Abstract
The purpose of the study is to design a lesson plan model for character education in primary education, and to elicit the related stakeholders’ opinions and suggestions on the proposed lesson plan model. As a qualitative design research, the data in this study were collected through written document analysis and interview. Criterion sampling method was used to determine the participants of the study. The participants were five primary education teachers, two experts from the field of psychological counseling and guidance, and two academicians from the department of elementary education. The data were analyzed using content analysis. The study has two phases: (1) developing lesson plan model on the basis of the affective domain grounded by Krathwohl, Bloom and Masia and eleven principles of effective character education proposed by the Character Education Partnership, and (2) piloting the model. Up till now, the 1st stage has been completed. The results indicated that the participants mostly gave positive feedbacks in terms of fundamentals, parts and steps of the model. Moreover, the assessment and evaluation part of the model might be a weakness. Finally, the results indicated that the suggested model will be a pathway in the application of character education in primary schools. The lesson plan model will be piloted as a follow-up research. Key words: Character education, lesson plan model, primary education.
Highlights
IntroductionOne of them was made by Howard et al (2004) as an effort to enable individuals to make ethical decisions and to act on them
In the literature, there have been various definitions of character education
The study has two phases: (1) developing lesson plan model on the basis of the affective domain grounded by Krathwohl, Bloom and Masia and eleven principles of effective character education proposed by the Character Education Partnership, and (2) piloting the model
Summary
One of them was made by Howard et al (2004) as an effort to enable individuals to make ethical decisions and to act on them Another definition made Lickona et al (2011 as cited in Lee, 2016) defined character education as a purposeful effort to make young people develop universal ethical values and act on them. The part A is formed from two steps namely; (1) lesson overview, (2) analyzing students In this level, the teacher writes the focus character, age of the target population, suggested time and materials. The aim of the part is to conduct needs assessment in terms of students‟ input level of focus character. After completing phase A, teacher proceeds to phase B level determined by the students‟ input level of character. If the teacher determines that student has achieved the ultimate aim of the B1 level” the student is aware of focus character” the teacher will proceed to B2 level after completing the phase A
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