فصلنامه مطالعات برنامه درسی
پیاپی 36 (بهار 1394)

Most of the studies that have been done at the international level in the field of social sciences have been based on the principles of western philosophy and attitude to person and human phenomena. Using of these achievements have caused some conflict in the national curriculum of Iran. Therefore, in this article the curriculum goales of social sciences which are compatible with philosophical foundations of Islam and with the fundamental approach to evolutional traditionalism and structural realism have been disccused. Then, correspond to the mentioned purposes, the content of training, ethics of teaching, ethics of learning and evaluation in the social science curriculum were defined.

This study investigates the effects of using educational software on improving the writing skills of third graders in Kermanshah, Iran. This study was conducted through an experimental method. From the statistical population, four schools were selected as the reseach sample through random sample. The mean scores of the students were gathered, analyzed, and compared in order to measure the effects of educational software on writing skills. The findings of this study indicated that the mean scores of the students increased significantly in dictation and reading writing lessons. However, there was no significant difference in essay writing. On the other hand, the e-learnin raised student's interest in writing skills.

The primary purpose of this study was to identify the epistemological beliefs and orientations toward teaching and to explain the relation between them among secondary school teachers in Khorasan Razavi province (N=14643) who were teaching in 2010-11 academic year. By using Schommer Epistemological Questionnaire (1998) and Samuelowicz’s revised Orientations toward Teaching Questionnaire (1999). This study was conducted through survey technique on 403 teachers. The results showed that 53% of teachers hold naïve epistemological beliefs and 55% of them follow the teaching-centered orientation, and there was a significant negative relationship between their epistemological beliefs and orientations toward teaching.

Abstract: The purpose of the present study is to investigate of teachers’ performance in developing and using tools for collecting and organizing the relavent data in descriptive-qualitative assessment. This study is conduted within a practical and qualitative framewok. The population selected for this study included the female teachers who performed the descriptive-qualitative assessment plan of the first grade to the third grade in elementary schools at Farashband, Iran. The final sample included 12 taechers who were selected through simple random sampling. The research instruments employed were interview (semi-structured) and the investigating of the documents (portfolio, checklist, anecdotal record and performance test). The data analysis was done through the descriptive statistics. The results indicated that the teachers have wrong interpretations of the mentioned tools and they have no adequate information regarding the potential goals of this type of assessment. In addition, the results revealed that the teachers do not develop and use the mentioned tools correctly. Also, the variety of tools might create ambiguity and misunderstanding for the teachers in many cases. According to these findings, this study recommends that there is a need for workshops for teachers with the purpose of raising their awareness and information, observing the teachre's practices, and encouraging the teacher's interactions.

Abstract: All educational systems consider moral development as one of major educational goals to be achieved. This study aims to evaluets the function of educational system in moral development based on the content analysis of textbooks and teaching methods. The research design was qualitative and the content analysis and interview were employed as the method. Out of 37 textbooks in guidance school, religious studies, literature, social studies, history and science were selected for the analysis phase. By using semi-structured interview, 24 teachers in Qaemshaher were interviewed. The findings indicated that literature, religious and social studies took moral education into consideration more and history and science textbooks had lower ranks in this regard. In addition, teachers mainly applied teacher–centered teaching methods and with regard to the moral education they mostly put emphasis on modeling from significant socialization agents. It seems that the educational system needs to consider the cognitive development of the learners in moral education programs and curricula.

Abstract: Based on educational linguistics, the present study examined national and local features of culture in primary school Persian textbooks from a critical point of view. The main focus was how and how much the mentioned features have been represented in the Persian textbooks in accordance with constitution of Islamic Republic of Iran, document of fundamental development in education, national curriculum of Islamic Republic of Iran and the guide for Persian curriculum. As the procedure, the texts and images were examined as the meaning making resources and the study shows the majority of represented features as national rather than local and the few local features dedicated to geography, symbol (costume) and monuments. Although some features such as regional languages and dialects, literature, local elites, myth and different climates are supposed to be discussed in free lessons, the content of Persian textbooks needs modification (comprehensive and considering minorities and differences) based on the principles of national curriculum and the solution number 5-5 mentioned in the document of fundamental development.