JOURNAL OF CURRICULUM STUDIES (J.C.S.)
Year:2020 | Volume:14 | Issue:55 |Papers Count:9

Even though upstream documents have emphasized on economic education, bout recent status of this field is vague and Few studies are conducted investigating goals, content, teaching methods and assessment. The present paper aim to explain ten curriculum components in relation to economic education in general education. For this purpose, all studies conducted from 1995 to 2019 in other countries and from 2006 to 2019 in Iran were survey and 52 studies were selected and through six-step model for Meta synthesis their components were provided. To gather the required data, the worksheet form and Cohen’ s kappa coefficient were used in order to ensure the reliability, and open and axial coding methods from software Nvivo-8 was employed for data analysis phase. According to the results, economic education goals include familiarizing with basic concepts and moral values in elementary level and promoting economic skills and competencies in the secondary level. The content should be design based on the goals and active teaching strategies are recommended. The teacher plays the role of facilitator and diverse materials and resources could be used. The class activities should be conducted in small groups. The time and location are inflexible and the qualitative assessment methods are important.

The purpose of this paper is recognizing and explaining the components of resistive economy and presenting the curriculum design based on those components. This research was carried out using a combination of exploratory method in two sections of qualitative (synthesis) and quantitative (Delphi method) using a questionnaire as the research tool. The analysis in the qualitative section was coded and in the quantitative part, the method was the relative content validity coefficient (CVR). The population of the quantitative section included the specialists and the field of research of the qualitative section of the available papers on resistance and sampling was also targeted. Consequently, following the extraction of the following components and their related concepts, using the three-element scheme of the Godlad curriculum (content element-the political, social and elemental technical element), the curriculum model based was presented on the components of reforming the consumption pattern of resistive economy presented. The presented model for education is specifically proposed to address the crucial and critical issues of the pattern of consumption especially in today's world with a lack of resources.

The present study aims to design and validate the localized model of critical literacy curriculum. In the qualitative phase of study, informant were 17 persons of the faculty members of curriculum studies and social and political science specialists from state and Islamic Azad University in Tehran. In the quantitative phase, the research samples included 207 informants of the professors of curriculum studies and Ph. D. and senior students of curriculum development. The data collection tools were semi-structured interview at the qualitative phase and electronic researcher-made questionnaire on a 5-point Likert scale section in qualitative phase. The data analysis methods was three-steps encoding at the qualitative phase and descriptive and inferential statistics methods through SPSS and AMOs software in the qualitative phase. The results of the research indicated seven factors including ethical learning, constructivist orientation approach, self-directed learning, interactive learning strategies, interactive multimedia content, reflective learning, and problem perception enlighten the features of components of critical literacy curriculum. The model can enhance attitude, insights and critical thinking skills of students beside organizing their cultural, social and political activities.

The purpose of the study is to investigate the frequency and distribution of rule-oriented, participatory and critical citizenship education approaches in high school sociology textbooks. The special educational system is 6-3-3 in the academic year of 2018-2019 in Iran. Therefore, quantitative as well as qualitative content analysis methods were used to achieve this goal. The method of data gathering in this research was documentary method and using checklists of citizenship approaches along with indicators and components related to each approaches. The findings of the study indicate that there is a great focus on approaches to citizenship education in the 12th grade textbook (39. 5%) while the lowest indications was found in the 11th grade textbook (24. 36%). Also, among the three approaches, the most volume was rule– oriented citizens approach education was the most frequent (42. 03%) while the least frequent was the critical citizens approach education (25. 47%). Reflecting on these findings, it could be said that at the level of educational foundations distribution of citizenship education approaches was unbalanced. And some approaches have been overlooked by curriculum planners. Therefore, the review of how to represent citizenship education approaches seems to be necessary in the reviewed books.

Reading is a skill that Iranian students learn it in the first to sixth grades in primary schools by Farsi textbooks. Readability is one of the qualities should be considered in textbooks, because it helps learners to read and understand effectively. Different researches have been done about textbooks readability, but in this paper all texts in sixth grades of primary school have been investigated. The results of evaluating of texts based on Fog, Fry and Flesh Standard were two folds: 1. according to Flesh Standard, the texts were easy but based on Fry and Fog they were suitable for one or two upper level; 2. there was no standard for texts ordering, because in some grades more difficult texts have been placed prior to easier ones.

This study seems to evaluate the implemented Farsi language curriculum in of primary school. To this end it employs an evaluative procedure by characterizing the desired characteristics of implementing Farsi curriculum in primary school and comparing it with the characteristics of implemented Farsi curriculum, in order to recognize the shortcomings, weaknesses and strengths of implemented curriculum with regard to the curriculum components. The evaluation model stems from goal-oriented and management-oriented models of educational evaluation and uses mixed methods research in gathering data and applying research tools. The specific research goals of Iran's primary school Farsi curriculum evaluation includes four specified objectives: 1) explaining the desired characteristics of implementing Farsi curriculum in primary school; 2) exposing the characteristics of implemented Farsi curriculum in first cycle of primary school; 3) comparing the desired characteristics of implementing and the characteristics of implemented Farsi curriculum; and finally 4) examining the vertical coherence of the implemented Farsi Curriculum. To respond to the evaluation questions, field research was employed by using different tools including questionnaire on desired characteristics, observation of Farsi curriculum primary school classes, using the reports of reporting teachers in selected schools during the academic year, some interview with selected teachers and questionnaire on teachers’ viewpoints has been accomplished. The findings indicate that there are some shortcomings, obstacles and weaknesses in the selected content, instructing methods, using the curriculum materials, resources and supplementary books, evaluation of student’ s achievement, the space, time-table and the climate of education in primary school.

The present paper addresses the status of the environment and its protection in the sixth grade elementary textbooks. The research method is a descriptive-analytic study of the school textbooks of the year 2017-2018 done by content analysis method. The results show that in these textbooks, the subject of soil is addressed with the frequency of 59 (with the natural disasters being the top priority), 87 for water ( with the priority of consumption), 55 for sound (with the priority of sound pollution), 43 for air (with the priority of firefighting), 41 for the amount of attention to the conservation (out of 89 cases), which all of them are discussed more than "cognition and awareness" and "development". Furthermore, the distribution of environmental factors in different text books and grades is unequal. It is proposed that the environmental factors in current textbooks need to be reexamined according to the focus of the revolutionary documents of the education department and due to the environment crisis.