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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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Current study has been implemented with the aim of quality evaluation of research methodological skills of master students in human science disciplines in Tehran's public Universities. In qualitative section, by using purposeful and snow-ball sampling, experts in field of teaching methodology were interviewed. By using content analysis and coding procedure and also the syllabuses of the research methods and statistic courses, 35 important skills were indentified. In quantitative section, based on identified skills a valid and reliable questionnaire was developed and completed by 270 students. First, by implementing exploratory factor analysis, all skills were decreased into 27 skills and 4 factors (designing, practical, analytical and writing skills) were indentified. In the second stage, confirmatory factor analysis revealed that the measurement model of latent variable has good fit with observed data. In the next stage the results of Chi-squared test indicated that students have meaningful evaluation from skills. They evaluated their skills lower than average. Also the results of Friedman test have meaningfully ranked skills in each dimension. The results of ranked skills indicate that "selecting an appropriate title for doing research", "using electronic resource and scientific database", "interpreting the outputs of analyzed data", and "writing an article from the results of conducted research" have the lowest rank in each dimension. Generally, result of this study indicates weakness in needed research skills among human sciences master students of Tehran's public Universities.

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The purpose of this research is the effect of Schwab’s invitation to inquiry method and flipping problem solving on the academic function on Biology course of students of tenth grade with modifying critical thinking.This research’s method is semi – experimental with pre – test and post – test and control group.  Its statistical community includes female students of tenth grade of Tabriz city at the academic years of 2015-2016.Sample size consists of 69students of tenth grade were chosen by multistage cluster sampling methodGathering information tools include Ricketts critical thinking questionnaire and teacher made academic achievement test on Biology course.Data were analyze by covariance analysis method..The results indicated, critical thinking could be able act as a mediator in the effect of Schwab’s invitation to inquiry method on achievement of students werethought by Schwab’s invitation to inquiry method. In the other way it couldn’t act as a mediator in flipping problem solving

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In this research we investigated female elementary students’ level of mastery over science and mathematics content and explained the nature of relationship between students’ level of mastery and learnability of content in science and mathematics. 914 female students of public senior elementary schools in Kashan were recruited. The needed data for fourth and fifth graders were gathered through researcher-made tests; the data related to sixth graders were gathered through standard exams taken from the students of this grade in the end of semester. Content validity of tests was verified by connoisseur teachers in each grade and was confirmed by structural equation modelling. For explaining the quantitative findings, we implemented 9 interviews with experienced and expert teachers which were selected through purposeful sampling method. The main analysis revealed that students learning is significantly lower than the mastery level in almost half of the science syllabus and all of the mathematics syllabus.
 

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This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochran's formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbach's alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the students' perspective in the three dimensions of "adapting the curriculum to 'the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

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This research aimed to analyze the content of computer science textbooks work- knowledge branch, design and development of web pages in terms of the concept of soft skills and it was done by content analysis method. Statistical population included computer science textbooks Kardansh branch,  and the sample size includes seven s books which was selected in a purposeful manner. The unit of analysis in this study was sentence. A researcher-made checklist was used to collect the data. Categorical method was used to analyze the collected data and frequency and percentage were used to analyze the data. The results showed the following six components: Commitment and Responsibility Skills, Communication and Teamwork Skills, Creativity and Problem Solving, Ability to plan and organize activities, the skills of using modern computing and technology and practical skills and specialized knowledge in its textbooks have not been considered as appropriate. 

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This study tries to formulate elements of practice -based curriculum in Iranian higher education from the perspective of education specialists with an interpretive approach. The research approach used is a qualitative methodology that has conducted semi-structured interviews with 21 academic actors. The data obtained from the interviews have been analyzed based on the research theory of the grounded theory in the form of three stages of open coding, axial coding and selective coding. The result was the determination of the elements of the practice-based curriculum model in seven elements: purpose, content, teaching-learning strategies, materials and resources, teaching-learning opportunities, learning environment conditions and evaluation. Each of these elements has components

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In this research, one of the views of the Islamic curriculum proposed by Hashim has been described, analyzed and criticized. In the analysis, it was found that she considered the curriculum as a document and system. Her view on religious science is influenced by al-Attas' view. Accordingly, she considers science as a religious one in condition that it is free from Western elements and replaced by Islamic propositions. She seeks to design and develop a curriculum that places particular emphasis on Islamic goals and content. The most important criticisms indicates the neglect and lack of theoretical explanation of philosophical and methodological foundations, reliance on formalist views, Neglecting the curriculum as a field of study, being under the banner of the discourse of existing Western sciences. Hence, the important need of this field today is to go beyond the passive encounter, which is based on the adaptation, refinement and formalistic completion of existing Western knowledge, and to turn to reactive and proactive encounters that seek to provide theoretical formulations. New development of curriculum knowledge boundaries from an Islamic perspective is essential.

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