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.
leila heshmatifar; mohamadjavad liaghatdar; Ahmad Abedi
Abstract
Designing strategies and challenges of entrepreneurship education Model in the junior high school in Iran with a synthesisAbstractIntroduction: The present study aims to combine the extensive literature on entrepreneurship education in junior high school to provide an integrated framework for presenting ...
Read More
Designing strategies and challenges of entrepreneurship education Model in the junior high school in Iran with a synthesisAbstractIntroduction: The present study aims to combine the extensive literature on entrepreneurship education in junior high school to provide an integrated framework for presenting strategies and challenges of entrepreneurship education. Methods:This research is applied in terms of purpose and has been done with a synthesis qualitative method. The statistical population of all studies conducted in the period (2003-2020) and conducting semi-structured interviews with experts in the field of entrepreneurship education in Is Iran. Therefore, 1500 researches in the field of the subject were evaluated and finally 122 articles were purposefully selected and in the second step, 22 people were interviewed until the theoretical saturation was reached. By analyzing the content and composition of the relevant literature and implementing the interviews conducted, by open, pivotal, and selective coding methods, a total of 700 concept codes, 128 categories, and 9 key categories were selected during the search and systematic process. Result:The results of the analysis showed that the most important key categories identified in the challenges section include, lack of necessary prerequisites for entrepreneurship training, structural challenge of the education system, challenge of implementing entrepreneurship training, output challenge and final evaluation and key categories in the section. Its strategies include the way for education with an entrepreneurial approach, designing and developing an educational program with an entrepreneurial approach, integrating national and international education strategies with an entrepreneurial approach, changing the approach of regular schools to schools with an entrepreneurial education approach, synchronizing and externalizing activities has been entrepreneurial.Conclution: Finally, using the obtained information, a model was presented to explain and compile a comprehensive model of entrepreneurship education for the junior high school. Finally, a model of challenges and strategies for entrepreneurial education was presented.Keywords: Challenge, Strategy, Entrepreneurship Education, Junior high school.
parvin roshanghias; mohamadjavad liaghatdar; bibieshrat zamani; fereydoon sharifian
Abstract
Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant ...
Read More
Development and Validation of a Lifelong Learning-Based Curriculum Assessment Scale in Higher EducationAbstract Introduction: As one of the important infrastructures of the educational system of any country and the most important source of science and technology production, higher education plays a significant role in the development of lifelong learning. Universities should create a new movement in this direction by conatructing a platform for students to do longlife learning.The present study aims to explain the curricular elements and components of Farhangian University based on the lifelong learning approach and examine the validity of a developed scale in this field.Method: In the present study, exploratory mixed-methods research was used. Initially, qualitative data were collected and analyzed. Then, based on the obtained qualitative results, quantitative instruments were developed. After that, the quantitative data were collected and analyzed to validate the qualitative findings. The statistical population in the qualitative section consisted of experts in the field of lifelong learning, professors of Farhangian University, and curriculum specialists selected via a purposive sampling method. 33 participants were selected and interviewed via the semi-structured interviewing technique to obtain theoretical saturation in the data. In the quantitative section, a descriptive-survey method was employed. The statistical population in this section consisted of professors of the Department of Educational Sciences, Farhangian University of Isfahan Province as 242 individuals, among whom 145 participants were selected based on the Krejcie & Morgan table and via a cluster sampling method. Then, the researcher-made questionnaire was distributed among them. Among the returned questionnaires, 103 ones were quantitatively analyzed.Results: The findings of the qualitative section indicated that the curriculum based on the lifelong learning approach in Farhangian University consists of four main elements of goal (with 19 items), content (with 18 items), teaching-learning methods (with 15 items) and evaluation (with 17 items). In the quantitative section, it was also found that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the elements and related items correctly measure the curriculum model for lifelong learning. Discussion: To sum up, it can be stated that the scale designed in 4 elements and 69 items is valid for evaluating the curricular elements based on the lifelong learning approach at Farhangian University. It can be the basis for making policies and reviewing curriculum at Farhangian University.Keywords: Lifelong Learning, Curriculum, the Lifelong Learning Curriculum Scale, Higher Education, Farhangian University.
Abstract
The aim of this study was to evaluate the effect of visual memory on the growth of geometric thinking via mediating role of scientific epistemology of geometry (SEG). The confirmatory factor analysis of SEG administered via Structural equation modeling. Meditational analysis was administered via two ...
Read More
The aim of this study was to evaluate the effect of visual memory on the growth of geometric thinking via mediating role of scientific epistemology of geometry (SEG). The confirmatory factor analysis of SEG administered via Structural equation modeling. Meditational analysis was administered via two regression equations namely complete and restricted regression models for determining indirect effect and its significance normal sobel test and GEE were used. The design was correlational descriptive and the statistical population of the study consisted of all student teachers of Isfahan Farhangian University and 550 participants were selected by voluntary method sampling and respond to questionnaire including based on the conceptual model. Including standardized vanHiele geometric thinking levels, also meeker Visual memory types, namely tests CFS, CFC and CFU and researcher made scientific epistemology geometry test. The research findings indicate indirect impact of visual memory on the Geometric thinking as well as the direct impact of Geometry scientific epistemology in Geometric thinking.
