M Sabzvari; A Abedi; M.J Liaghatdar
Volume 20, Issue 1 , May 2013, , Pages 171-188
Abstract
The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and ...
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The present study aims at comparing the social-emotional learning and social skills of the students of the public and bag at school private school’s using a descriptive casual-comparative method. The participants of the presents study consist of the five and fourth grade students of public and bag at school private elementary school’s of Isfahan in the years 1388-1389. For the purpose of this study 157 students were chosen in a multistage random cluster sampling way. To collect data, Coryn et als (2009) Questionnaire of social-emotional learning as well as Gresham & Elliott (1990) social skill models. The results of the study showed that there is a meaningful difference In the social-emotional learning of the bag at school and public school’s students. Regarding social - emotional components (self-regulation, peer relationship, Task articulation), there is a meaningful difference in the self-expression aspect. Regarding the task articulation and peer relationships, no meaning difference was observed. Furthemore the result showed the there is a meaningful difference between social skill of students of bag at school and public school’s. Regarding the social skill components (cooperation, expression, empathy, self- control), there is a meaningful difference in self-expression and self-control aspect. no meaningful difference was observed regarding the cooperation and empathy components. The result of the study also demonstrate that there is a significance difference in the social– emotional learning of the bag at school and public school’s student based on their gender in the aspect of their peer relationship, It means that girl students in comparison with boy students got higher scores with respect to peer relationship component. No significance difference was observed in the social skills of the bag at school and public school’s students based on their gender.
R Jafari harandi; S.E mir shah jafari; M.J Liaghatdar
Volume 19, Issue 2 , February 2013, , Pages 87-106
Abstract
Thispaper is part of a qualitative study that has surveyed the goal element ofcurriculum in science education of Iran and some other countries ofthe world using both the comparative and descriptive– analytic methods. To meetthe goal of preparing a comprehensive picture, the documents relevant to ...
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Thispaper is part of a qualitative study that has surveyed the goal element ofcurriculum in science education of Iran and some other countries ofthe world using both the comparative and descriptive– analytic methods. To meetthe goal of preparing a comprehensive picture, the documents relevant to thisissue in the pioneer and selected countries in science and technology weregathered, described, interpreted, compared and contrasted. The present papertries to survey and study the goal element of curriculum in science educationof Iranand these selected countries. The obtained results of this study can helpcurriculum planners, text-book authors, teachers, and other interested peopleto act with a deeper insight when developing or changing/revising curricula,enabling them to select more appropriate objectives. The obtained results showconsiderable similarities and differences between science education goals of Iran and othercountries studied. These similarities are visible mostly in curricular writtendocuments or intended documents so that the objectives look very similar in allthese countries. All the studied countries focus on four subjects includingphysics, chemistry, biology, and geology. Furthermore, the goals advanced inthese documents address the three dimensions of knowledge, skills andattitudes. The most significant points common among the studied countries arethe promotion of technological scientific literacy, ability of solvingproblems, reflecting, and nature discussions. However, there is a remarkablegap between our country and others which demands serious consideration: thisgap portrays a flaw in curriculum implementation that reflects itself inachieved curriculum objectives by students. The results of TEEMS testsillustrate this issue. However, further research in this area is needed formore appropriate conclusions