چکیده مقاله
Critical thinking, a vital ۲۱st century skill, varies in conceptualization and implementation across educational systems, particularly in centralized, exam driven contexts like Iran's national curriculum This study aimed to explore the structure and lived experiences of critical thinking within Iran's high school curriculum through a phenomenological lens A multi phase qualitative methodology was employed, integrating curriculum content analysis across five academic tracks Mathematics & Physics, Experimental Sciences, Humanities, Technical Vocational Education, Arts , conceptual modeling, and semi structured interviews with ۲۰ high school students grades ۱۱ ۱۲ selected via purposive sampling Textbook analysis focused on skill extraction using deductive inductive coding, while student interviews explored perceptions of critical thinking in pedagogical practices and assessments Data were analyzed thematically, incorporating phenomenological principles to identify patterns in cognitive engagement and contextual influences Findings revealed a complex interplay between curriculum intentions and student experiences, highlighting gaps in fostering critical thinking despite its theoretical emphasis Cultural and systemic factors, such as exam oriented instruction and limited student centered practices, were identified as barriers Students reported fragmented opportunities for authentic critical engagement, with disparities across academic tracks The study underscores the need for curriculum reforms that align global critical thinking frameworks with local educational realities, emphasizing teacher training and pedagogical shifts to bridge theory practice divides Such efforts could enhance cognitive competencies while respecting Iran's educational values
کلیدواژهها
نویسندگان
Mohammad Hossein Hashemi Arasi
M Sc Student in Clinical Psychology, Islamic Azad University, South Tehran Branch, Tehran, Iran
Fahimeh Yoozbashi
The student of Master, Clinical Psychology, Islamic Azad University Roudehen Branch, Roudehen, Iran
شیوه ارجاع
Hashemi Arasi، Mohammad Hossein و Yoozbashi، Fahimeh،1404،The Anatomy of Critical Thinking in Iran's National Curriculum: A Phenomenological Perspective،هفتمین همایش بین المللی مدرسه تراز: طراحی، اجرا، ارزیابی و تضمین کیفیت،تهران
ارائهشده در
مجموعه مقالات هفتمین همایش بین المللی مدرسه تراز: طراحی، اجرا، ارزیابی و تضمین کیفیت13 مهر 1404 · تهران