literacy curriculum in the second grade of elementary school include two kind of goals: general goals (achieving Iranian-Islamic media culture) and partial goals (empowering students and teachers). The content of the media literacy curriculum in the second grade of elementary school included functional consumption education, critical consumption education, functional production-consumption education, and critical production-consumption education. The learning-teaching strategies used were presented in two sections: teacher’s activities (teaching method) and students’ activities, and the evaluation element was defined in three levels: students, teachers, and curriculum and educational content. Also, the results showed that the grouping in the media literacy program in the second grade of elementary school should be based on the individual and socioemotional characteristics of the students. The required resources and facilities were continuous improvement of the media literacy curriculum for the second grade of elementary school, compilation of the media literacy textbook for the second grade of elementary school, provision of educational facilities and media training assistance for second grade of elementary school students, and development of research in the field of media education. In choosing the time and place in the media literacy program, time and place flexibility in the presentation of teaching content was emphasized. Based on the results of this research, the suggested model of the media literacy curriculum of the second grade of elementary school can be used and implemented in the education system.

Purpose: The primary objective of this study was to analyze the lived experiences of male first grade high school students regarding sex education with an emphasis on providing a curriculum model. Methodology: The method of the present study was qualitative-phenomenological and applied in terms of purpose. The statistical population of the study was the male high school students of Isfahan in the academic year of 2018-19, who were interviewed by semi-structured and in-depth interviews with 17 of them by purposeful sampling method until they reached theoretical saturation. Data analysis was performed at three levels of open, axial and selective coding. To validate the findings, the researcher and colleagues first reviewed the entire coding process and then provided it to 6 professors and experts. Satisfactory and approved. Findings: The findings were classified into two main categories which are: “Objectives” and “Content”. Regarding the “Objectives” group, 4 main components (being familiar with the type of dressing and hijab, sexual recognition, responsibilities related to sexual functions, and prevention of sexual deviations) and 18 sub-components in terms of the content of the curriculum based on sexual education, 6 components (reproduction, sexual relationships, sexual maturity, sexual abuse, sexual health, and sexual information references) and 23 sub-components were obtained. Conclusion: According to the present data, it may be stated that based on the students' viewpoint, recognizing sexual issues is considered to be a need that should be adequately addressed and understood during the educational period at school.