نشریه پژوهش های کیفی در برنامه درسی
پیاپی 6 (بهار 1396)

The purpose of this study was to identify and explain the elements and components of curriculum of Deliberative Inquiry and its analysis based on relevant sources and related texts. Qualitative research method and research method included documentary h community included all the texts and resources related to the subjective Deliberative Inquiry curriculum analysis and content analysis. The researc and the sample included texts and resources related to the field of curriculum vitae action available, of which 80 sources were available on the basis of available sampling method. The checklist (elements and components of the curriculum) are used to collect information from the checklist. Measurement tools, cheat form and content analysis checklist were researched. The findings of the research show that the curriculum of Deliberative Inquiry is subjective, with emphasis on the epistemological and theological aspects of the four elements of goals, content, teaching and evaluation, and each of these components is one of the components that the element of teaching methods with 24 elements, element of goals with 18 components; element of evaluation with 16 components; content element with 8 components, respectively, have the highest and least attention. Based on this, problem solving, creativity, imagination, arts and aesthetics, perception, reflection, attention to emotions, skills and professional development, self-assessment and self-understanding and the correct understanding of reality are the most important of these components. Applying these components to curricula can facilitate the path to realization of educational goals.

This study aimed to explore the effects of indigenous knowledge in localizing the curriculum and analytical-exploring procedures pursuant Razavi culture your data is extracted. Therefore has a qualitative nature, purpose and are based on cross-sectional data are collected. the curriculum Within the framework goal-based curricula, methods, content and evaluation were analyzed. The results of this study indicated that indigenous knowledge can be effective in localizing the curricula and given the prevailing values and traditions Thaqalayn pursuant to the Imams (AS), the selection on indigenous knowledge is considered. The results showed that the ultimate purpose of guardianship in Islamic education and in other words Grab the life clean (Tayebeh) is. This guardianship being selected based on three elements are free selection, belief and understanding, and ultimately. The training methods as well as the teachings of Emam Reza (AS) focused on love and philanthropy and employed interactive dialogue with the audience and guiding his dignity. In this culture, science and science education is valued and valuable content that will be serving the Islamic community and evaluation is desirable that the four dimensions of human interaction with God, people, creation and self transcendence in the field of construction, based on the Islamic teachings are.

he purpose of this study was to determine the effect of reverse learning learning and its effectiveness on self-directed learning in entrepreneurship. This quasi-experimental study was a pretest-posttest with control group. The statistical population of this research included all students in the undergraduate study program in the Islamic Azad University of Yadgar Imam (RA), in the academic year of 1394-97. For sampling, among the undergraduate students of the accounting department of the Islamic Azad University of Imam Khomeini unit, 150 individuals were randomly selected. Then before the implementation of Entrepreneurship training by reverse learning learning method and after training, Williamson Self-directed Learning Questionnaire (2007), which consists of five components and 60 items (component separation), is awareness, learning strategies, learning activities, evaluation And interpersonal skills) has been implemented on all of them. Overall, the results of the research show that there is a significant difference between the mean scores of the experimental group and the control group regarding the effect of reverse learning learning on self-directed learning of students in entrepreneurship in the post-test phase (p <0. 01).

The purpose of this study was to investigate the graduate students' perceptions of the utility component of the curriculum at the Ferdowsi University of Mashhad. Component of the curriculum in this research includes the perception the purpose, content, method and evaluation. This study is practical in purpose and is a descriptive one the from research methodology perspective. For this purpose, a sample of 197 graduate students in the academic year 2014-15, in Ferdowsi University Mashhad, was selected by quota sampling. The samples were determined by Cochran sampling formula, 197 students. The instruments that used in this study, researcher made questionnaire that is students' perceptions of component of the curriculum that was developed based on the pattern of Tyler from Component of the curriculum. Results showed that students perception of the utility component method is in moderate (p<0/05) and the component content is in moderate (p>0/05) and perception of the purpose and evaluation is less than moderate (p<0/01).

This study aims at exploring and representing the violent behaviors which have been learnt unpredictably by female high school students. The research was conducted in a junior female high school in capital Tehran. Methodologically, the research may be considered as qualitative, while interpretive ethnography is the research strategy. To gather required data and necessary information, semi-structured interviews and non-participant observation were used. The informants (10 students and 4 teachers were selected purposefully by convenience sampling and chain sampling. Data were also analyzed by thematic analysis. To establish credibility, the last version of themes was reanalyzed and modified by three seasoned qualitative researchers and the final themes appeared. The credibility procedure indicated roughly that the findings represented the emic reality properly. The findings were categorized into three major and seven sub-categories as follow: psychological violence (humiliation, jealousy, giving bad name), social violence (school deprivation, family monitoring), physical violence (masochism and sadism).