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Abstract: The aim of this study was to explore the situation of homeschooling in Iranian system of education. The results of this study derived from a qualitative research performed in 2012. The research population was selected by snowball method. The participants were interviewed. The interviews were semi-structured. The concepts in each interview were extracted. The study showed that all parents in the sample come from middle and upper-middle class of the Iranian society and are highly educated. Participants’ involvement in the education of their children and risk-taking in this regard was high. They didn’t have a positive view toward the formal system of education, but their decision for homeschooling their children were mostly educational, not ideological. They consider the formal system of education as a unilateral system, which destroys the creativity of children, merely emphasizes memorization, and neglects some subject like sport, English language, music and arts. According to them, school is a closed space where everybody should take a seat, just listen and hide their real personality. The Iranian homeschooling method is not limited to the textbooks and carries on mostly in natural space. It is mainly based on short-term skills, is not time-bounded and is flexible like its global counterparts. The findings show that this kind of education has increased parents’ relationship with themselves and their children. Their children are self-adjusted and independent in learning. However, because of the novelty of this kind of education, and its non-legal state, it is not accepted by the society at this stage. Occasionally, the homeschooling children and their parents confront several different challenges including mocking, anxiety about the future of their children etc.
 

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Achieving a scientific literacy is the purpose of teaching the science curriculum in educational systems in the world. One of the most important and the most essential components that increases scientific literacy in students, is teaching about the nature of science. Purpose of this study is to investigate the attitude of undergraduate students at University of Tehran toward the nature of science as a component of scientific literacy. The research is descriptive and was conducted in survey study method. The population of this research includes all undergraduate students in faculties of psychology and educational sciences, and basic sciences. From this population, a sample size of 779 persons in stratified sampling method and considering the proportions (gender and faculty) was selected. In order to collect the attitudes of students about the nature of science, a questionnaire was designed based on the theoretical foundations of the project 2061 and its reliability and validity were examined and approved. One-sample t-test results indicate that the average of understanding the nature of science and its dimensions in students have significant differences with the average scores. Also the MANOVA test shows that there are significant differences between factor levels of faculties (faculty of psychology and educational sciences and faculty of basic sciences) about “nature of science” variable. Results showed that students have poor understanding about the nature of science and its dimensions. Based on the analysis of the results of conducted researches, the reasons can be traced in these factors: paying no attention to the components of nature of science in the development and design of science curriculum, low teachers’ knowledge and understanding about nature of science, lack of the development of science and technology in society and lack of the economical, political and cultural support structures for science and its values. The results also showed that students of basic science have more understanding about nature of science than students of psychology and educational sciences. The reason for that can be found in the nature of academic disciplines in two faculties and the amount of addressing the subject matters about science and nature of science in their curriculum.       
 

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The purpose of this phenomenological study was to examine eight teacher students’ experiences in using the reflective narrative journal in the process of their Practicum.  Specifically, this study focused on capturing the essence of the experiences related to reactions, feelings and thoughts about the reflective narrative journal entries in Practicum process. Qualitative analysis revealed that reflective narrative journal for student teachers encompasses the progress of personal, professional knowledge, mental discipline, context to link theory with practice-world, professional interaction development with others, self-awareness from their development process.In addition to those, It endeavours Side effects such as empowerment in writing. 

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The purpose of this study was to examine multicultural education in the content of Farsi textbooks of elementary education in Iran.This research was conducted within a qualitative framework and the qualitative content analysis method was used with a conventional (inductive) approach. The sampling method was purposeful and the sample included Farsi textbooks of all the grades of elementary education. The unit of analysis (record) was the theme, pictures and units of the textbooks. To determine the reliability of the qualitative content analysis method with the inductive approach, the review was conducted in two stages, one after completion of 10-50% of the categorizations and the other at the end of the research. Five categories were extracted as the result: introducing and paying attention to mother tongue of ethnoses; introducing celebrities; reflection of dressing style of ethnoses; cultural traditions of ethnoses and introducing cultural heritage. The analysis of the quality of the books showed that only the trace of dominant culture in the textbooks was observed. The findings show that the educational system seemingly seeks to implement a pattern of cultural assimilation that leads to the suppression of the languages and cultures of the Iranian minorities. This approach could bring about negative and reverse effects, and increase the awareness of the people of their identity and history and culture.

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The purpose of this article is to design a personalized lesson plan based on conceptual art in elementary school. From the point of view of conceptual art (from postmodern arts), educationand curriculum is a completely personal and situational matter. Using synthetic research method, the ideas and sources related to conceptual art were examined and the nine main categories of conceptual art identified included: social, political and cultural issues / critical approach / multicultural / creativity / audience interaction / global and indigenous dimension / biological issues Environmental / Variety in media technique. To realize a personalized curriculum, the concepts are: "style, how, level, content, teaching strategy and method, media, evaluation, time and place." Accordingly, an attempt was made to provide a model of combining the basic concepts of conceptual art in the general form of personalized curriculum, which has reached the final approval of the curriculum and conceptual arts experts.