CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2018 | Volume:15 | Issue:31 (58) |Papers Count:14

What is the usefulness of posing questions in the field of curriculum? What are key curriculum questions? These are two questions which this research aimed to answer using descriptive, analytical, and deductive methods. In answering these questions, Joseph Schwab’ s conception of curriculum is used to introduce a scheme of questions concerning the nature, elements, and practice of curriculum. Formulations of questions by other curriculum theorists are reviewed and analyzed in light of this scheme, and the various uses of such questions are described. How far the questions prove to enhance thinking and acting in the domain of curriculum is the ultimate criterion of the usefulness of the questions. The answer to this final test question, as to the others, is to be found in the circumstances of practice. The results Analysis showed can be used To understand, construct and practice curriculum.

this study aimed to investigate managing “ Competency” as well as educational program developing in Information Technology undergraduate at different countries or jurisdictions as well as comparison with its situation in Iran. The methodology of this study is Mixed-Intertwined-method and methods including Documentary Study and Survey. In the Documentary Study, the population includes international and national reference documents, articles and scientific researchs. In Survey that the research tools include semi-structired interview, questionnaire and Delphi thecniqu, the population and sample is determined according to the each tool. The results showed that the interpretation of competency impact on managing “ competency” and educational program developing. Other findings indicated that in engineering field especially Information Technology, “ Competency” will be developed, assessed, maintained and expanded during the four stages that is known “ Engineering Competency Cycle” . In different countries or jurisdiction, almost similar models are be presented to appropriately establish “ Competency Cycle” in engineering field especially Information Technology. Also, findings showed that in Iran a proper model has not for managing Competency Cycle in Information Technology undergraduate and this Cycle has not been properly established.

This study examined the effect of a combination of two teaching methods (traditional, blog, forum) and teaching methods (traditional and mobile) ninth grade students motivation to learn. Materials and quasi-experimental study with a control group and the control population Statistics Research 100 students in grades nine The 20th Tehran Area 5 in the academic year 2016-2017 Stratified random sampling method selected and 4 groups of 25 people Girls and boys categories amassment information. Herman 1977 was conducted through questionnaires. Data research using descriptive statistics such as (Frequency and percentage) and inferential statistics (independent t test and dependent t), respectively The findings of this study suggest The three component factors of achievement motivation confidence, Hard work and perseverance in the group of male students Blogs and forums on Infuse motivation More successful and future components of the same performance of both methods was observed. Group of female students confidence component And perseverance of blogs and forums better And the future role of mobile elements have been more effective In the last component of the hard work of both was the same.

The goal of study was the evaluation of the entrepreneurship components in the experienced curriculum from perspectives of fourth year undergraduate students at Kabul university in the academic year of 2013-14. The statistical populations were the undergraduate students from the Kabul University (4590). The method of sampling was classified random sampling. 346 students were selected as a sample size on the basis Cochran formula and data were collected through researcher made questionnaire. The first step was to develop a conceptual framework for evaluating entrepreneurship components and in the second step the research tools were made based on that. The reliability of the instrument using Cronbach's alpha test was 88/0 and validity was confirmed by experts. In statistical part, mean, standard deviation, t-tests, repeated measures and Confirmatory factor analysis were used. Due to SPSS and LISREL software, data were analyzed. Research findings indicated that framework of the entrepreneurship is valid. The dominant aspect of perception entrepreneurship in the curriculum from the perspective of students was the component of “ situation recognition” . The overall condition of perception of entrepreneurship was at an average level. Also the finding showed that there is no difference between perception of entrepreneurship in the experienced curriculum by male and female students, but there is a difference between the perceptions of entrepreneurship of students in various faculties. The most prevalent components in the experienced curriculum was the components of creativity and innovation, and the least was relevant the concept of internal control.

This research was conducted with the aim of designing a creative based curriculum model in corporate university with inductive approach. Population consisted of 3 groups of education experts, training, HR and R&D experts and managers and documents which were selected by availability sampling method. Data obtained by semi-structured interviews and analysis of documents. Data coding was done using open coding and the results lead to identifying, naming, and categorizing. Three methods were used to validate the findings including review by the interviewees, triangulation, and peer review. Results showed that the creative based curriculum model have three assumptions involving organizational context, learning atmosphere and creative problem solving and also five componentsgoal, learning experience, organization, teaching method and evaluation.

The objective of this research is studying the perception of student teachers of science education of the empirical nature of science in the teacher training centers of Tehran province. Method of the research was descriptive and field-searching. The statistical society consists of all the male and female teachers and students of science education in the teacher training centers of Tehran province. Since the population of the society was only 300 people, the sampling was carried out by the WRT sampling method. For data collection, the researcher designed a 31-component questionnaire. The content validity of the questionnaire was assessed by experts and its construct validity was assessed through exploratory factor analysis. The reliability of the questionnaire was assessed by Cronbach's alpha method (α =0. 84) was eventually verified. All the data were analyzed via the Pearson product-moment correlation coefficient, independent t-test, and ANOVA variance analysis in SPSS software. The results indicated that student teachers of experimental science education do not have a correct and sufficient understanding of the nature of science and its components--philosophical foundations of science, different steps of an empirical method, scientific achievements – and there is no significant relation between the teaching experiences of the teacher students and their understanding of the true nature of the empirical science. In addition, there is a significant correlation at p ≤ 0. 01 between the student teachers’ performances and their understanding of the nature of science, and the sex of the student teachers was also significant in understanding the nature of science.

The purpose of this study is to investigate the effect of flipped classroom on students' achievement motivation and learning in computer course. The population consisted of educational technology students of Arak University in the first semester 2015-2016. And 41 students who choosed principle of computer course were selected by purposeful sampling method as a research sample. Students’ randomly assigned in group flipped training (n = 14), individual flipped training (n = 14) and control groups (n = 13). In the current study, quasi-experimental research design was used. In the control group, the traditional method was used, and in the experimental groups flipped classroom method was applied. In order to collect the data of achievement motivation Harter questionnaire (1991), and for computer learning the teacher made tests was used. Part-scale reliability coefficients of this equipment with the formula 20 Kuder-Richardson between 0. 054 to 0. 084 has been reported. For gathering data of learning teacher mad test was used. Face and content validity of the test has been approved through two specialists. As well as, analysis of variance (Anova) and covariance (Ancova) were used for data analysis. According to The results the mean score of students' achievement motivation in flipped classrooms had increased compared to the traditional classroom. Although the difference was not significant and the difference was statistically significant only in the components of external motivation. As well as, the mean score of student learning in the flipped classrooms was increased than the traditional classroom, although significant differences were not reported. And only there was significant difference between groups in the practical learning subscale. It can be concluded that flipped classroom in case for provide context more efficient to execute than traditional teaching.

Philosophical foundations of evaluation epistemology in education in modern age and outstanding approach of Epistemology of this age in the field of evaluation: positivism approaches were examined in this study. The methodology of this study was documentary analysis. In order to answer to study’ s questions, data gathered using appropriate forms, and analyzed by 5 traditional approaches. According to the thesis questions the main results are: in this intellectual system and in the issue of cognition, the main emphasis is recognition of real word and there is no discussion about intellectual recognition and use inductive tools(observation and experiment)for recognition. The five senses are the main principles for cognition and they are Positivist and objective in methodology and finally these result outcomes that they don’ t have comprehensive validation because they not encompass all aspect evaluation in terms of components of epistemology. Those approaches are better than rational approaches but it is better to use combinational methods like qualitative and quantitative and other pattern (combinational) in evaluation.

The purpose of the present study was to analyze the contents of social science books in the third and fourth grades of the elementary school according to the components of context-base approach. The research method in this study was content analysis. The populations of study were the social science books in the elementary school in the academic year 93-94. The sample of study was the social science book contents in the third and fourth grades of the elementary school. The instrument of data gathering in this study is the content analysis form. It is made according to the components of context-base approach. Educational experts’ ideas were used to determine the reliability of the instrument. The reliability of the instrument was calculated 90% through the Holsti formula. One coding form was used to analyze contents of social science books in the third and fourth grades of elementary school. At the first stage, active and inactive units of the social science books were determined in the two grades. At the second stage, the inactive units were omitted and at the next stage, the active units were coded according to the components of field-centered approach. At the next stage, the obtained data from the research were analyzed through the descriptive statistics. The results of this study showed that the context-base approach was averagely focused in both books. The components of field-centered approach were focused asymmetrically in both books in a way that in both books more attention is paid to the components of meaningful learning, scientific competence, providing problem solving situations and less attention was paid to the components of involving students in group works and providing scientific reasoning training background.

The Aim of This study was to analysis the content of social science textbooks of 4th, 5th, 6th grades on items of multicultural education in the Field of education. The study population comprised of social science textbooks of 4th, 5th, 6th grades so the sample is equal to the population. In this research a mixed method has been used and both qualitative and quantitative content analyses have been applied. In qualitative content analysis identify the theoretical aspects of multicultural education from gender, disability, ethnicity, culture, social justice and peace were examined. In quantitative content analysis five mainthemes, namely gender, ethnicity, disability, universal values and culture and its sub-themes in these textbooks were reviewed and related themes in social science textbooks were identified. This study satisfies the reliability conditions of Hall and Houten. This research had multiple results. One of the results of the analysis showed that people with disabilities and people from different ethnicity have been represented insufficiently in Social Science textbooks. And very little attention to multicultural values are reported.

The main purpose of the present study was to determine the structural relationships between a number of primary teachers’ cognitive variables and ICT integration in teaching– learning process. These variables comprise “ teachers’ constructivist teaching beliefs” , “ teachers’ technological, pedagogical, and content knowledge (TPACK)” , and “ teachers’ attitudes towards ICT use in education” . The population in this study included all primary teachers in Abadan city (N=784). Using a simple random sampling technique 220 teachers were selected as research sample. A survey instrument, comprised of 4 scales related to four constructs of the study (TPACK scale 17 items, constructivist teaching beliefs 9 items, ICT attitude 8 items, and ICT use scale 9 items) was used to collect data for analysis. The data analyses used correlational analysis and structural equation modeling (SEM) to examine the research hypotheses and hypothesized model. Path modeling was also used to explore the direct and indirect effects of the teacher’ s cognitive variables on ICT integration in teaching-learning process. Results showed that ICT integration positively and significantly correlates with teacher’ s cognitive variables. The results of a path analysis model showed that ICT integration could be directly and indirectly predicted by teacher’ s cognitive variables (constructivist teaching beliefs, ICT attitudes in education, technological, pedagogical, and content knowledge). It was also revealed that attitude toward ICT use in education is the most powerful predictor of ICT integration in teaching– learning process. Additionally, the proposed model had an adequate fit to observed relationships between teacher’ s cognitive variables and ICT use in teaching– learning process. The research model can serve as a base model for future studies. Finally, Implications for educational administrators, policy makers and further research were discussed.

The main objective of this study was to investigate the relationship between foresight relationships in curriculum with the creativity of the students of Sari University in 1394. The method of this descriptive study was survey correlation. The statistical population of this research includes all students of the Faculty of Humanities of this unit, which includes 4206 people. A sample of 343 students from the Faculty of Humanities was studied by stratified random sampling method. The data collection tool was a standard questionnaire and a researcher-made questionnaire. Validity of the questionnaire was verified by several experts and educational experts and its reliability was calculated by Cronbach's Alpha method for the Torrance Creativity Questionnaire (0, 905) (1992) and the foresight in curriculum Questionnaire (0, 890). To describe the data, frequency distribution, percentage frequency, cumulative frequency, graphs, as well as central inclination and dispersion index including mean, mean, mean, and standard deviation were used and for analyzing, interpreting and generalizing the results of the research into society, Inferential statistics including parametric tests (independent t-test and ANOVA) and non-parametric test (Spearman coefficient) were used with SPSS software version 16. According to the results of statistical tests, there was a positive and significant relationship between each component of "innovation, transformation, management, transformation and productivity" with "creativity". There was also a positive and significant relationship between students' "creativity" and "foresight".