CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2014 | Volume:11 | Issue:15 (42)|Papers Count:24

Motahari’s approach toward morality is very fundamental and methodological. To him, methods and standers are as important as objectives and contents. In his point of view, “self- missing” and “self-bewildering” as opposed to “self- finding”, are deeply rooted in Islamic theology. This research is carried out to determine the ways how school can be Islamized, while taking the Motahari’s “self-return” into account. In order to do so, deductive- descriptive analysis method is used to study about his approach in human comprehension, cognition, and value. Based on above-mentioned factors, the objectives and procedures of Islamization of schools, considering both knowledge and students are to be studied.

Critical thinking is an important part of education and should be considered in all parts of curriculum in all levels. The essence and the nature of critical thinking, its chief principals and its reinforcing plans are what going to be studied in this essay, using a descriptive-analytical and comparative method. The results show that these three approaches toward critical thinking are not in the same way, especially Russell’s viewpoint which is more different. Specifically, critical thinking has been discussed by Paul and Ennis, and both have purposed exact plans for its practicality and integrating it to the educational curriculum. Their approach, also, have a lot in common with psychological approach, too. But Russell’s viewpoint is of theoretical and philosophical one. He explained and justified critical thinking from a humanistic viewpoint. Regardless of these differences, applying critical thinking both in believes and actions of the teachers is the vary point with which they are, all, agreed. They believe that these points not only should be thought but also should be put into practice.

The main purpose of this paper is to study and compare students’ mathematical performance in different types of school (ordinary, private and special) in solving a non-routine math problem. There are about 836 participants, from southern part of Iran, including 291 students from ordinary, 293 students from private, and 252 ones from special school. These students were asked to solve a none-routine mathematical problem. Then, the student’s strategies are categorized based on theoretical frame work, being disapproved and verified, in the literature realm. These categories are as: non-answered parts, only-public strategy, unreal answered, transformational strategy, beginning coordination strategy, and the senior one. After that, with using H Kruskal-Wallis test and U Mann-Whitney test, all data were analyzed. Results of the study also show that there is a significant relationship between the type of school and the student’s performance; in that, performance of students in special school and private schools was better than performance of students in ordinary school (a=0.01).

The goal of the present study is to investigate the effectiveness of instructional computer games on academic achievement and attitude of forth grade students towards science learning in the city of Arak. The method being used in this research is semi-experimental research method and the research pattern is of two group pattern with pre-test and post-test. The statistical population is of 1836 students in the fourth grade of primary schools in Arak city during academic year of 1390-91. Based on random stratified sampling method Forty students are selected; 20 of them being placed in the experimental group and 20 in the control group. Thus, 10 topics are selected from the 4th grade science book and computer games are produced out of those topics. The experimental group played those instructional computer games and the control group was taught based on the traditional method. Data collection was conducted through educational improvement test and attitude scale towards learning science by Akpinar et al. Reliability coefficient was computed for educational improvement test as 0.8 and for attitude towards science as 0.77. ANCOVA was utilized to analyze the data. Results suggest that those students playing instructional computer games significantly had better academic achievement and better attitude towards science learning than students who were trained through traditional method, P<0.001. Therefore, the use of instructional computer game is recommended in teaching science.

Since the formation of early societies, the process of teaching and learning between the teacher and student has created reciprocal rights; hence, it was the observing 0f such rights that led to the perfection of this process. This issue, also, has been highly taken into consideration in Islamic and, therefore, many books are written based on the various verses and tradition in this regard. This current study aims to explain the rules of Islamic law on the rights of teachers and students. The method applied is of a descriptive one. It should be noted that most of these writings have been made on the basis of rights and obligations of the teacher and student from ethical perspective, while the inclusion of Islamic jurisprudence has been ignored. However, the research findings refer to these rights from the perspective of Islamic jurisprudence, while considering the seventeen jurisprudence rules.

The purpose of this study is to compare the effect of cooperative method, discovery method and lecture method for students learning development and outlook toward physics. All of the first grad students of the Sanger high school are as the statistical population. This research is of semi-experimental one with non-equal controlling group. The sample of the study has consisted of 28, 28, 22 students treated with cooperative method, discovery method and lecture method. The procedure of choosing the sample was nonrandom (convenience) methodical. The educational treatment was conducted during 14 weeks by the researcher. The tools being used in this study were achievement and attitude assessment test in physics, which both were researcher-made. The validity of these tools was verified by professors of social science and physics. During a pilot study, the reliability of attitude assessment test was calculated α= 0/86. The statistical procedures used in the data analysis were t-test and Anova. The finding of the study revealed that the mean difference of scores of the students treated with cooperative method was higher than the grades of students treated with discovery method. However, there was no significant difference between any other two groups compared with each other. Furthermore, there was a significant difference between discovery and lecture teaching method, and discovery and cooperative teaching method with regard to students’ attitude toward physics. Moreover, there was a significant difference between cooperative participants score and no significant difference in pre-test and post-test of the participants score in discovery and lecture group.

The purpose of this paper is to study the impact of innovative teaching meted on creativity and academic achievement in social teaching lesson considering the boy students of second grade of junior high school in Buin Zahra during the academic year of 90-91. To do so both test and control groups are needed. Therefore, focusing on control group, a semi-experimental method with pre-test and post-test is used. The study sample included 42 boy students of second grad of junior high school (22 students for test group and 20 for the control). Then, two classes for the sample size was chosen; in that, students randomly were selected for control (n=20) and test (n=22) groups during the time of social teaching classes. The pre- test of creativity and academic achievement was administered for both groups Then innovative method in 12 sessions (each 45 min) was applied for test group. then, creativity and academic achievement post-test was taken for two groups. In order to analyze the data, descriptive statistic method (mean, standard deviation) was used and in inferential part the covariance analysis of variance was applied. The results are as follow: Innovative teaching method has caused to increase the creativity of students. Innovative teaching method is making a positive impact on the academic achievement of students. Innovative teaching method has caused to increase creativity’s components of students (fluency, originality, flexibility and elaboration).

Based on the descriptive method, this research has been done to study about the effective factors making the university professors to arrange lesson plans based on the curriculum. The method of the research is descriptive method. 394 faculties of Mazandaran University of Medical Sciences are chosen as the Statistic population of this research. Based on the Kerjesy and Morgan's tables, 190 professors are selected by the random sampling. For collecting data, questionnaires have been used. Contextual and nominal reliability are taken in to consideration so as to arrange these questioners. Its perpetuity, also, has been assessed as 0.86 by Kranbakh’s Alpha. Descriptive statistic as well as deductive statistic such as t-test, variation analysis, Fredman, and kroskal valis is used to analyze the data. As revealed by the results, motivational, cognitive, and managerial factors are the important keys leading professors to make use of lesson plans. It is to say that the most effective factor is the cognitive; whereas, managerial and the motivational factors are the second and the third.

The present research is carried out to study about the “intended curriculum” and “implemented curriculum” in junior high school based on UNESCO’s elements in education. These elements are of seven types as: Human Right and Democracy, Cooperation and Solidarity, Preservation of Cultures, Self and others, Internationalism, Protection of the Environment and Spirituality. The present study is one of descriptive and content analysis type. The data-collection tools in the first part include checklist. In second part teacher behavior observation checklist was used which was researcher-made checklist and its validity and reliability have been confirmed. The research sample, in the first part, includes all the contents of Social science, Persian literature, and Theology and History books in the three grades of junior high school. In the second part, based on stratified random sampling, 60 social science classes in Uremia schools were chosen for the study. For the content analysis, Shannon Entropy Method is used and descriptive and inferential statistics of T-test and variance analysis are used to analyze the implemented curriculum data. The results in content analysis part show that UNESCO peace education elements, in the above -mentioned books, are not, too much, taken into account. The most field of attention is on Cooperation and Solidarity elements which are most frequent in Social science books and least frequent in History books. The least attention, however, is paid to democracy and nature protection which in social and religious books, it is possible to keep track of them but we cannot say the same for literature. The Teacher behavior observation checklist results show that teachers function, lower than average in teaching-learning skills regarding teaching peace. They functioned only in Spirituality on average.

To find out the relationship between hidden curriculum components and the national identity of high school students, this research has been done. The present study is implemented on the basis of descriptive- correlation method. The statistical populations of this study are the second and the third grad high school students of West Mazandaran province. 414 students are selected based on stratified sampling method. Two sorts of questionnaires were designed by the researcher and had been answered by the participant. In order to measure the effect of hidden curriculum components, the first on focused on the social atmosphere of school, organizational structure, teacher-learner interaction, and physical structure of school and classroom. The second one, however, focused on the national identify. On the basis of Coronbach’s Alpha coefficient, the reliability of hidden curriculum factors and the national identify were calculated as 85% and 81%.Descriptive statistic and Regression analysis have been used so as o analyze data. The results indicate that there is a significant relationship-with 95% certainty- between the hidden curriculum components and national identity of students. Also, some elements such as social atmosphere of school, organizational structure of school, teacher-learner interaction, physical structure of school and classroom are related with national identity of students, having 95% of certainty. The findings show that as each and every of the above-mentioned factors increase, the amounts of national identity of students increases, too. The variable of teacher-learner interaction possesses the most correlation with the national identity.

The purpose of this research was to study the view point of the experimental science and social teaching teachers- executors of the training plan based on educational approach- toward the context of the teacher’s workbook. The method being used in this paper is of the descriptive one focusing on the content. The statistical populations consist of the experimental science and social teaching teachers- executors of the training method based on educational approach- of second grad high school, from the provinces of Sistan Balochestan and Tehran. In this paper, sampling is not implemented and all the teachers’ viewpoints (n=82) are considered about the content of the teacher’s book. Data collecting tools are the research-made questioners which their validity are confirmed by the content validity and the experts of the field. Its reliability, also, is verified agreements of evaluators. It is indicated by the result that these teachers have a lot in common in improving the teaching quality, increasing the group activities,, integrating the content with religious beliefs and magnifying educational point. Having clear objectives in logical order, considering the content of the books, improving the national attitude, interrogating the content with national teaching, improving the specialty of the teachers, and enhancing positive interaction between teachers and students are what they are not fully agreed about.

Service-learning is a kind of teaching strategy which would help in enriching learning experiences as well as strengthening communication skills of students. The chief Purpose of this paper is to know what the agricultural students’ viewpoints are toward services-learning. This research, in terms of paradigm is quantitative and in terms of aim is practical. It is also descriptive considering the data processing. Composed of 143 students-randomly selected by Kergesy-Morgan table-out of 170, the statistical population are of the B.A and M.A. students of Agricultural education and development of Razi University. The data has been gathered via researcher- made questionnaire. The validity of the questioner has been determined by the prevailing resources and the professors of Razi University and its reliability-being 78%- has been calculated via Coronbach’s Alfa coefficient. What being shown from the result is that students relatively have positive attitude toward service-learning. They say that in order to put this project into practice, each and every one's responsibility should be clearly designed. The result also reveals that those not having the experience of team-working are more eager to learn about the t- test service. The result also can be very helpful in improving the quality of education as well as agricultural learning and development.