Curriculum Development
zeinab sharaf; M.reza nili ahmadabadi; mohamadjavad liaghatdar
Abstract
Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training ...
Read More
Introduction: The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The main purpose of the research is to identify the important elements of the ideal model of organizational training and the characteristics of each of them.Method: According to the purpose, this research is of an applied type and in terms of data collection, it is a qualitative method of phenomenological type. Research data has been collected by following the principle of theoretical saturation, through semi-structured interviews with 20 lecturers and industry employers, using purposeful sampling and snowball technique. A three-step coding method was used to analyze the data.Results: The findings show that, the desirable process of training engineers in the four basic elements of goal setting (clear and based on competence dimensions; attainable; based on interest and job and managerial needs and a forward-looking view of today's technologies), content design and compilation (comprehensiveness of content; based on job needs and skills; attractiveness and appropriate organization and based on the principle of usefulness), teaching and learning strategies (active teaching method; use of technological platforms; participation in learning and suitability to learners' conditions) and Evaluation and revision of the program (standardization of the evaluation tool, emphasis on the types of goals and variety of evaluators and corrective feedback and design of the rehabilitation program) can be abstracted.Discussion: It can be said that the elements of the organizational training model are the same as the well-known elements of university curricula, but the features calculated for these elements are somewhat different, and it is necessary to design these elements in line with the practical needs of industrial engineers and the current issues facing them, and to pay attention to all dimensions of professional competence of engineers.
elaheh badiee; Mohammad Reza Nili; Yasamin Abedini; bibieshrat zamani
Abstract
Introduction With the advent of information technology in the modern era, the use of e-learning has facilitated the education. But in many courses there is a problem with a lack of efficient courseware. Brain-based learning theory has provided effective strategies for increasing efficiency in education ...
Read More
Introduction With the advent of information technology in the modern era, the use of e-learning has facilitated the education. But in many courses there is a problem with a lack of efficient courseware. Brain-based learning theory has provided effective strategies for increasing efficiency in education that can be well applied in courseware development. One of the most difficult lessons is computer programming. Teachers look for ways to improve student learning in this lesson. The purpose of this study is to investigate the effect of courseware with brain-based learning approach on students' cognitive learning levels in computer programming course compared to conventional courseware.
Method This research is a quasi-experimental study with pre-test and post-test design with unequal control group. This study aimed to investigate the effect of courseware designed based on brain-based learning principles on the learning of eleventh grade female students in computer field in Isfahan work-knowledge vocational schools in computer programming course at each of Bloom's cognitive levels. Six 11th grade computer field classes were selected from work-knowledge vocational schools of Isfahan through cluster sampling method. Two classes were randomly assigned to each group, and 20 students were assigned to each of the Experimental 1, Experimental 2, and Control groups. In control group, training was performed in the conventional method. In Experimental1 group, in addition to the conventional method, a brain-compatible researcher-made courseware was used to learning. In Experiment2 group, in addition to the conventional method, a conventional courseware was applied that was available on the market. A researcher-made test containing the objectives of computer programming course at different levels of cognitive learning was conducted as pre-test and post-test for the three groups. The validity of this test was confirmed by a group of computer educators and the Isfahan Computer Training Department, and its reliability was calculated 0.746 by the Kuder-Richardson method. The multivariate analysis of covariance was used to analyze the data.
Results The results of data analysis showed that brain-compatible courseware significantly increased students' cognitive learning in knowledge and Comprehension levels (P <0.05). Also, the non-brain-compatible courseware significantly reduced students' cognitive learning at the synthesis level (P <0.05), and has not been able to enhance learning at other levels. In addition, brain-compatible software was significantly (P <0.05) more effective than non-brain-compatible courseware at knowledge, Comprehension, application and Synthesis levels of learning.
Discussion the courseware designed based on Brain-based learning strategies has been able to significantly enhance learner learning at cognitive levels of knowledge, comprehension, application, and synthesis compare to non-brain-based courseware. These findings indicate the remarkable superiority of brain-compatible courseware over non-brain-based courseware.
Curriculum Development
Abstract
The main aim of the present study is developing and validating learning opportunities of rational curriculum in Islamic resources. The research method was Mixed Method and the qualitative and quantitative methods have been used to carry it out. The statistical sampling in the qualitative section consisted ...
Read More
The main aim of the present study is developing and validating learning opportunities of rational curriculum in Islamic resources. The research method was Mixed Method and the qualitative and quantitative methods have been used to carry it out. The statistical sampling in the qualitative section consisted of all curriculum experts, out of whom 11 were selected using goal-oriented sampling. The quantitative statistical sampling comprised of 352 elementary school teachers whom were selected using cluster sampling. The research data were collected from content analyzing, semi-structured interview and researcher-made questionnaire. In order to determine the validity, content validity and to check the structural validity, operating analysis, and to estimate the reliability of the questionnaires, Cranach’s alpha coefficient was used. The findings showed that the results obtained in the qualitative section are in agreement with those obtained from the qualitative section. According to the research results, learning opportunity in rational curriculum is strengthening senses especially eyesight and hearing of students; contemplation on nature and discovering its inherent order; inquisitiveness and inquiry; and increasing and constructing knowledge.