JOURNAL OF CURRICULUM STUDIES (J.C.S.)
Year:2019 | Volume:14 | Issue:53 |Papers Count:7

The aim of this study is to explain the logic of the science education curriculum based on the philosophy of Bhaskarian Transcendental Realism. The research method is deductive. For this purpose, it introduces the central core of transcendental realism that focuses on the three elements of ontological realism, epistemic relativism and judgmental rationality, and then its implications for the logic of science education curriculum. The findings showed that the combination of ontological realism and epistemic relativism brings about a constructive realism approach to the rationale of science education; in constructive realism, science, although a product of human imagination, is nevertheless realistic. Also the third element of Basskar's philosophy is the rationality of judgment which has recommended a critical approach to the science education. The Critical Approach drives science education towards critical thinking and rational criteria for judging competing theories and ideas.

The present study aimed to evaluate the present situation of charity education in schools. To this aim, a phenomenological method was used using semi-structured interview. The sample included the principals and teachers from 12 public, private and Quranic elementary schools for both girls and boys in Tabriz, Iran. First, the type and amount of educational activities in the schools were emphasized. Then, the posteriori content analysis method was used to analyze the interviews. Based on the results, the use of the charity fund and the distribution of the money envelope were more frequent among the principals’ responses, while composition was more frequent among the teachers' response. According to the majority of principals, the time that was often held at the celebration of charity and the deputy of the school and the training tutor, along with a group of student, were more responsible for its implementation. According to the majority of teachers, the concept of charity from the second grade of elementary school was more understandable for the students, and the role of practical activities and the content of the textbooks could play a significant and complementary role. Finally, the barriers for training this type of content were elaborated according to interviewees. After collecting and classifying the data, four themes including overt, hidden, absurd, and extracurricular curriculum were extracted.

The purpose of this study is to examine the relationship between the quality of students' learning experiences in the sense of belonging to the school with the mediating role of attitude toward the curriculum. The research method was descriptive-correlational and the statistical population of the study included the second grade high school students in Ardebil in the academic year of 1997-96. The sample size was 358 individuals which was determined by Morgan and Krejcy tables and were selected by random cluster sampling method. The data was gathered through three questionnaires of Newman and Newman learning experiences (1993), belonging to Barry and Betty School (2005) and Asadian Curriculum (1395). The results of this study indicated that the attitude toward the 42% beta coefficient curriculum is the strongest predictor of the quality of learning experiences and there was a significant relationship between the components of the quality of learning experiences (resources, content, flexibility, quality of teacher-student relationships) and students' attitudes towards the curriculum.

The purpose of this study was to investigate how 10th grade Arabic teachers confront with Arabic curriculum reforms. This research was conducted by phenomenological approach. The participants in this study included 15 Arabic teachers in the 10th grade in Hamedan, in the academic year of 2017-18 which were selected through snowball sampling method. The data collection tools included semi-structured interviews and the collected data were analyzed using coding and categorization methods in three levels of knowledge, attitude and behavior The results indicated that in general, Arabic teachers have a fairly good awareness of the nature of changes and reforms (approach and form), although they are less aware of the philosophy behind the changes. Their attitudes that teachers showed could be divided into three categories according to the approach of the textbook: agree with the changes, oppose the changes, agree with the approach of change but opposing its realization in the Arabic textbook. Also, teachers' behaviors against changes could be categorized into three categories: maximum changes, reduction, and addition.

The purpose of this research is to investigate the mental structures of educational managers, experts and professors in the field of curriculum and entrepreneurship in schools. The researcher's intention could be discovering the subject of the research with the view of the participants in the research, which was done by a qualitative method with grounded theory. From the statistical population that included educational managers, experts and professors in the curriculum and entrepreneurship, a sample of 30 individuals were selected by purposeful method for the interviews. The data analysis was conducted using open, focal and selective coding and the findings were presented in the form of paradigm and native theory. The results of the study indicated that in the selection coding stage, the relationship between the criteria of the entrepreneurship education curriculum model was determined in the form of narrative analysis. Accordingly, "designing an entrepreneurship education curriculum" as a pivotal category based on the causal conditions of "environmental policies and objectives" "And" Relationship with the job market "and through the strategies of" coach participation in the production of curriculum "and" continuous engagement with scientific centers ", taking into account" receptor attributes ", " as a model ground ", are realized and lead to the realization of" Educational, Educational and Economic Consequences". The reliability of the findings was confirmed by long participation methods and continuous observation in the field of research, peer review and approval of the participants.

The present study was conducted with the aim of analyzing the barriers for effective teaching of the lesson "Entrepreneurship and Production Workshop" in the 2nd grade secondary school. The approach that was taken in this research included a combination of sequential-exploratory type which was used in the qualitative part of the systematic approach to the Grounded Theory method and in the quantitative part of the descriptive-survey method. The data collection tool in the qualitative section included a semi-structured interview and document review and a small part of the researcher's questionnaire. The data from the interviews in the qualitative section were analyzed by open, axial and selective coding and prioritized in the quantitative section with Friedman's test. The results of this research showed that the causal factors (including weaknesses in the entrepreneurial structures of the country, the weakness of the managerial structure of education, the weakness of the educational planning, etc. ) could reduce the effectiveness of the training course in the workshops of Entrepreneurship and Production course, which reveals the poor function of Educational system in supporting teachers for this lesson, inadequate in-service training courses, inadequate teacher training in entrepreneurial lessons, inappropriate advertising and conflicts with the development of entrepreneurship culture in the mass media, weakness in the use of appropriate evaluation methods in order to face the consequences, which have caused negative consequences in the short and long terms.