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 ...
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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.
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 ...
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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.
B.E. Zamani; A. Esfijani
Abstract
Children, from their very early ages, through their everyday experience in both natural and designed conditions, learn about scientific concepts. The primary school is the first environment in which science concepts and principles are dealt with in a systematic way through planned experiences, and science ...
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Children, from their very early ages, through their everyday experience in both natural and designed conditions, learn about scientific concepts. The primary school is the first environment in which science concepts and principles are dealt with in a systematic way through planned experiences, and science textbooks play a vital role in this regard. Since scientific concepts, and particularly physics concepts, are abstract, young children need to form mental images about them. To satisfy this need, science textbooks should contain ample visual elements to make matters clear for the children. In recent years considerable innovations seem to have been introduced in the Iranian primary school science texts. These developments have taken place partly on account of internal and external research, and partly through following the examples of advanced foreign countries. Apparently, one of conspicuous changes in the textbooks involves the use of graphic elements. Research findings indicate that graphical components play a vital role in grasping student attention. The main purpose of this research was to study and compare the extent to which graphic elements are used in the primary textbooks of the three countries of Iran, USA, and England. To achieve this goal, physics concepts were selected as domain of the study and the section on sound was randomly selected in that domain. To collect and analyze the data, graphic elements were divided into active and inactive items based on their contribution to the children's understanding and learning tasks. Textbooks' content were analyzed and compared according to these criteria. Findings of the research indicate that Iranian primary textbooks tend to use related pictures and drawings with a variety of colors. But, because of the poor quality of paper, these textbooks are less effective compared to English and American textbooks. Iranian textbooks present a lot of images in an inactive way. American textbooks present more extensive images to provide students with ample information and stimulate their curiosity compared to other two countries. English books use graphics for organizing information and doing experiments more than those of the other two countries. As a result English textbooks use more active pictures and are more useful in promoting a discovery frame of mind.
