Curriculum Development
Zohreh Karami; Maysam Karami
Abstract
IntroductionToday, one of the most important tasks of education is to strengthen the excellent functions of the mind and to develop the depth of knowledge of learners. Strengthening the higher mental functions and cognitive development of learners is achieved through cognitive engagement and complex ...
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IntroductionToday, one of the most important tasks of education is to strengthen the excellent functions of the mind and to develop the depth of knowledge of learners. Strengthening the higher mental functions and cognitive development of learners is achieved through cognitive engagement and complex thinking. Involvement of learners in exploratory activities, problem solving, etc. provides the ground for their cognitive development. Through the Norman Webb Knowledge Depth Model (DOK), teachers can enhance learners' cognitive complexity.MethodThis study aimed to present of curriculum model based on depth of knowledge to increase the level of cognitive complexity of learners. In this research, the method of document mining and categorical content analysis was used. The resources were studied and using the content analysis method, the main and secondary themes were identified, and finally, based on them, a curriculum model based on the depth of knowledge was presented. In order to validate, this model was provided to experts, and after announcing their opinions, the Content Validity Ratio (CVR) was calculated, the results showed that the model in terms of Specialists is acceptable.ResultsBased on the research findings in this model, four levels of recall and reproduction, skills and concepts, strategic thinking, and extended thinking, predicted and elements of objectives, method of action, activities and evaluation appropriate to each level, are introduced. In general, in the curriculum model based on the depth of knowledge, goals Included strengthening the skills of analysis, reasoning, judgment, decision-making, leadership, problem solving, critical thinking, flexible thinking, creative thinking and .... In-depth knowledge-based content tries to prepare the learner to face such situations in life by confronting them with complex and ambiguous situations. In-depth knowledge-based assessment is also in line with the curriculum, and the level of questions and activities is adjusted from low to high complexity.DiscussionIn the knowledge depth model, learners engage in exploratory and problem-solving activities and often acquire what they have learned through mental effort and activity. Involve students in activities such as interpreting, predicting, inferring, classifying, analyzing, reasoning, criticizing, inventing, designing and executing, participating, researching, combining, Self-monitoring, critique, production and presentation contribute to their cognitive development.
Curriculum Development
marjan sojoodi; Marzieh Dehghani; mohamad javadipour; Reza Zaefarian
Abstract
Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present ...
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Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present research was conducted in order to identify the fundamental factors affecting the flourishing of ideas and innovation among elementary school students. The present study is practical in terms of purpose and the research approach is qualitative and phenomenological. The sample size was 12 people and sampling was done in a targeted way. The data collection tool was a semi-structured interview. Data analysis was done using Claysey's method. The identified factors in the flourishing of children's ideation and innovation included four main factors. The first factor, "idea search tools", includes the application of idea search techniques and creative strategies, games and gamification, and innovative activities and assignments. The second factor, "mental factors" includes; Students' questioning and the power of imagination and mental imagery, the third factor "inspiring teachers and parents" includes the guiding role of the teacher, encouraging and knowledgeable parents and proactive and active teachers and the fourth factor "atmosphere and physical space" which includes the atmosphere and physical space and The governance was an atmosphere of trust and acceptance. The results of the current research show the broad angles and dimensions of ideation and innovation, and the activation of these angles through the factors identified in this study plays a significant role in realizing the goals of the elementary school and provides the ground for cultivating thinkers, active and free-thinking learners. Makes. On the one hand, searching for ideas promotes individual and social identity and independence and increases the self-confidence of elementary school students, and on the other hand, from a practical point of view, it leads to the active participation of children in educational activities and special events of the elementary school.
Curriculum Development
Hedyeh Mohamadzadeh; Afsaneh Naraghiadeh; Parvin Samadi
Abstract
IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research ...
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IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parentsResultsThe results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.DiscussionAlso, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
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 ...
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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.
Curriculum Development
Somayeh Saedi; Parvin Samadi; parvin Ahmadi
Abstract
IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society ...
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IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society in order to be able to solve some of the issues related to employment and gaining new job competencies. The aim of this study was to validate the university curriculum model based on Fugit's employability model.MethodThe present study was conducted in terms of the type of development goal and quantitatively with a survey approach. The research instrument was a researcher-made questionnaire and the statistical population was all undergraduate students in comprehensive public universities in Tehran. Sampling was Stratified Random Sampling method. The statistical sample size according to Cochran's formula for was estimated at 384. Due to the limitations, 290 questionnaire samples were completed and entered into the analysis process. The obtained data were analyzed using analysis test. ResultsFindings indicated that adaptability to employability skills by 0.529, job identity to employability skills by 0.807 and socio-human capital to employability skills They have a positive and direct effect of 0.424. Also, content on human-social capital (0.960), teaching method on human-social capital (0.998), teaching method on job identity (0.236), evaluation method on human-social capital (1.23), Learning characteristics on human-social capital (0.247), teaching characteristics on job identity (1.39), teaching characteristics on adaptability (0.382), learning environment on job identity (13/13) 1) Finally, the learning environment affects adaptability (2.06). DiscussionThe sum of extracted elements, components and concepts provides a basic model of university curriculum based on students' entrepreneurial competencies. The higher education curriculum framework based on entrepreneurial competencies for students, while creating a new lens, forms a window through which the higher education community can look at its possibilities with a fresh perspective, and also provides this possibility. make it possible to look at the strange and normal separation of the university and other organizations and institutions outside the borders of the university with an enlightened view.
Curriculum Development
Nazanin Ghasemi; Marzieh Dehghani
Abstract
Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore ...
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Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore different aspects of teachers' reflective teaching at school.This study was conducted using Qualitative approach and Meta-Synthesis method. In the Meta-Synthesis, the seven-step method of Sandeliski and Barroso (2006) was used, which includes some processes like; setting research questions, systematic review, finding out and selecting basics, extracting and analyzing findings, analysis and synthesis, quality control and presenting meta-synthesis.The research findings showed reflective teaching mainly has three aspects. One of them is various dimensions of reflective teaching; which include having reflection before the act of teaching, during the teaching, and after the teaching. The second aspect refers to reflective teaching strategies like; observing own self-performance of teaching, students' feedback, action research, journalling, using portfolio, and collaboration with colleagues in teaching. The third and last aspect is related to the requirements of reflective teaching, which is included professional, personal, and socio-cultural factors. The meta-Synthesis showed that teachers' reflective teaching in school is a complex and multi-dimensional practice. Teachers' reflection in reflective teaching is not limited to reflection before teaching, they reflect on the teaching and learning process during and after teaching. Using different strategies, teachers look at teaching and learning from different perspectives, including themselves, students, and colleagues. Of course, reflective teaching of teachers in school requires requirements such as personality factors, professional factors, and socio-cultural factors. For reflective teaching, teachers must have unique personality traits such as patience, criticism, and flexibility. Professional factors related to teachers' reflective teaching also include things such as how to face teaching and learning issues, providing learning opportunities, and how to communicate with students. Socio-cultural factors are another requirement of reflective teaching, which is related to the existence of a suitable social and cultural atmosphere for the interaction of teachers with students, the interaction of teachers with each other, and school staff.
Curriculum Development
seyed Ramezan Aghili; . Jamileh Alomalhoda; kourosh Fathi Vajargah
Abstract
Purpose:
Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational ...
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Purpose:
Moral education as a serious content area of most educational systems has attracted more attention from educational philosophy perspective than from curriculum designers. Although such research studies have contributed to the growth of this field, but they have almost failed to yield any operational insight for empowering educational authorities. On the other hand, a review of top-level policy documents in the field of education reveals that, despite the real emphasis on moral education in such documents, no moral education curriculum has ever been developed for general courses. Therefore, it seems that moral education has been neglected in formal educational system. To fill such a gap, this study aimed to identify the main principles governing moral education curriculum development.
Method:
This study used a qualitative approach and an inductive content analysis method. The participants consisted of experts in the field and experienced teachers of the primary school. The data was collected by semi-structured interviews.
Results:
According to the results, 9 general categories with their 25 related principles were extracted. The principles included core competency, comprehensive goal-setting, situationality, focus on habituation, universal responsibility of moral education, diversity of sources of data in assessments, and determination of learning situation based on time and place.
Discussion:
Generally the suggested principles governing moral education curriculum have been developed in response to shortcomings in moral education process and aim to shift away from the instruction of values to moral education. The limited definition of ethics in moral education process, the limitation of ethics to the level of cognition, and the limitation of moral content in the area of moral knowledge constitute the main shortcomings. The present curriculum made an attempt to fill in this gap by focusing on ethics as a competency as well as emphasizing other aspects of moral development such as attitude and moral deeds. On the other hand, to fulfill moral education goals, all the resources of the school should be used in harmony with each other. Therefore, learning should not be limited to classroom, and the responsibility of moral education should not fall on the teacher only. As a result, an effective moral education curriculum makes use of all the potential learning resources such as a discipline-based curriculum, integration into other courses at the micro level, and integration with the whole school at the macro-level. To do so, all those who are involved, directly or indirectly, in the process of moral education should understand the importance of this area of learning and its relationship with other areas and perform their respective duties.
Curriculum Development
amir pourahmadali; Aliakbar Sheykhi fini; Hossein Zeinalipour; Samad Izadi
Abstract
This research aims to identify the dimensions and components of the application of studying mathematical lessons in elementary schools of Mazandaran province in order to present a conceptual model. The method used in this research has been a sequential exploratory mixed method. The research community ...
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This research aims to identify the dimensions and components of the application of studying mathematical lessons in elementary schools of Mazandaran province in order to present a conceptual model. The method used in this research has been a sequential exploratory mixed method. The research community included the experts of the field of lesson study, all teachers of mathematics and principals of primary schools in Mazandaran province numbered 10700 people. Sampling method in the qualitative section, the method of desirable items includes 16 people and in the quantitative section, A simple random sample of 370 people. Data collection tools Deep and exploratory interviews and A researcher-made questionnaire (85 questions) was extracted from the interviews. The method of analyzing data in the qualitative stage of the data-based method and in the quantitative stage exploratory factor analysis, confirmation, And Friedman test. The findings showed that the dimensions of studying include human aspect, structural aspect, cultural aspect, managerial aspect and pedagogical aspect. Also, the results of Friedman's test showed that According to the respondents in this research, the first priority is the pedagogical aspect, the second priority is related to the cultural aspect, the third priority relates to the structural aspect, the fourth priority relating to the human aspect and the fifth priority to the management aspect.
Curriculum Development
najmeh soltani nejad; mahboobeh arefi; Nematollah Moosapour; kourosh fathivajargah
Abstract
The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary ...
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The aim of this study was to explore the teaching approach of an elementary school teacher focusing on the role of educational theories. Narrative inquiry was selected as the research methodology. As narrative inquiry focuses on the life of one or a few individual, this research focused on a single elementary school teacher as participant. In order to analyze the data obtained from narrative and semi-structured interviews, narrative analysis and analysis of narratives were used. In order to ascertain the validity of the research findings, member-check and triangulation methods were used. Straus and Corbin paradigmatic model was used as a technique for analysis of narratives. Findings revealed that the core category determining this teacher’s teaching approach was her beliefs formed under the influence of background experiences and teacher education courses. In the final analysis the strategy of the teacher involves selecting academic theories providing a background for this teacher to according to practical wisdom in the classroom. So the findings indicate that although different factors other than educational theories affect teacher’s approach, theories play a critical influence on teacher’s activity. So, the rigorous design of teacher education curriculum can help teachers perform informed action in classroom.
Curriculum Development
Abstract
The purpose of the present study was to investigate the degree of attention paid to education for sustainable development in the curriculum (textbooks and teacher guides) of the elementary natural sciences. The research method was descriptive based on content analysis. The population consisted of the ...
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The purpose of the present study was to investigate the degree of attention paid to education for sustainable development in the curriculum (textbooks and teacher guides) of the elementary natural sciences. The research method was descriptive based on content analysis. The population consisted of the whole natural science textbooks and teacher guides of elementary grades. In this research the sample comprised the whole the population. The tools for gathering data were global UNESCO documents and a researcher- made content analysis form. To verify the formal validity and the content of the tools, 20 experts specialized in education were consulted and they confirmed both the validity of the instrument a content. The reliability was confirmed by Holesti formula at 92%. To analyze the data, the Shannon's entropy analysis was used. The results showed that in the elementary school natural sciences the impact factor was highest in pollution and natural disaster components, whereas the lowest factor was observed in components such as community building, desertification, deforestation, cultural critique, cultural rehabilitation and maintenance of culture which showed low frequency. In both textbooks and teacher guides of elementary natural sciences, the curriculum content, for are not compatible with our cultural necessities. In these document the environmental dimension figures more prominently than others..
Curriculum Development
Abstract
If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development ...
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If we recognize that the primary aim of educational systems is providing necessary conditions for comprehensive development of students, then attention to developing all of their features and existential capabilities is considered as inevitable necessity. From this point of view, in addition to the development of cognitive and intellectual aspects of the learners, planning for harmonious developing of students' feelings and emotions also requires considerable importance. But despite its significant role and status, emotional intelligence in Iran is educational system is not taken seriously for various reasons and certain views and attitudes. This study was conducted with the aim of examining the situation and position of emotions among female students in second and the third grades in a high school at Kashan. The research approach adopted in this study was one of educational connoisseurship and criticism which served for evaluate and criticized the situation of emotions in three stages involving description, interpretation and evaluation. Findings showed that a part of the inefficiency of the country’s secondary school system rooted in lack of attention and neglect of the important field of feelings and emotions.
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.
Philosophy of Education
narges sajjadiyeh; saeed azadmanesh
Abstract
Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as ...
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Functions of Philosophy of Education as an academic discipline from Tehran University Students’ Viewpoint: a Thematic Analysis The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as an academic discipline. To gather students’ viewpoints, we use semi-structured interviews and to analyze their responses, we apply thematic analysis method. A sample of 11 postgraduate students and 6 PhD students who are studying philosophy of education at Tehran University participated in this study. Findings of this paper demonstrate that the basic functions of this discipline can be classified in two functions include social functions (with ) and individual functions (18Items).The most basic social functions are: “macro policy making of formal educational system”, “proposing measure, criticism and analysis of educational space”, “inspiration for solving educational problems” and “deriving educational implications”. The most important individual functions are: “thinking and coherence of thought”, “changing attitudes and extent of their sight”.
Curriculum Development
malihe rajaei; tahereh javidi; behrooz mahram
Volume 21, Issue 2 , December 2015, , Pages 113-138
Abstract
This study aimed at study investigating the relationship between teachers' tolerance and their preferred teaching styles. The population of research comprised the high school teachers of Mashhad City in the 2010-2011 academic years and the sample included 110 teachers. The sample completed "tolerance" ...
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This study aimed at study investigating the relationship between teachers' tolerance and their preferred teaching styles. The population of research comprised the high school teachers of Mashhad City in the 2010-2011 academic years and the sample included 110 teachers. The sample completed "tolerance" and "teaching styles" questionnaires. After data analysis, the research results showed that the tolerance of teachers is not linked to their preferred teaching styles. It was also construed that the tolerance of teachers had a moderate level and the preferred teaching styles was active teaching style. Based on the results, it is suggested that the in service teacher training program more attention should be paid to the doctrines of humanism. It is also suggested that other researchers should focus on the causes of tolerance and its relation to other issues in the field of the education.
Curriculum Development
zohre ababaf; maghsood ferasatkhah; yadolah mehralizade; koorosh fathi vajargah
Volume 21, Issue 2 , December 2015, , Pages 157-182
Abstract
The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended ...
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The purpose of this paper is to reflect on the requirements in teachers' professional competencies in correspondence to worldwide social, information and communication technology developments and the effect that this development had on the curriculum. If we are trying to reduce the gap between the intended curriculum, the taught curriculum and experienced curriculum, it is necessary to pay attention to the hidden and neglected curriculum in our educational system. Current and emerging social facts and developments in digital world constitute considerable aspects of the hidden and neglected curriculum and effective on three curriculum types mentioned above. Since teachers are the key factor contributing to the success of curriculum, specially intended curriculum, they need the appropriate competencies to make these changes. Understanding these competencies can provide the basis for reflection on teacher training curricula. The methodology of this study is a survey involving a review – analysis and the author has applied her long-term experience as an educator in teacher education domain to enrich the theoretical aspects of study. The main topics of this study are organized in two sections: In the first section, features of curricula influenced by global social and ICT developments are reviewed, and in the second part teachers' professional competencies in accordance with these developments are reviewed. The findings of this study indicate teachers' professional competencies in two areas: professional competencies in accordance with knowledge of curriculum and practice of curriculum, each of which consists of several professional components and are illustrated in the form of a diagram.
Curriculum Development
adib adib; MOHAMADREZA EZATY
Abstract
This research is allocated to the study of work & technology curriculum implementation, based on teachers’ experiences in sixth grade and first year implementation. The Research type is qualitative and has carried out with phenomenological method. The data had beengathered with semi organized ...
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This research is allocated to the study of work & technology curriculum implementation, based on teachers’ experiences in sixth grade and first year implementation. The Research type is qualitative and has carried out with phenomenological method. The data had beengathered with semi organized interviews from 10 sixth grade teachers in Songor region of Kermanshah province. Sampling was intentional and accomplished with data saturation. Data were analyzed in Smith method 1995 on phenomenological studies. Then this information has been returned to participants to validation. The research findings are 15 themes which have been categorized in 3 clusters. Six themes have jammed in the cluster oflimitations that consists: English language, lack of computer, tools, technical hum resources, teachers guide and in serviceeducations. The second cluster has been entitled Preferences included 5 themes: technology, content justification, student preferences attending, integrating and achievement evaluation. In last cluster with teachers initiatives topic 4 actions of teachersare lustering to overcome the limitations of teaching: using PCs, taking assistance from secondary schools, competition holding and students employing into teaching help.
Curriculum Development
Mohammad Reza Yousefzadeh Chosary; Zohreh Karami
Abstract
The main purpose of this study was introducing threshold concepts and their status in disciplines, and then introducing these concepts as a new horizon for research in curriculum. Threshold concepts theory was initially introduced by Mayers & Land in 2003. This theory is endorsed by troublesome knowledge, ...
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The main purpose of this study was introducing threshold concepts and their status in disciplines, and then introducing these concepts as a new horizon for research in curriculum. Threshold concepts theory was initially introduced by Mayers & Land in 2003. This theory is endorsed by troublesome knowledge, variation and reconstructivist theories. Threshold concepts provide requirements for deep understanding of disciplinary knowledge. Without learning these concepts, learners will be unable to learn effectively. Mayers and Land have proposed different criteria for identifying threshold concepts, with the help of them, we can identify the concepts in curriculum. Threshold concepts are expected to help teachers to develop significant changes in curriculum. Research in threshold concepts was initially conducted in higher education. Since the learners’ previous experiences play an important role in studies around identifying threshold concepts, the phenomenological research method has been used in most of these studies. Also, to solve teaching and learning problems arisen from these concepts, instructors, teachers, and researchers are recommended to use methods such as action research and lesson study.
Curriculum Development
Abstract
In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. ...
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In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. Statistical community includes by 1st class boy students of Ghods city in the educating year 2011-2012. Then by using test method, the preferences of multiple intelligences of both group (control & experiment) determined. One week before beginning of experiment a pretest was taken from both groups, and then experiment group passed eight week training trail, when the controlling group was training with traditional method. Then by taking a post test, the learning level of these students was evaluated and was compared by the marks of witness group. The statistical data was analyzed by covariance test. The results showed that there is a significant relation between learning based on Kinesthetic intelligence and science lesson, and also there is a significant difference between 2 groups of students that learned from Kinesthetic intelligence and students that were not thought by this method (significant level of test that the measure was 0.00 and less than 0.05) and the experiment group had more efficient result compared with control group because of methods based on Gardner’s ‘Kinesthetic intelligence’ method. Therefore this researcher suggests using this teaching method at schools for students.
