CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2011 | Volume:8 | Issue:30|Papers Count:10

The purpose of this study has been comparison of influence of cooperative learning method with mixed teaching method of short lecture and question & answer in biology achievement. Method of this study was quasi-experimental. The statistics population was third girl students in Isfahan high school in schooling year 2008– 2009. Sample volume was 68 which 30 person in experimental group and 38 person in control group. Sampling method was simple random. Cooperative learning was used in experimental group and was done common teaching in classrooms, compilation of short lecture and question & answer method, in control group. The study instruments was inclusive of text and made-researcher achievement tests whose validity and reliability had been confirmed before implementation by relative experts. The reliability tests was determined with implementation in sample group and then with using of split-halves method. The results were analyzed by descriptive statistics (including mean and SD) and by inferential statistics (as c2 and independent t-test). The results indicated difference mean of pre-tests and post-tests within control group (P£0.05) that teaching with compilation of short lecture and question & answer method has been more than experimental group.

The Purpose of this study was to investigate the utilization of constructivism theory and problem solving method in the development of middle school science text books. Survey research method was incorporated to conduct this study. The goal was to study the view points of science book specialists, instructional group leaders, and teachers of Tehran. The instrument consisted of a questionnaire designed on 3 point Likert scale. Sample included 300 teachers, 19 instructional group leaders, and 25 science book specialists. Statistical analysis was done by descriptive and inferential statistics. The result indicated the following: - Specialists, instructional group leaders, and teachers had rated the utilization of constructivism and problem solving method as low and very low. There was no significant difference between this three group. There was no significant difference between the view points of specialists, teachers, and instructional group leaders (P>0.05) on the limitation of utilization and planning of constructivism theory and problem solving method. There was no significant difference between the view points of specialists, teachers, and instructional group leaders (P>0.05) on the difficulties of performance of constructivism theory and problem solving method.

The aim of this study to investigate the relationship between perceptions of classroom goal structure, thinking styles, approaches to learning and academic achievement. For this purpose, in correlational research design, 311 boy students were selected from under graduated students of Abhar Azad University through stratified sampling. Three questionnaires were used: Perception of classroom goal structure scale (PALS), Thinking styles inventory and Study Process Questionnaire. academic achievement of students was assessed through their fall semester average grades. The result indicate that there is a significant positive relationship between academic achievement, mastery goal structure, thinking styles of type 1 and deep approaches to learning. There is no significant relationship between academic achievement, performance-approaches goal structure and goal structure performance-avoid. Also there is a significant negative relationship between academic achievement, thinking styles of type 2.

The purpose of this study was to specify the effectiveness of teaching life values to preschool children on their social growth and efficacy of their parents. This research was a Quasi-experimental study with design the pretest– posttest with control group. The statistical population of this study consists of all preschool children who were in kindergartens under welfare organization in the Shiraz city in 1389, from whom 351 children were selected with using multi stage cluster sampling, and was performed to them Winelend social growth questionnaire and Adams and sharer’s self-efficacy assessment to their parents. After completing the questionnaire, 30 numbers of people who had score lower than a quorum, were randomly selected and divided into two experimental and control groups. Experimental group trained 10 sessions of 2 hours of life values. The gathering data was analyses with using software SPSS and Covariance test. Research findings showed that, differences in two experimental and control groups in terms of children social growth (P£0.002) and efficacy of their parents (P£0.02) has reached a significant level. Size of training effect is respectively 30 and 18 percent.

Curriculum development in higher education is one of the modern domains of curriculum field and also it has been a missing element in higher education studies as well, because the curriculum has not seriously been engaged within higher education debate and policy formation and even in its practice. Curriculum design process in not yet properly reflective practice and then it is critical to conceptualize different attempts have been made to explore this process as a deliberative enterprise. This paper tries to conceptualize the different curriculum development models in higher education by using four approaches, i.e. the prescriptive approach, the descriptive approach conceptual and strategic approach models. To analyze the nature of different approaches, it attempts to clarify theoretical perspectives and the main characteristics of each approach and classifies curriculum development models which are under each approach. Then the relationship between prescriptive, the descriptive, conceptual and strategic approaches are illustrated. It is argued that these models reflects a historical evolution of dealing with curriculum in higher education settings, started from curriculum making and moving more and more on curriculum understanding.

The goal of this research is the survey of connection between kinds of thinking style with creativity and innovation of school chiefs in lamerd. Research method is descriptive– correlation and its statistical society are 110 lamerd school chiefs in 1388-1387. By the use random sampling method 90 school chief were selected. In this research two measurement methods were used, namely thinking style questionnaire and organizational innovation scale and its coefficient were obtained by reevaluation and 0.73 and 0.67 were obtained that is completely meaningful. Obtained data were evaluated by SPSS software and descriptive statistics. The results showed that the selected sample mainly used realism oriented methods and they rarely have used mixed and action oriented methods. Also, there is a meaningful connection between the style of chiefs thinking and innovation dimension and action oriented thinking style is the most important prediction factor in the innovation of said organization (P-value<0.05, b=0.45). Meanwhile, the amount of organizational innovation of mean and women chiefs was high and meaningful difference were not observed (P-Value=0.38>0.05).

This study has examined attitudes toward science and technology, environmental sciences and the school science among middle school students. The descriptive- survey method was used as research method. Accordingly, the population includes all 3rd grade middle school students of Isfahan city. A sample size of 250 people (120 female and 130 male) were selected by stratified random sampling method. Research instrument was the Persian translation of the relevance of science education (ROSE) questionnaire. After implementation of questionnaire, data analyzed by the seventeen version SPSS software. Cronbach's alpha reliability coefficient for this scale, estimated to be.94. For data analysis, descriptive statistics and one-sample t-test and independent t-test were used. Results indicated that in general, there is a positive attitude among students towards science and technology, school science and environmental issues. However, there is not a positive attitude towards some of items of these components. Findings showed that male students have a more positive attitude toward science than female students. The results of this research could provide suitable information for science curriculum planners. According the results of this study, a positive attitude toward science and technology provides a proper ground for better education in schools.

The purpose of this research is to study the relationship between the family’s affective atmosphere and development of social skills along with academic achievement of male and female students of fourth and fifth grades in the elementary schools of Masjed-Soleiman. The subjects were 289 (147 boys and 142 girls) students, selected randomly using multi-stage sampling. Measurement tools in this study were Heilburn's family members of affective relations inventory, Keramati's test of social skills development and scholastic average to measure the achievement performance. The results indicated that there is a positive and significant relationship between the affective atmosphere of family and social skills development of boy and girl students. Also the results of analyzing multiple regressions showed that from among the domains of affective atmosphere of family, the sense of security in boy and the affection and having common experiences with parents in girl students are the best predictors of social skills development. There is a positive and significant relationship between the affective atmosphere of family and academic achievement of boy and girl students as well.