چکیده:
Introduction The present study was carried out with the aim of presenting an epistemological model of Quranic intellectual education in the elementary school. Method This research is fundamental-applied in terms of its purpose and in terms of data collection, the research method is mixed. In terms of the method of implementation, the researcher's effort is based on the use of groundedd theory method (interview with experts) and the use of descriptive survey method, which collects research information data in two qualitative and quantitative stages.The statistical community in the qualitative part of the research included education experts, and non-random purposeful sampling method was used to determine the samples, and the number of 20 people was considered as the sample size using the saturation principle. The second group of the statistical population of this research in the quantitative part included all the elementary teachers of Tehran, numbering 2522 people. Cochran's formula was used to determine the sample size of the quantitative part: therefore, 300 people were selected as the research sample. In general, the sampling method in this study was random cluster sampling. Semi-structured interviews were used in the qualitative part of this research. In the quantitative section, a researcher-made questionnaire was prepared. The validity and reliability of the instruments were confirmed. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative section, a one sample t-test was used to answer the research questions. Results The results of the analysis showed that among the 49 indicators (items) available, 11 main components can be identified. These dimensions and components include affirmative knowledge (knowledge of self, environment and skill knowledge), explanatory knowledge (individual and social spiritual knowledge), real knowledge (intuition and gradual training), and credit knowledge (heart, senses and perception). Discussion In order to teach thinking, elementary teachers should provide education in a gradual and step-by-step manner while creating an intuitive mechanism for students. Individual and social spiritual knowledge is also considered in this research. In this regard, it is a priority for teachers to teach values and spirituality. Recognizing the documentation of the principles of religious thinking, intelligent response to problems according to the Quranic guidelines, and predicting spiritual issues according to the Quranic guidelines are other indicators of explanatory knowledge.
خلاصه ماشینی:
The statistical population in the qualitative section of the research included educational experts, for whom a purposive non-random sampling method was used, and 20 people were considered as the sample size based on the principle of saturation.
Therefore, given the presented content, the research question of the present study is: To what extent is the epistemological model of intellectual education based on Quranic guidelines valid for primary school teachers?
In terms of informational data, this research is mixed-method, which, while paying attention to experts in this field, has undertaken to examine the dimensions, components, and indicators of the cognitive aspect of intellectual education based on the guidelines of the Quran for elementary school teachers.
Main Interview Question In your opinion, what are the indicators, components, and dimensions of the cognitive aspect of intellectual education with an emphasis on the guidelines of the Quran for elementary school teachers?
Average extracted variance coefficient and composite reliability coefficient (Refer to the page image) Findings First question: What are the indicators, components, and dimensions of the cognitive aspect of intellectual education with an emphasis on Quranic guidelines for primary school teachers?
The research results showed that the dimensions, components, and indicators of the epistemology of intellectual education with an emphasis on Quranic guidelines in primary school teachers include: conventional cognition (heart, senses, and perception), demonstrative cognition (knowledge of environment, skill, and self-knowledge), real cognition (intuition and gradual teaching), and explanatory cognition (individual and social spiritual knowledge).
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