فهرست مطالب negar elhamian

The present research aimed to investigate how teachers perceive the implementation of the goals of the science and technology education domain and science learning areas in elementary schools. This research is a qualitative research in terms of the type of data and applied research in terms of purpose. Among the various methods of qualitative research, phenomenological research method was used. Data collection tools were open questionnaires, diaries, semi-structured interviews and field, and reflective notes. The data analysis method was deductive and considering the three categories of self, task, and impact, which reflects the stages of teachers' concern in implementing change/innovation. The findings showed that the most important self-concerns expressed by teachers were related to the deep understanding of the documents related to the Fundamental Educational Reform; the imitative practices in the implementation of these documents, and the interference of different projects and the pressure of their implementation on school staff. Regarding task concerns, the majority of participants mentioned the lack of time and a context supportive of change to facilitate implementation. Impact concerned teachers were concerned about the impact of the change on student’s learning. This research depicted that the majority of the participants called for providing them with a deep understanding of the documents related to the Fundamental Educational Reform. The implementation of the Fundamental Educational Reform documents is facilitated when teachers and other agents have a clear vision of the change at school levels.

The aim of this study was to investigate the views of internship professors at Farhangian University in a qualitative manner using phenomenological methods. The method of data collection was semi-structured interviews; For this purpose, 15 professors were purposefully selected. Data were collected through semi-structured interviews and the text of the interviews was analyzed and interpreted using a coded (three-step) method. Findings showed that the curriculum approach of Farhangian University emphasizes reflective action, and position-oriented, content requires the application of interdisciplinary knowledge (PCK) and applied. The program uses the strategy of reflective observation, narration, personal action research, and lesson study; Dialectical dialogue, problem-solving in education and providing reflective feedback, Self-assessment, and peer evaluation based on levels of success in assessment, has been able to influence professional self-awareness, agency, desire to learn and change, risk-taking to face challenges, professional interaction and reduce the gap between students' opinions and actions. The results also showed that the program has faced challenges in implementation, including organizational structures, laws, and procedures governing the relationship between the university and education, the dominance of traditional methods in schools and the limited conditions for gaining professional experience, lack of scientific and professional support from the authorities by the relevant authorities, scientific and research centers in accordance with the requirements of the program, which redefines innovation Are in the form of previous experiences.

The aim of this study was to compare teacher education in Finland, Malaysia,Canada and Iran.This research objectives, functional, and comparative studies and proximity are among the methods. According to the findings, all the countries surveyed,the development of professional competence of teachers to meet the needs of different courses of study are considered These courses provide training needs of their respective communities. The distinction between countries is also on course in teacher education from pre-school to secondary school teacher education in Finland to be stressed.The distinction between countries is also on course goals in teacher education from pre-school to secondary school Finland is stressed; Canada is one of the most important goals due to teacher training courses to update knowledge and efficiency of teachers And in Malaysia due to the creativity and flexibility of teachers in teacher education is considered important to national development goal teacher education in Iran due to the acquisition of theoretical knowledge is concerned.In developing objectives and the Malaysian government and parliament have a key role in Iran.In developing objectives in Iran and Malaysian the government and parliament have a key role, While in Finland in addition to the parliament and the government, Implementation of research findings and needs assessments design and implementation of student and school are achieved.In Canada,in addition to parliament, the government, the school board and the teachers as well as decision-making goals. In Iran and Malaysia, unlike the two countries, Finland and Canada, the government and parliament as decision-making purposes only consider attending.

Present study, titled “Estimating the parameters of multiple-choice questions in the evaluation of the educational systems virtual" was performed on failed test to prevent the repetition of tests. For parameters estimation of the questions, responses of 49 final test of failed students was investigated in an academic semester. In the classic model, the degree of difficulty of each question (p) the proportion of correct responses in all subjects, and judgment (Rpbis) double-stranded correlation with the test point considered, the calculations showed: (1) In-89.7% of tests there wasn’t even a very easy and reliable question. (2) In 63.26% of tests wasn’t observed even a very difficult and reliable question. (3) Only 2.04% of tests is without unreliable question. After deleting the unreliable questions, the students’ marks were determined again and about 15.11% of students passed the test. Thus, by deletion unreliable questions, percent of failed tests reduced remarkably, the waste of resources is prevented, the criteria of students’ academic achievement became real more and provided better basis for decision-making in university.