CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2011 | Volume:8 | Issue:28-29|Papers Count:13

The overall goal of this study is to review obstacles and problems of agriculture extension raining. courses from farmers' the point of view of participating in the in 2010 in Dezful. This study relied upon a descriptive methodology, using survey as the instrument. The statistical population in this study consisted of 5060 (N=5060) farmers. Out of this number, a sample of 466 (n=466) people were selected based on the stratified random sampling procedure. The instrument was a researcher-made questionnaire the validity of which had been calculated by the supervising and consultant extension experts after a pre-test confirming a Cronbach alpha coefficient 0.85. For the purpose of data analysis using statistical methods, T-independent, KMO coefficient, factor analysis. The findings of this study using the KMO coefficient and factor analysis indicate that these courses with problems and obstacles such as, lack of time-fitness in courses with time conditions of farmers, lack of appropriate content presented in courses with vocational training needs of farmers, inadequate employment of versed and experienced extension workers about updated agricultural issues, inadequate usage of instructional and assistant equipment by extension workers, lack of access to educational content courses in the form of informational means such as instructional pamphlets and CDs, lack of on time delivery of information to the farmers in the field courses, other research findings indicate a significant difference (P £0.05) the obstacles and problems (time and placecontent and motivate) from farmers' living in cities and rural areas the point of view. Also was not observed the significant difference between farmers' living in cities and rural areas the point of view with the obstacles and advocates teaching methods courses.

This project aimed to design ICT-based curriculum model and assess its impact on cognitive, affective performance, and skills of high school students.This study has been done through the descriptive survey and quasi-experimental method. Study population included all students (N=128934) and teachers (N=12890) and 60 curriculum and ICT specialists in Tehran in 1387.120 student, 120 teachers and 60 specialists of ICT and curriculum were selected using multi-stage sampling method.data collection was done by a 52-item questionnaire (with 5 options) in 6 subscales, data analysis was done through descriptive and inferential statistics (ANOVA test, Tukey post hoc test and t-test).Results indicated that there was difference between the view of students, teachers and specialists in philosophical, social, psychological fundamentals.There was difference between their view about basic concepts of ICT curriculum model, basic knowledge, and skill, principles of content selection and organization. There was no difference between their attittude toward teaching method, and evaluation. The Levels of foundation, concepts and terminology, knowledge, attitude and skills of students who trained in ICT curriculum is significantly higher than students who did not receive this training.

The Purpose of this study was investigate affect thinking styles with amount learning of fundamental Information and Communication Technology.Population of this study all vocational school of technical and professional 1 area of Charmahal and Bakhtiyari province that they are passing ICT course.In this study that all population used for statistical sample. Number sample in this research was 358 individual (142 women and 216 men). Measurement instrument in this research Questionnaire thinking styles Sternberg and Wagner and make researcher test of ICT.Data in study analysis with descriptive and inference statistic (mean, standard deviation) and independent T test and:1. Executive thinking style effect in number fundamental ICT.2. Judicial thinking style effect in number fundamental ICT.3. Legislative thinking style effect in number fundamental ICT.

This study aimed to compare the teaching skills of teachers graduated from Islamic Azad University, government and Payam-noor university. Teachers of persian language and literature who was employed formally in ministry of education and were teaching persian literature in academic year of 1386-1387 in Shiraz.90 teachers (38 males and 52 females) and 900 students were selected through stratified random sampling. data collection was done by 28- item questionnaire (Likert-type with 5 option) in four sub-scales (before training, before and during training, during, during and after training). teachers graduated from Islamic Azad University had the highest mean score. difference between the skills during education (p=0/005), during and after training process (at p=0/009) was significant between the teachers graduated from Islamic Azad University, government and Payamnoor university. There was no significant difference between teaching skills before, befor and during training process and graduation University.

This study aimed to assess the effects of metacognition on educational achievement of the Azad university students in special texts in English language. After the final examination, 32 students with the higher grades and 32 students with the lower grades from the 128 students of the 4 classes were chosen and their meta-cognitive skills were compared. In this research, meta-cognitive skills were considered as independent variables, academic achievement as the dependent variable and sex as the control variable. The result showed a significant difference between strong and weak group according to the meta-cognitive levels. In addition, the sub-scales scores (awareness, cognitive strategy, planning and self-control) were significantly different in two group.

study aimed to assess effects of training critical thinking, problem solving and meta-cognitive on students' self-learning. Fifty undergraduate student of Islamic Azad university of Khorasgan were selected randomly and then they divided randomly into experimental and control groups. Test group were trained about critical thinking, problem solving and meta-cognitive in 6 sessions. Fischer et al' scale (1002) was used as an instrument for measuring self-learning before and after training. Data analysis was done using analysis of covariance. Research findings indicated a significant impact of teaching critical thinking, problem solving and meta-cognitive on the total scores of self-learning and its components (self-management, willingness for learning, and self control). According to the data analysis, teaching critical thinking, problem solving and meta-cognitive will increase total score of self-learning and its components (self-management, willingness for learning, and self control).

290 students were selected (out of 1127 students) by classified sampling according to Morgan classification in analysis of sexuality and academic discipline, in order to compare the impact of inductive and analogical teaching methods on students' math scores. Pre- test and post- test was conducted and data analysis was done by dependent t-test, independent t-test and ANOVA.Findings indicated that there are significant didifference in both methods between pre-test and post-test, But there was no significant difference based on gender. In addition, there was significant difference between various academic discipline and using analogical teaching, but there was not any significant difference between applying inductive teaching methods in various majors.

This study investigated factors influencing the development of perceived responsive curricula in smart schools. All smart school teachers in Tehran in the academic year 1390 1388 were considered as study population. In this descriptive correlation study, 360 teacher were selected through multistage clustering sampling. Three researcher- made questionnaires (factors influencing responsible perceived curricula, component of the perceived responsive curricula, motivating students in smart schools) were used. Content validity was obtained.Cronbach's alpha coefficient was 0/93, 0/89 and 0/87 respectively. Pearson correlation and structural equations model is used for data analysis. Findings indicate that among the seven studied variables attention to individual differences (0/307), attention to mastery learning (0/263), and attention to research-centeredness (0/219) had the highest total effect on the perceived responsive curriculum. Based on the findings of the study Chi-Square, GFI, AGFI, P-Value and RMSEA are 115/422, 0/963, 0/921, 0/000, and 0/055 respectively.Therefore studied model is acceptable.

This study aimed to assess the impact of webbased learning (weblog) with a problem-solving approach on reflective thinking development in English language students of Islamic Azad University of Ardabil. Reflective thinking questionnaire designed by Kember et al. (1999) based on mezirow theory (1991) was used for data gathering. A pre-test and post –test was conducted for both experimental (N=15) and control groups (N=15) who were selected by cluster sampling method. Results showed that there was a significant difference between the two groups concerning understanding, reflection and critical thinking (t-test, a=0.05). Therefore, this study confirmed the positive effect of web-based learning on student' s reflective thinking development.

This study investigated pictures and content of social sciences textbook' in first, second & third grades of secondary school in the academic year of 1388-89 (2010-2011) in Iran. It aimed to identify present citizenship educational approaches in textbooks which are transferred to pupils through hidden & formal curriculum. The overall aim of investigating these approaches is to define "good citizen". integrated different views (rule –oriented, participatory & critical citizens) was used for analyzing citizenship educational approaches. Their characterisitics are as follows: (a) ruleoriented citizen: active, law-obedient, responsible.(b) Participatory citizen: interested in participating in social activities, and cooperating in society development (c) critical citizen: critical of political, economic & social structures, interested in social justice with a motivation for social change. Social sciences textbook were used as tools. description criteria is citizenship education and the unit of registration is paragraph. analysis of textbooks reveals that most content (45/5%) is dedicated to the education of rule–oriented citizens. Then there are participatory (36/06%) and critical citizens (18/44%) respectively. There is 119 pictures in books, which 65% is in the first year, 53% in second year and 32% in the third year textbook.justice and equality is one of considered issue for educating about critical citizens. Results show that 53 percent of pictures in the first year, 1/8% in second year and 8/7% in the third year have female symbols. Lack of emphasizing techniques for understanding picture message is one of criticism.