CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2012 | Volume:9 | Issue:34|Papers Count:12

This study was conducted with the aim of investigating the role of students' self-regulated learning strategies, computer skills and academic achievement in their views about synchronous and asynchronous interactions in combined learning approach. This study was a descriptive-comparative research. The study population included all of the students enrolled in Mashhad Payam e-Noor (distance education) University. Out of them, 382 students were selected by simple random sampling method by using Cokeran's formula. Data collection tools were Pint rich and DeGroot's self-regulated learning questionnaire, the researcher-made questionnaire on students' computer skills and the questionnaire about the students’ views on synchronous and asynchronous combined learning approach. The results showed that there was no significant difference between male and female students' self-regulated learning strategies and the students agreed with synchronous and asynchronous interactions in combined learning approach. There was no significant difference between male and female students' self-regulated learning strategies. computer skills and academic achievement, and their views about synchronous and asynchronous interactions in learning approach. Students' self-regulated learning, computer skills and academic achievement all are appropriate predictors of their views about synchronous and asynchronous interactions in blended combined learning approach.

This essay is predicated on the assumption that pursuing the goal of democratic citizenship is acceptable within an Islamic view of education. To justify this claim the appeal, among other evidences, is made to the analysis of the term of Islamic Republic coined by the founder of this political system. The bulk of the paper, then, focuses on three rival curriculum theories with the common ideal of democracy as the preferred social order. The three theories are rational humanism, critical and progressivism. To assess the viability of the common claim to democracy and nurturing the quality of democratic citizenship, the author has suggested the criteria of deliberation derived from Schwab’s practical perspective. The scrutiny that followed based on this novel criteria led to the conclusion that progressivism fares more adequate than the other two theories.

The research aim was to present the pedagogical foundations of distance education and its theories. Distance education is defined as a trans- disciplinary besides and complementary to the traditional educational system with aim of regarding to individual differences and providing various learning opportunities proportion to age, gender, employment and disability in order to realize the slogan of education for everyone, everywhere, and every time.Overview - analytical method has been used to review the research. Distance education, in order to be considered introduced as a new educational system, should have features, pedagogical fundaments and its own specific theorizing.The main important features distance education may include the followings: the separation of teacher - learner, independence of the learner autonomy, interaction, educational support organization, communication tool and science construction and production by learner. On the other hand, in view of constructionist, because the learner is commentator, creator and supplier of knowledge in the form of standard frameworks, the learner is considered as the fundaments of distance education pedagogy. In addition to, in order to convert distance education to a scientific paradigm, it must have its own specific theorizing. The most important scientific theories of the field of distance education are included: Wedm ear’s theory of the learner’s in practice, Peters’ education industrialization, Holmberg’s sextet training interaction, Moor’s transactional distance, and garrison and Mayra bin oven’s control theory.

Computers and related technologies, with their altering potentials have changed education and consequently the teacher's role. The ability to use ICT in teaching needed sufficient knowledge and skills in its successful application. The purpose of the present study is investigating the components in applying information and communication technology (ICT) by teachers in the schools’ curriculum planning process. Methods used in this study was descriptive type of analysis -documentary. Population of the study is all documents related to the topic, including written (books, articles, etc.) and non-written (sites). The samples are selected objectively out of the mentioned population and according to the research questions. The collection tool was, Fish sampling forms and qualitative methods were used for data analysis. According to several studies conducted in the theoretical and research backgrounds, The the most important components of knowledge and skills for applying ICT by teachers were prepared in accordance with the statements of international experts., Then, in order to explain the preliminary and specialized components of knowledge and skills in application of ICT by teachers In in the following fields: curricula design and development, Implementation of curriculum and teaching, evaluation of curriculum and academic achievement of students.

The purpose of this study was "Evaluation of employment skills training required for labor market in undergraduate curricula of accounting, civil engineering and food industries majors ". The research method was survey. The population was the faculty members, teachers and students of the last semester of undergraduate accounting, civil engineering and food industries majors of Islamic Azad University of Torbat heydariyeh. The total statistical populations were studied. The number of students in the accounting major was 63, in civil engineering were 78 and in food industries were 35. The number of masters of accounting was 12, civil engineering was 35 and a food industry was 8. The total populations of students in the three groups were 178 and the total of the masters in the three groups were 55. The Researcher made questionnaire was used for data collection, descriptive statistics to describe the data and one sample t-test for statistical analysis. The Opinions of experts were used to assess its validity. The reliability of 0.83 was estimated by using Cronbach's alpha. The results indicated that the accounting students (except IT, self-management and learning) and the masters believed that the employment skills are not taught in the curriculum of this course. The results showed that the civil engineering students (except for planning, self-management and learning) believed that employment skills are taught. Civil engineering masters also believed that employment skills (except for problem solving, planning and self-management) are taught in the curriculum of this course.. The results also indicated that the students of food industries believed that the employment skills (other than planning, communication, information technology and learning) are taught, and the masters also Believed that only the teamwork bearer taught.

The purpose of present research was to investigate the differences in education, nurturing and storage time of the memory contents in the two methods of traditional teaching and combined model. The research procedure was quasi-experimental design. The studied community was included all male students in Marand city. All of them were the 5th grade students who were enrolled in the 2009-2010 academic year. The sample group was consisted of 36 male students that were selected via disposal sampling and allocated into experimental and control groups. A measurement tool was the researcher-made questionnaire. Result analysis of covariance and effect size revealed that there was no significant difference between the traditional teaching and combination models in terms of education, but there was a significant difference between traditional teaching and combination models in terms of nurturing and storage time of the memory contents.

Imagery and modeling are similar cognitive processes that by using vicarious experiences provide effective information on self–efficacy. However, some imagery studies have shown a model of correct performance before beginning of the imagery to ensure that subjects are imagining the skill correctly. Thus, the effects of these two factors have interfered with each other. In a study that these factors were separated, the imagery type was not controlled.Therefore, the purpose of the present study was the comparison of the effect of modeling, internal imagery and external imagery on self-efficacy of a volleyball simple serve using a pretest–posttest randomized–group design.48 novice female students with average imagery ability were randomly selected and matched in four groups based on self–efficacy (control, modeling, internal and external imagery). Self-efficacy questionnaire has been used in pre and posttest in this research. Data from the result of self–efficacy were analyzed at pretest and posttest by 4*4 ANOVA with repeated measures of test factor and paired t-test. The results indicated that, respectively the self–efficacy of modeling group, internal imagery and external imagery were significantly better than control group in posttest, but there were not significant differences between self–efficacy at modeling, internal and external imagery groups in pretest and posttest (p>0.005). These findings suggested that self–efficacy is the effective factor in the rate of motor learning and the received information by modeling is more effective on self–efficacy than internal and external imagery.

The main coal of this study was Review of faculty and curriculum specialists rather than to Good condition of the structure of decision making in curriculum designing higher education in terms of nine element of curriculum (goals, content, Learning activities, teaching strategies, evaluation, grouping, resources and tools learning, time and space). Statistical Society of research was faculty of Ferdowsi University of Mashhad and curriculum specialists in the country. Sample size of 100 with Stratified random relative sampling was chosen from faculty of Ferdowsi University of Mashhad with using of Morgan table and 30 specialists from six universities in the program curriculum with available sampling method was chosen. The method of this research is descriptive in Survey method. The research instrument was a made questionnaire. The result was showed that The faculty was willing to the semi-centralized decision-making in components of goals, content, evaluation, time and space, and so they was willing to Decentralization of decision-making status in the four components of learning, teaching methods, grouping, learning resources and tools. Mean Scores of curriculum’s specialists opinions was showed that they willing to semi-centralized decision-making statues for component of learning, content, evaluation and time, and so willing to status of decentralization in component of learning active, teaching methods, grouping, learning resources and tools and the space. Also, the result was showed that there was no significant difference between faculty of different college and with different academic rank. But there was significant difference between curriculum specialists and faculty, as the specialists willing to be more decentralization in decision making. It is suggested that should be give more powers to the universities on curriculum design.

The purpose of this study was to evaluate the effectiveness of PA instruction on learning strategies on the academic achievement of the fifth grade elementary female students in Yazd. The method of this study was a quasi-experimental with the control group. Statistical population included all of the fifth grade elementary female students in Yazd city (8100 students). They were enrolled in public schools in 2010-11. The targeted sample was 30 students randomly selected by using the cluster method. The used tools in this study were the Cattell intelligence test and a demographic information questionnaire. The mean obtained scores of the students in exams were used for assessing the academic achievement. The experimental group underwent 12 training sessions of PA learning strategies, whereas the control group did not receive any interventions. The exams were taken included all courses in order to assess academic achievement during three phases (pre-test, test and test). The results of covariance analysis showed that there were significant differences between the mean scores on tests taken from the students in the test and pre-test phases and the subjects in experimental and control groups (p=0.01).

Considering the importance of education and its decisive role in promoting the University quality level, This study aimed to identify factors affecting to increase the educational quality of postgraduate Azad University courses in Roodehen branch, Faculty of Educational Sciences. This research was a descriptive survey approach. The study population consisted of all graduate students in the Faculty of Educational Sciences, Roudehen branch, Azad University, with the total of 255 students in 2010-2011.The statistical sample was 152 subjects, determined based on the Morgan table. Questionnaire was developed to collect data. The questionnaire included 27 Liker scale was at option 5 Cronbach’s alpha reliability coefficient using 0.78, respectively. Questionnaire and research data have been analyzed and described in two descriptions’ levels by the use of central field, criteria, the variety distribution table, and also in analytic statistic variants. For data analysis, descriptive and inferential statistics were used in SPSS software. Results of analysis of the data showed factors such as equipping the classrooms with modern technology, doing researches, changing the educational content, teaching of the faculty and their professional development. It is obvious that the identification of these factors alone are not enough and should be noted to their organizing due to the diagnosis of their condition in the quality of postgraduate education.

In the course of studying the relationship between types and duration of playing computer games and their relation with educational improvement of governmental guidance school students of Kerman District 2, the current research was conducted as a descriptive-correlation type study. They were about 10289 students in the statistical society in which the sample volumes of 453 students were selected by random-cluster sampling method. A researcher-made questionnaire was used to collect data and the reliability confirmed in the arrange of 0.85 and 0.81 by using the test-retest method and Cronbach’s alpha.SPSS software, descriptive tables, ANOVA test pillar charts, chi-square test, Pearson correlation coefficients were all used to analyze the data. The results showed that sharp students preferred adventurous games and average and weak students preferred action games. Most of the games played by students were adventurous ones. Boys chose action-sport games mostly and girls preferred adventurous ones. There was not a significant relationship between the duration of playing these games and educational improvement (p>0.05). There was a significant relationship between the game type and educational improvement (p<0.05). The most important criteria of choosing the games were personal opinion and the excitement of the games. There was a significant relationship between these criteria and type of the game (p<0.05). Tendency of the sharp students towards the games was low but it was high in the average and weak students.

The aim of this research was to study the metacognition and its approaches to the ability of solving mathematical problems in the first grade of high school students of Yazd. The statistical populations of the study were 120 high school students selected by using random sampling method in the two groups of experimental (case) and controls. Half of them were female and the other half were male. Experimental group attended in the metacognitive strategies training course. The curriculum of the experimental group was consisted of four hours of metacognitive methods training per week for a six-week period. Before starting this period, the pre-test was performed for the total of 120 students. It was a test with 14 questions appropriate for educational goals in the field of math in the first year of high school and the years before that (middle school). In other words, the diagnostic test was performed to assess the prerequisites. The same test was used again in the post-test phase. Results of statistical analysis using t-test showed that there was a statistically significant difference between the pre-test and post-test in both groups. This means that the mean scores of the group who participated in the training course of metacognition were significantly more than the mean of the control group (P<0.05). The comparison between male and female students and their mean scores indicated that metacognitive training for both groups had a similar effect and no significant differences were observed (P>0.05). Overall, this study showed that the metacognition training and its approaches had a positive impact on the students’ ability of problem-solving. These metacognitive activities encourage and persuade the students to learn math.