نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تبیین و اعتباربخشی چارچوب مفهومی الگوی برنامه درسی سواد مالی برای دوره متوسطه اول

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه علوم تربیتی و برنامه درسی دانشگاه تربیت مدرس
2 دانشگاه تربیت مدرس
چکیده
هدف پژوهش حاضر، تبیین و اعتباربخشی چارچوب مفهومی الگوی برنامه‌درسی سواد مالی برای دانش‌آموزان دوره متوسطه‌ اول بود. بدین ‌منظور از روش‌های تحلیل اسنادی، تحلیل محتوای مضمونی و تحلیل محتوای کیفی استفاده شد. منابع لازم برای گردآوری داده‌ها، 90 منبع داخلی و خارجی شامل کتاب‌ها و مقالات و متخصصانی بود که به‌صورت هدفمند انتخاب شدند. توصیف و تحلیل محتوا و اعتباربخشی آنها، با روش سه‌سویه‌سـازی صورت پذیرفت. یافته‌ها مشتمل بر شش مؤلفه اصلی کسب درآمد، خرید کالا و خدمات، پس‌انداز، استفاده از اعتبار، سرمایه‌گذاری مالی و حفاظت و بیمه بود. همچنین 38 زیرمؤلفه شناسایی شد و بر اساس آن،ها الگوی اولیه برنامه سواد مالی طراحی گردید. برای اعتباریابی الگوی برنامه‌درسی سواد مالی، یک گروه کانونی شامل هفت متخصص امورمالی، شش متخصص برنامه درسی و دو معلم باتجربه دوره متوسطه اول تشکیل شد و نظرات آنان از جمله ویژگی‌های جامعیت، فراگیرمحوری و انعطاف‌پذیری، در برازش الگوی نهایی لحاظ شد.

واژگان کلیدی: برنامه درسی سواد مالی، دوره اول متوسطه، مؤلفه‌های الگوی سوادمالی، رویکرد کیفی، تحلیل اسنادی
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Designing and Validating a Conceptual Framework of the Financial Literacy Curriculum for the 1st Cycle of Secondary Education in Iran

نویسندگان English

Javad Hatami 1
Nafiseh Abaspour 2
1 Department of Educational Sciences and Curriculum of Tarbiat Modares University
2 Tarbiyat Modarres UN
چکیده English

Designing and Validating a Conceptual Framework of the Financial Literacy Curriculum for the 1st Cycle of Secondary Education in Iran

Abstract

The aim of the current research was to design and validate a conceptual framework of the financial literacy curriculum for the 1st cycle of secondary education in Iran. The research approach was qualitative, and the data collected through relevant documents according to the research key words in the time interval of 2000-2020 in which, 90 documents were classified. After identifying the components of the financial literacy framework, via a focus group including 15 specialists in different fields related to literacy and finance, the designed framework was validated. The finalized framework included six main components and 38 sub-components. The six components consisted of earning, purchasing of goods and services, savings, using of credit, financial investment and protection and insurance.

Keywords: Conceptual Framework, Financial Literacy Curriculum, 1st Cycle of Secondary Education, Components of Financial Literacy, Qualitative Approach, Document Analysis.

کلیدواژه‌ها English

Conceptual Framework
Financial Literacy Curriculum
1st Cycle of Secondary Education
Components of Financial Literacy
Qualitative Approach
Document Analysis
Abbaspour, N. (2022). Design and validation of optimal financial literacy curriculum model for junior high school students of the Islamic Republic of Iran. Ph.D. Thesis. Faculty of Educational Sciences. Tarbiat Modares University.
Braun, V. & Clarke, V. (2006), “Using thematic analysis in psychology”, Qualitative Research in Psychology, Vol. 3, No. 2, Pp. 77-101.
Crain, W. C (2021), Theoris of development: Concepts & applications.Tehran.Roshd.
Dube, V. S. & Asthana, P. K. (2017). A Comparative Study on Financial Literacy of Uttar Pradesh with Central Zone States in India. IOSR Journal of Business and Management (IOSR-JBM) e-ISSN: 2278-487X, p-ISSN: 2319-7668. Volume 19, Issue 10. Ver. III. (October. 2017), PP 22-27. www.iosrjournals.org.
Fernandes, D., Lynch, J. J.& Netemeyer R. G. (2014). Financial literacy, financial education, and downstream financial behaviors. Manag Sci 60(8):1861–1883. doi:10.1287/mnsc.2013.18-49.
Foladvand, A. (2020). Designing and validating the educational content of financial literacy for students of the second year of elementary school. Master's thesis in the field of educational sciences, primary school education.
Gide, C., & Rist, C. (1948). A history of economic doctrines from the time of the physiocrats to the present day. available at: https://archive.org/details/historyofeconomi00gideiala
 Ghandehari, A., Mehrmohammadi, M., Talaei, E. & Faraji Dizaji, S. (2018). Comparative Study of Integration of Economic Education in Elementary School Curriculum in Countries Scotland, China and Australia and providing implications for economic education in Iran. Quarterly Journal of Education. No. 139.Pp. 59- 77.
Hariri, N. (2014). Group focus as qualitative research. Quarterly review of information & communication books. 2 (8), 166-161.
Harnisch, T. L. (2010). Boosting Financial Literacy in America: A Role for State Colleges and Universities. Perspectivs. Fall 2020.
Jafari, A. (2019). Identifying and prioritizing the components of financial literacy in preschool. Master's Thesis in Educational Sciences, Preschool Education. Faculty of Psychology and Educational Sciences. Allameh Tabatabai University.
Johnson, E., & Sherraden, M.S. (2007). From financial literacy to financial capability among youth. Journal of Sociology and Social Welfare, 34(3), 119-145.
Jamshidi M., Kh. (2019). designing financial literacy curriculum; A combined study in the second year of elementary school, Khwarizmi University, PhD thesis.
Javaherpour, A. (2017). A Comparative Study of Quebec & Ontario’s Curricula in Financial Literacy Education: Presence, Components & Aims. Department of Integrated Studies in Education, McGill University, Montreal A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts in Educational Leadership.
Katenova, M., & Hoon Lee, S. (2020). A comparative study of financial literacy, retirement planning and delinquency in payment: The Kazakhstan case. Eastern Journal of European Studies, 11(1), 273-292.
Kefela, G. (2011). Implications of financial literacy in developing countries. African Journal of Business Management. Vol.5 (9), pp. 3699-3705.
Lusardi, A. & Mitchell, O. S. (2008). “Planning and Financial Literacy: How Do Women Fare?”. Center for Research on Pensions and Welfare Policies, Turin (Italy), p; 5-16.
MusaZadeh, Z. and Saneti, F. (2016). Explaining the components of economic education based on Islamic teachings. Biannual scientific-research journal of Islamic education. 12 (24), 73-97.
Nicolini, G., Cude, B., & Chatterjee, S. .(2013) Financial literacy: a comparative study across four countries. International Journal of Consumer Studies, 1-17. https://core.ac.uk/download /pdf/53855683.pdf.
Nuraini, A., Sabri, M. F. & Afida, M. M. A. (2019). The Relationship between Attitude towards Money, Financial Literacy and Debt Management with Young Worker’s Financial Well-being. Social Sciences and Humanities Journal homepage: http://www.pertanika.upm.edu.my/. Pertanika J. Soc. Sci. and Hum. 27 (1): 361 - 378 (2019).
OECD INFE. (2012). Financial Education in Schools.
OECD. (2014). PISA 2012 Results: Students and Money: Financial Literacy Skills for the 21st Century (Volume VI), PISA, OECD Publishing. http://dx.doi.org/10.1787/9789264208094-en
OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy.
Percy, A., & Tomlinson, J. (2011). APPG Report: Financial Education and the Curriculum, 1-52. https://mei.org.uk/files/pdf/ Financial_Education_Final_report.pdf.
PISA (2012). Results in focus. (2014). What 15-years-olds know and what they can do with what they know. OECD 2014, 5, 1-35.
Roshandel, A., Amiri, H. & Toghyani, M. (2018). Financial literacy and the necessity of measuring it in the new educational system, a case study in Shahreza. Journal of New Educational Approaches, Faculty of Educational Sciences and Psychology, University of Isfahan, 13(1), 86-67. 
Salimipour Nodoushan, M. (2013). Financial literacy of high school students. Master's thesis. Department of Accounting. Islamic Azad University, Yazd.
Sant’Ana, V., De Paiva, R. C. & Goulart, I. B. (2016). Financial Education in Brazil: an Introduction to the Study of Subject. International Journal of Economics, Commerce and Management. United Kingdom. Vol. IV, Issue 7, July 2016.  http://ijecm.co.uk/ ISSN 2348 0386.
Sawatzki, C.M., & Sullivan P.A. (2017). Teachers’ Perceptions of Financial Literacy and the Implications for Professional Learning. Australian Journal of Teacher Education, 42(5), 50-65.
Seyedi, B., & Ahmadi, P. (2019). Explaining the elements of economic education curriculum in general education course. Iranian Journal of Curriculum Studies. 14 (55), 5-44.
Stolper, O. A. & Walter, A. (2017). Financial literacy, financial advice, and financial behavior. J Bus Econ (2017) 87:581–643 DOI 10.1007/s11573-017-0853-9. Published online: 4 March 2017.
Willis, L.E. (2011) The financial education fallacy. Am Econ Rev, 101(3), 429–434.
Xu, L. & Zia, B. (2012). Financial Literacy around the World. An Overview of the Evidence with Practical Suggestions for the Way Forward. The World Bank Development Research Group Finance and Private Sector Development Team.
Yeganeh, Z. & Zarei S. (2017). Investigating the relationship between financial attitude, financial literacy and financial participation with the mediation of financial self-efficacy in the accounting and auditing profession. Quarterly Journal of Research Studies in Accounting and Economic Sciences. Year 2, Number 5.