ahmad ebrahimi; Sayed Ebrahim Mir Shah Jafari; ali rabbani
Abstract
Introduction:Newfound technologies in the communication and information area lead the educational systems toward electronic teaching-learning. certainly, the application of e-learning strategy based on components tailored to the needs, desires and skills of students, leads to the ...
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Introduction:Newfound technologies in the communication and information area lead the educational systems toward electronic teaching-learning. certainly, the application of e-learning strategy based on components tailored to the needs, desires and skills of students, leads to the creation of numerous and diverse learning opportunities for students. In contrast, the inappropriateness and adaptation of academic activities to the characteristics of students is a cause of motivation and academic failure. The present study tries to identify and explain the requirements of e-teaching/learning which are fit for the characteristics of today’s BA students. Method:The research design is mixed and of successive exploratory type. The qualitative part was done using the case study method and the quantitative part was done using the descriptive-survey method. The tools of the qualitative section are semi-structured interviews and the tools of the quantitative section are researcher-made questionnaires. The statistical population of the qualitative section was experts in the two fields of educational sciences and social sciences, of which the sample of them continued purposefully until the saturation of information. The statistical population in the quantitative section consisted of faculty members and BA students of educational and social sciences colleges of Tehran and Isfahan Universities of which the sample of them was chosen with the stratified random method according to the volume. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is based on descriptive and inferential statistics.Results:Regarding the research findings, the most important Requirements of electronic teaching-learning strategy which suits the characteristics of today’s BA students is: using virtual messengers, using soft wares and educational videos, using scientific websites, using remote supplementary trainings, being allowed to search the Internet in classroom, having virtual assignments, taking virtual exams and using smart board.Discussion:Based on the findings, it can be concluded, the application of these elements, leads to academic motivation and scientific growth of today's students and thus, it is recommended to Professors for the purpose of effective teaching and optimal use of educational opportunities, do not neglect to use them. Universities must also provide the necessary equipment for e-teaching, especially smart boards and high-speed Internet. In addition, in order to acquaint professors and students with e-learning skills such as the use of scientific websites, distance education, the use of smart boards, virtual exams, etc., organized training workshops and encourage professors who use these methods.
Curriculum Development
neda parishani; Sayed Ebrahim Mir Shah Jafari; F Sharifian; mehrdad farhadian
Abstract
The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. ...
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The aim of this study wasto investigate the content element in the curriculum of the environment coursein secondary schools of Iran and some selected countries with suggestionsconcerning the ignored content of the curriculum in environmental education ofIran. The research method was comparative and descriptive-analytical. Theresults indicated that Swedish and Canadian curriculum approach to theenvironmental education involved sustainable development and theirenvironmental education content in the curriculum for secondary school seemedto be comprehensive and consolidated. Australia’s secondary schoolenvironmental education curriculum comes close to support a sustainabledevelopment approach and environmental education curriculum content proved tobe non-exhaustive and consolidative. The curriculum content of secondaryschools for environmental education in Turkey fell short of sustainabledevelopment approach and its environmental education content wasnon-comprehensive and integrated. The curriculum content approach of thesecondary school in Iran for the environmental education fell short of beingoriented toward sustainable development and was non-comprehensive andintegrated in contents of textbooks on biology, chemistry, geography and geology.In studied countries the selected contents centered around areas of knowledge,skills and attitudes towards the environment. With regard to the kind ofknowledge and the space dedicated to content, there was a significant gapbetween attitudes and skills in environmental education in the curriculum ofour country and those of the selected countries. At the end of study, using acomparative analysis, a streamlined content comprising 20 items, assumed to beignored in the curriculum content for environmental education in our country,was presented.
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 ...
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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.
