نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 6 (پاییز و زمستان 1391)

Establishing new courses for university schedules tend to be a difficult systematic job. Experts in the field have introduced different models for establishing new courses، taking into concern different approaches toward the teaching and learning process. This research focuses on the process of introduction for the new courses that are established in the universities of Australia and the ratings that these courses have achieved. Eleven faculty members teaching at one of the three universities of the University of New South Wales، Macquarie University and the Sydney Technology University، who have had the experience of establishing one or more courses for the University schedule، have been selected for a semi structured interview. The interviews were then categorized and analyzed. The results show a five step process for establishing a new course in the universities and the approach adopted evolves around laboratory sessions and problem solving. The affirmation of the new courses takes place in the university but is a somewhat complicated and time consuming process. This has led to the discouragement of faculty members regarding the establishment of new courses.

The purpose of this study is to determine the effectiveness of instructional design principles (14 multimedia principles van Merriënboer and Kester) on learning issues Cognitive Load in multimedia learning environments. The present research، in kind، is comparative Plan of static groups. The Population of the research includes all the students of the educational science at Payam-e-Noor University، Boukan Branch، and the number of who are 540 persons. The sample of the research includes 180 persons (110 male and 70 female students); these are divided into testing group (55 male and 35 female) and control group (55 male and 35 female). They were chosen on the basis of simple random sampling. The means of the research: Instructional design principles of instructional design software based on 14 Principle of Multimedia by Van Merriënboer and Kester (2005) whose internal validity is. 94 and its external validity is. 81; these were achieved by a researcher –made questionnaire which includes 72 questions. The cognitive load was measured by a 9 grade scale of of Paas and Merrienboer (1994) and Paas and Merrienboer and Adam (1994) whose internal and external validities are. 86 and. 83 respectively. Results showed that compliance with the principles of instructional design is to reduce the load on cognitive tests than the control group a significant effect (p ≤ 0/01).

This paper aims to investigate the visionary، philosophic، psychological، and social foundations of open and distance education. This qualitative research is based on the document reading methods which is consisted of the librarian and digital secondary resources in the era of distance education. The sampling has been done via targeted methods in choosing amongst the existing and available sources. The data collection depends on endless memoranda to keep track of the data reviewed in order to be examined through expository –analysis methods. The findings have revealed that the outstanding foundations of distance education lie upon the scientific basics (explanations، visions، and the four element specifications of distant education)، philosophical basics with concern of build-oriented educational philosophy (ontology، epistemology، and axiology)، social basics (socialization، norms، roles، interactions، relationship، communication، and groups)، and psychological basics (motivation، concern and caution، concentration and cognition، data process، critical thinking and problem solving). They all have specific functions in four elements of distance education، the organization of distance education، the content of distance education، and last but not least، the environment of distant education.

Classification of interdisciplinary relationships، in general، has two purposes، first، to explain the gradual progress in scientific fields of studies that leads to re-combination of the unity of science. The second، to describe mutual reproductive between scientific disciplines and to combine them، that leads to the rise of new scientific areas and disciplines. Another batch of graded according to level of interaction between areas of curriculum field with respect to elements that that interacting، this includes two branches: on the one hand، the interaction is between the concepts، that implies to processing of conceptual framework that creatively and innovatively (epistemological، conceptual or theoretical approach of interdisciplinary) and in other hand، it refers to the integration and borrowing methods between disciplines (methodological or instrumental approach of interdisciplinary). According to these categories of approaches in interdisciplinary studies، we face kinds of interdisciplinary curriculum. Convergent Curriculum model (that is based on cooperation of disciplines to solve a problem). This model is matched to instrumental approach of interdisciplinary studies، and synthesis or Integrative curriculum model that matches to conceptual approach of interdisciplinarity. Some authors use the “collaborative “instead of convergent and have put it against integration. We try، in this article، to design an interdisciplinary curriculum model with respect to two general approaches of interdisciplinary studies and two kinds of interdisciplinary curriculum، mentioned already. This model consists of all curriculum elements such goal sitting; design of course، teaching and evaluation. We try to design them based on interdisciplinary curriculum.

This research has been done to investigation for student''s awareness in the field of Civil Rights. The research method was survey and its statistical population included all 8725 students in Islamic Azad University Semnan Branch. According to Krejcie and Morgan''s table for determining sample size، determined 368 sample and chosen theme by classified random sampling method. A researcher – designed questionnaire was used for data collection. This questionnaire designed based on Marshal''s (1992) citizenship act dimensions (civil، social and political) and which had 21 questions. The validity of research tool was confirmed by related experts، and its reliability was calculated through Cronbach Alpha. 89. The gathered data analyzed by descriptive and inferential statistical methods (include one sample t-test، tow independent t-test and F). The results showed that student''s awareness of Civil Rights was lower than average، and there are no meaningful deferent between girls and boys opinions in this area.

The present study investigated the effects of qualitative assessment on creativity and self-concept in third grade primary school students of Bukan city schools. This study was causal - comparative. In this study research population included all students in third grade primary schools of Bukan city selected through stratified sampling method، according to gender classes (60 females and 60 males). Research tools included shiffer’s creativity questionnaire for children and Pyres –Harris’ child self-concept questionnaire. Data analyzed at descriptive (mean، median، standard deviation) and inferential (MANOVA) levels. The results of variance analysis showed that the effects of qualitative assessment on creativity and self-concept (in general) is significant at p< 002. The effect of the qualitative assessment on creativity and self concept was significant at p< 002 and at p< 018 respectively. According to the results of data analysis، the effects of qualitative assessment of knowledge، on creativity and self concept in children was confirmed.

Curriculum is one of the most important components of higher education system determining the extent of accomplishments associated with the system. Considering rapid global developments and changing needs of societies، curricula in higher education should be reevaluated to retain its responsiveness and timeliness with regard to such evolving needs. Educational Design Research (EDR) was fit as the methodology for collect data from a library and documents. Study results show that the Higher Education cannot meet the requirements a society may demand، so it needs revisiting، and research results show several problems such as the lack of practical and up to date curriculum، lack of communication with the community. On the other hand، Higher Education is seeking to revise the Goals and Programs and pay attention to pay more attention to qualitative aspects. Some of the Goals include practical and applied curriculum، demand-driven and customer-oriented، community and university partnerships، emphasis on needs of Community. The Upset down curriculum design (UDCD) approach to curriculum design is one of the approaches that emphasis on collaborative and active learning، greater importance on learning than teaching، customer-oriented university، «mode 2» knowledge production and somatic knowledge، combining theoretical and professional training with problem-based learning curriculum، etc. Upset down curriculum design deals with combining applied and theoretical knowledge with clinical knowledge and connecting the Field work experiences to the classroom environment، draws on a new learning environment aimed at authentic response to the real problems، and develops problem-solving skills، creative and critical thinking، problem formulation problem finding and problem management skills in students. This approach can be administered in year، a term، half a term or a month.