, , , Parvin Samadi, ,
Volume 8, Issue 42 (3-2021)
Abstract
Purpose of this study is to extract the components and elements of the home-school sex education curriculum. Research method in this research, is the synthesis of related research works taken from databases in the period of 2010 to 2020. 376 scientific researches were identified and after the necessary studies, 19 researches entered the first stage of synthesis; using the Suškevičs, Hahn and Rodela synthesis method, an optimal combination of their results was presented. An appraiser was used to recode the findings, clearly state what has been done, and show the usage of certain and defensible indicators for selecting input studies. According to the findings of synthesis, in the home-school sexual education curriculum, 12 entries were identified including: 1. Vital Arteries of Health, 2. harassment to rape: From prevention to treatment, 3. Growth, Development and Maturity in Human Life Cycle, 4. Human Communication Network: me exponent us, 5. Welfare skills, 6. Value driving and role-playing spirituality, 7. Sexual act, 8. Sexuality and gender identity, 9. Information-media highway, 10. Organizational empathy and cooperation, 11. Right, on the scale of justice, and 12. the reflection of socio-cultural norms on sexual issues. Among the elements of the sexual education curriculum to participate, were identified teachers, parents, students, and then specialists and religious scholars.
Sajjad Behzadi, Mohammadsaleh Shokouhibidhendi,
Volume 9, Issue 43 (12-2021)
Abstract
Nowadays, paying attention to textbooks as a written and codified axis of education in terms of paying attention to issues and components of citizenship, and especially citizen participation along with educational aspects, is very important and is an important aspect of an efficient school. Therefore, this study seeks to examine the extent to which textbooks pay attention to the teachings and skills required for citizen participation. The present research is descriptive-analytical and in order to achieve the intended goals, the elementary school textbooks of the academic year 2020 -2021 as the statistical population of the study were analyzed by content analysis method and the data were processed using Shannon entropy method. Findings show that in general, eight skills of questioning, participating in discussions, listening to discussions and understanding issues, responsibility, cooperation and working with others, sense of place, awareness of citizenship rights and duties, and knowledge of the city and urban management institutions. The required skills related to education and the institutionalization of citizen participation can be on the agenda. In this regard, the emphasis of textbooks is often focused on the two skills of cooperation and working with others and participation in discussions, and other skills have been neglected.
Ameneh Babazadeh,, - Ebrahim Salehi Omran, - Meimanat Abedini Baltork,
Volume 11, Issue 45 (12-2022)
Abstract
The aim of this study was to investigate the current and desirable status of the curriculum for primary school from the perspective of teachers and analyze its content in the sixth grade textbooks. The research design is a quantitative type and the research method is descriptive-survey; The statistical population included 250 primary school teachers in Babolsar. Based on Morgan's table, a sample of 148 people was selected by stratified proportional sampling. The instrument in this section is a researcher-made questionnaire that was used with a CVR of more than 0.56 and reliability with a Cronbach's alpha coefficient above 0.92. In the second part, the research method is content analysis. The statistical population of this section is the sixth grade textbooks in the academic year 1300-1499, which includes all books in this grade (Quran, heavenly gifts, social studies, writing, work and technology, thinking and research, Persian and science) with the exception of mathematics. The checklist instrument with CVR was 0.90 and its reliability with agreement coefficient of 0.77 was used. Shannon entropy method was used to analyze the data. Findings in the first part showed a little, the level of significance calculated between the two existing and desirable conditions is 0.001 (p <0.05); In the content analysis section, in the economic component, the index of "sustainable consumption", in the social component, the index of "health", in the cultural component, the index of "cultural heritage" and in the environmental component, the index of "energy" have received the most attention. The results showed that in the opinion of teachers, the current situation of the education curriculum for sustainable development is significantly less than the desired situation, and in order to reach the desired position, the elementary school curriculum should be reviewed.
Amir Sabzipour, Nazanin Elami, Fahima Darabi,
Volume 13, Issue 47 (2-2024)
Abstract
The present study was conducted with the aim of comparing the effectiveness of collaborative and exploratory teaching methods on self-directed learning of fifth grade female students in Khorram Abad city. This research was practical in terms of purpose and semi-experimental in terms of method with a pre-test-post-test design with a control group. The statistical population of this research consisted of all fifth grade female students of Khorram Abad city who were randomly selected and placed in three groups (two experimental groups and one control group). Among the statistical population, 30 students were selected by random sampling method, and these 30 students were assigned to three groups by random sampling method. The data collection tool in this research was self-directed learning questionnaire and exploratory training protocol in 10 90-minute sessions and collaborative training protocol in 9 90-minute sessions. Research data processing was done using descriptive and inferential statistics (analysis of covariance). The results showed that cooperative teaching method and exploratory teaching method have a significant effect on self-directed learning of fifth grade female students in Khorram Abad city.
Mahjoobeh Emdadi, - Meimanat Abedini Baltork, - Mostafa Azizi Shomami,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of this research is to investigate the relationship between quantum teaching and constructivism with curriculum decision-making by elementary teachers in Babolsar city. The design of the current research; Quantitative and descriptive-surveillance method and the statistical population included 240 elementary school teachers of Babolsar city, and 143 people were selected as a sample based on Morgan's sampling table. The research tools were adapted from the standard constructivism questionnaire of Mohammadi, Abedini Baltrok and Mansoori (2018), the standard questionnaire of Hajitabar firouzjaee's curriculum decision-making (2018) and the researcher-made questionnaire of quantum teaching. The validity of the tool was 97%, 86% and 97% respectively, and the reliability of the tool through Cronbach's alpha was 94%, 98% and 96%. Data analysis was done with descriptive statistics (standard deviation and mean) and inferential (Pearson's correlation coefficient statistical test and multiple regression at the same time). The results showed that there is a difference between quantum teaching and curriculum decision-making (r = 0.653), between constructivism and curriculum decision-making (r = 0.763) and between quantum teaching and curriculum decision-making (r = 0.652). There is a significant relationship at the 0.05 level in Babolsar elementary school. Also, the results showed that being constructivist can predict the way of curriculum decision-making (centralized/decentralized) of elementary school teachers in Babolsar city.
Vahid Ahmadi, Raziyeh Hajian, Saeedeh Salehi,
Volume 14, Issue 48 (8-2024)
Abstract
Abstract
This research aims to review the historical studies on the curriculum in Iran from 1993 to 2021. The relevant papers were searched for in reputable Iranian databases (i.e., Noor Mags, Scientific Information Database (SID), Magiran, and Comprehensive Portal of Human Sciences). The search keywords were “history of the curriculum”, “historical dimensions of the curriculum”, and “historical curriculum”. The papers published in reputable Iranian scientific research quarterlies (validated by the Ministry of Science, Research, and Technology) were reviewed and evaluated qualitatively through a checklist. In this review study, 40 papers were identified. Finally, 15 papers were included after all titles, inclusion and exclusion criteria, and texts were checked. The historical studies on the curriculum in Iran were divided into two categories: conventional historical studies on curriculum and modern historical studies on curriculum. The conventional historical studies on curriculum addressed the formation of different curricular elements through a narrative method from an old-fashioned perspective. However, modern historical studies on curriculum analyzed the matter through a novel historical method using analysis and criticism. In addition to presenting studies in both categories, a quarterly should be published on the history of the curriculum to conduct systematic studies on the chronicles of curricula. Given the limited number of historical studies on the curriculum in Iran, greater emphasis must be given to research on this area.
Dr Nooshin Gashmardi, Dr Ali Reza , Badeleh,
Volume 14, Issue 48 (8-2024)
Abstract
Considering the role of teaching sciences in students' scientific and skill ability, selecting the appropriate method is an important stage in teaching. The purpose of this study is to relationship between academic attitude and motivation effective teaching of sciences with the mediation of scientific project model design. This research is applied in terms of purpose and survey based on structural equation modeling in terms of method. The statistical population of the research is 225 pre-service teachers of Bushehr Farhangian University, 142 of whom were selected using the cluster sampling method. A researcher making questionnaire, which consisted of questions for variables academic attitude (20 questions), academic motivation (26 questions) and also test project model design (4 questions), was used for data collection. For data analysis from SPSS version 25 software for exploratory factor analysis, descriptive and inferential statistics and from SmartPLS version 3 software for confirmatory factor analysis and path analysis by structural equation modeling used. The findings show that academic attitude have significant and direct effect on motivation effective teaching, academic attitude have significant and direct effect on effective teaching with the mediation of scientific project model design and structural model was approved. Also, attitude of student teachers towards teaching courses related to experimental science education at Farhangian University, as well as their motivation for effective teaching in the experimental science course, were above average and at a favorable level. Also, the results of the structural model show the relationships between the variables. Therefore, positive academic attitude and academic performance of pre-service teachers can be effective on job motivation for effective teaching of experimental sciences course, Of course, teaching active teaching strategies is also necessary.
Mss Mohadeseh Banoofatemeh, Dr Marjan Kian, Dr Yousef Mahdavinasab, Dr Ali Hosseini Khah,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.
