CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2019 | Volume:15 | Issue:32 (59) |Papers Count:15

Service learning has a history of nearly a centry as one oflearn new approaches and discourses. Learning course concepts through participation in a community service project says service learning. This educational approach is one of a variety of experiential learning, provides an opportunity for learners to recognize their social needs and planning to meet one of that needs, during the various phases of work (from planning to implemention and evaluation) set written in the textbook concepts to learn. Service learning links experience of traditional teaching with real life and ability to meet the challenges and problems life provides for learners. This educational discourse, focusing on curriculum and educational content and not only don’ t forget textbook, But also through practical experience and applying teaching of the school to serve the people of the community that it serves require, learners understand of the educational content is deeper and more tangible. Eisner argues, this kind of learning is essential for schools and universities and emphasizes on paying attention to educate genius students with technical skills including assesment, critical thinking, and effective communication, which is referred to as service learning. In this study, "Speculative Essay" is used as research method and "Review of Documentation" is used as a tool for information gathering. According to the research purpose, topics such as Definition of service learning, philosophical foundations of service learning, the models in this education, principal andadvantages and disadvantages for the education related to explain the necessity of attention to service learning in designing curricula and educational system in Iran.

The purpose of the current study was to investigate Bachelor Curriculum for elementary education in selected Asia-Pacific and to compare it with Iran. So, Brady pattern and descriptive-analytic method were used. The study population comprised presenter universities of this major in Asia and Pacific and documents related to its curriculum. Due to variety forms of curriculums offered for this degree in different countries, after preliminary review, purposeful sampling method was used and 6 presenter universities of this major were selected from 4 countries. Then, their curriculum was extracted by some tables and content analysis checklists. Thus, raw data were described, coded, compared and analyzed. The obtained results indicated similarity and differences in study program of the investigated countries. Among the most significant was-such as in-person and full-time curriculums, emphasis on promoting professional competencies, and elementary schools content knowledge, and offering required and practicum courses. But, they were different in other aspects, such as: Necessity of IT, manner of presentation and number of credits of practicum courses, offered research credits, and attention to content knowledge and offered additional opportunities. Accordingly, some recommendations were given the course program in Iran, such as: giving more importance to some courses, promoting flexibility of the curriculum, evolution in the manner of presentation of dissertation, seminar and practicum courses.

The present study conducted to identify and categorize the issues related to sexuality and gender posed by elementary students through a mixed method research in two phases. In the first phase, the critical issues were identified and consequently classified employing an action research design by participation of elementary school educators of Malayer. The second phase was conducted in order to prioritize and rank the derived issues using a questionnaire survey which responded by 169 elementary teachers. The data from the first phase of study resulted in identifying 50 questions classified into the 5 categories including relations and interaction with others, social values and norms with respect of sexuality and gender, educational and cultural context, developmental bases, sexual behavior, reproduction and pregnancy. According to the results of category ranking, the category of relations and interaction with others was ranked as the first priority and the category of sexual behavior, and reproduction and pregnancy as the last priority.

Critical theory in recent decades have been affected field of education and curriculum studies that its results are emergence of terms and theories such as the reproduction theory, resistance theory and hidden curriculum that used frequently in educational texts. The general idea of critical theorists that generally are Neo-Marxist is based on conflict between the dominant and the dominated in education. This paper has examined at analysis approach, both study of critical theory, and also theories derived from the field of curriculum studies. In addition, given the criticisms and then its application to curriculum. Theories and key concepts derived from critical theory are including the reproduction theory, resistance theory and hidden curriculum which are discussed in this article. Reproduction theory is following this idea that educational system and the curriculum by providing specific conditions to reproduce the existing culture and is in domination hands. Hidden curriculum refers to the fact that in the context of the school curriculum, but conscious, students push gives to the ruling system. Resistance theory that the human factor at this point important is believed that Students and down stairs in the school curriculum is resistant to existence curriculum. Finally, the paper looks at the application of some elements of the curriculum based on critical theory.

The purpose of this survey is the influence of hidden curriculum on primary school student discipline. Quantitative (cross sectional survey) and qualitative (case study method based on phenomenological investigation of the lived experience) research methods were used. Statistical population was all 39 elementary school in district 3 in Shiraz. The number of sample using random sampling were 8 school and the period of observation was from the beginning to the end of the school year 94-95. To collect appropriate information the following tools have been used: 1-Self-designed discipline questionnaire. 2-Self-designed forms by Likert rating scale. 3-Interviews and informal conversations with standardized questions. Quantitative data analysis was base on pearson correlation and multiple regression. Multiple regression results between hidden curriculum and discipline show solidarity 0. 527 that in confidence level 95% is meaningful. Also qualitative analysis based on experts' opinions in hidden curriculum and educational psychology shows that in most schools and classrooms, students were affected by the effects of hidden curriculum. Results showed that these effects directly and indirectly left a deep and lasting impact on their school connectedness.

Teach a focal point for all training activities and enhance the quality of teaching and learning strongest professors at the university. The importance of quality teaching and it is such an important topic in today's higher education landscape is transformed. The aim of this study was to identify elements of effective teaching professors of curriculum planning qualitative research with phenomenological approach was used. For this purpose, 21 students of Tehran and Allameh Tabatabaei University curriculum planning conditions had given samples using semi-structured interviews were exploratory study. Data collected, recorded and coded and classified into main categories Grdyd. thlyl content curriculum the students about the components of effective teaching professors led to the identification code 328 primary, 26 sub themes and features 6 original scientific content (mastery of, scientific knowledge valid and up to date teaching the subject, the relationship between theory and practice in the subject, researcher approach to teaching); teaching skills (expression Shiva understandable and coherent, different teaching methods, active teaching methods, use of facilities and Tools Kmkamvzshy) classroom management (time management to lesson plans, classroom rules more flexible, interactive management style, communication skills) moral qualities (the spirit of criticism, attention and respect for students, humor, punctuality, love to teach and students; justice), motivation (the use of different sources of motivation, encouraging students to learn, attention to individual differences of students, creating excitement in the training process) and evaluation (using new and varied methods of assessment, fitness evaluation method to subject; the emphasis on process evaluation circuit was).

The philosophical foundations of evaluation epistemology in education in post modern age were examined in this study by four approaches (the construction oriented approach – Hermeneutics approach-Critical (Collaborative) approach and integration approach). 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: post modern evaluation epistemology is based on critical and collaborative methods combined with qualitative and quantitative approaches. The result of this study is: the evaluation of this age should be combinatorial so that: all aspect of epistemology in the field of evaluation should be considered, all positive points of evaluation method should be considered, all racial, regional, cultural and personal difference should be considered with emphasis on current needs and goals, emotional and motivational and belief of learner should be considered because it will be driving factor for learning – teaching approach.

Presenting complex domains of knowledge through traditional linear models of instruction, is problematic because as content areas becomes more complex, the domain of knowledge becomes more ill structured, non-uniform, and overlapping with other domains. For this, Spiro & et al. argue that learning environments should emphasize ‘ ‘ the real-world complexity and ill-structuredness of many knowledge domains. The aim of this research was qualitative study of the principles of educational design based on cognitive flexibility theory in combination with scaffolding strategies in computer-based learning environments. Qualitative content analysis method was used in this research. The study population included all resources and related articles indexed in scientific databases during 1991-2015(84resource) related to the 2 theories of this study. A sample through Purposive sampling was selected and finally the proposed educational design model based on cognitive flexibility theory with 9 principles in combination with scaffolding strategies was presented. Since cognitive flexibility theory is generally presented for advanced knowledge acquirement, the proposed model can be used for educational design for learners at high school levels and upper.

This study aimed to investigate the interdisciplinary attention to children's rights education in the curriculum of elementary school social studies have been conducted in Iran. In this study, a qualitative method to identify the components and characteristics of child rights education also content analysis to analyze the elementary school social studies curriculum has been used. The population in the content analysis was the country’ s social studies curriculum in primary schools among which the country’ s social studies curriculum third, fourth, fifth and sixth in the year of 2015-2016 has been selected intentionally. In order to collect information, check lists was analysis objectives analysis check list, textbook content check list, and teacher's textbooks content check list. For the analysis of the data, Shannon’ s entropy method was used to obtain the credibility ratings of each component and to compare their coefficients. After the study of literature and legal framework, the proposal was developed and its validity was confirmed by a number of experts in education, law and other relevant experts. The findings showed that in the social studies curriculum of primary education in the objectives most credibility rating is related to educational rights (0. 274) and less to health rights (0) and justice component (0), among The textbooks most credibility rating was related to health rights (0. 205), and less to procedural law component (0. 15), and amongThe teacher's textbooks most credibility rating was related to specific support (0. 243) and less to procedural law component (0).

The purpose of this study was to Comparing Education Management Model and Discovery Model of Teaching Based on their overhauling & common dimensions. With regard to purpose this study is of the applied type and in case of data collection, it Was descriptive-Survey Research. The Population of this study consisted of higher education students in the educational administration field in Kharazmi University, Islamic Azad University, Science And Research Branch Islamic Azad University and Roudehen Branch (N=86). In this study, a census method used. data were collected through, A researcher-made questionnaire. The Content validity of questionnaire was obtained through experts of educational administration field and Their reliability was estimated through Cronbach’ s alpha coefficient (0. 956). Using descriptive statistics (frequency and percentage) and inferential statistics (Kolmogorov-Smirnov, homogeneous matrix of correlations, t-dependent and Wilcoxon test) the data was analyzed. The results of the study indicated that: there are Education Management Model and Discovery Model of Teaching overhauling and applying ability in different levels of education, courses and lessons and they have an effective feature in the learning process. Also, statistically significant difference was observed between the two. The results showed significant upper effects of Education Management Model in the three comprehension dimensions and seven common characteristics (creativity was the same) than Discovery Model of Teaching.

The purpose of this study was to determine the effect of educational method using a conceptual mapping on the amount of learning in the course of biology, especially in terms of meaningful learning. For this purpose, a quasi-experimental design with pre-test and post-test was used. The statistical population of this study was the third grade high school students of Kohgiluyeh and Boyerahmad Province in the year 2013-2014. Two classes were selected through purposeful sampling (each class included 20), in the control group, the students learned the lessons in the usual way, and in the experimental group the curriculum was presented in the form of conceptual maps to the students. The impact of this application on the learner's academic achievement in the biology course was measured through academic achievement tests with acceptable indicators of validity and reliability. The findings of the present study show that conceptual learning training has a positive effect on the degree of academic achievement of the biology course as well as its meaningful learning.

The purpose of this article was to investigate the Evaluation of a dominant curriculum of high school teachers in the district 3 of Isfahan Education. The method of this research regarding to aim was applied and regarding to data collection was cause and effect. The Sample was217 teachers (79 female and 137 male) that selected randomly from all high school teachers in district 3 and completed researcher made questionnair that designed in base of Askayros Categories (1992). Cronbach's alpha reliability index with spss20 software was obtained 0/78. The result showed that dominant approach of teachers in goals, teachers role and style of their evaluation, are Academic and social performance approach. And as a whole implemented in terms of these two approaches and two learner-centered and social reconstruction approach are below average. Furthermore, the teachers paid attention to scientific approach and social performance approach respectively.