Curriculum Research
Volume:4 Issue: 1, Jan 2023

The present study aims to provide a research-oriented curriculum Pattern for a preschool period.

The method is considered applied, qualitative, and self-emerging in terms of objective, data, as well as nature and type, respectively. In total, 15 experts were selected based on the snowball theoretical sampling method and theoretical data saturation. The instrument included a semi-structured interview in which the dimensions, components, and indices of the research-oriented curriculum of the preschool period were set. To this aim, all of the national and global Patterns, results, studies, and theories were assessed for the above-mentioned interview form. Then, the indices were counted with open coding, categorized in the form of dimensions, components, and indices through axial coding, and submitted to 15 experts. In the next step, the dimensions and components were identified using selective coding through interviews, the Delphi technique, and brainstorming.

 resulting in finalizing three dimensions, 26 components, and 142 indices for the research-oriented curriculum Pattern of the preschool period. In the following procedure, the dimensions, features, and indices of the Pattern were drawn after the final confirmation and prioritization of the experts.

Finally, the aforementioned Pattern was validated again by the experts.

Curriculum refers to an interactive system of instruction and learning with specific goals, contents, strategies, measurements, and resources. The desired outcome of the curriculum is the successful transfer and/or development of knowledge, skills, and attitudes. This issue from one point of view demonstrates the importance of “quality of education”. In this article, Creating significant learning experiences with the use of curriculum elements for increasing the quality of education has been explored. Based on the findings Educate students for life, not just in a discipline-specific major. Do more to engage and empower your students. Embed diversity into your classes. Be the mentor you wish you had. Be more grateful. Teachers should consciously demon state himself/herself as the symbol of creativity and a source of information while he is performing their professional duties so that the seeds of the qualities of an excellent individual will grow in them. Also, they should consciously and wisely encourage the emergence of these peculiarities in the students and support and praise them.

The main purpose of this research is to identify the reconstructionism theoretical perspective on Ethics training and Lawfulness to students.

From a purpose perspective, the research method is fundamental and theoretical, and from an implementation perspective, it is of the philosophical research type. The required data were collected by document analysis and using the note-taking tool, and analyzed by the descriptive-interpretive method. The community under study consists of written books and electronic resources that present the theoretical perspective of reconstructionism, as well as research backgrounds related to the research topic.

Research findings indicate that the reconstructionism theoretical perspective in the field of teaching ethics and law acceptance to students has specific educational elements. Reviewing the content of the curriculum with an emphasis on critical thinking, strengthening effective social relationships, employing new technologies, learning the culture of peace, providing a platform for obtaining firsthand social experiences, teaching problem-solving skills, striving to dignify individuals in society and cultivating worthy citizens - each of these theories has educational foundations and principles, goals, content, and instructional methods about moral and legal education, which share similarities and differences.

In explaining the findings of the current research, it can be said that from the point of view of pragmatism, real education and training takes place more effectively in an open or democratic environment, an environment that is free from absolutes that hinder the freedom of research. Old and new individualism, stubborn individualism, has been rejected as a historical remnant. Pragmatism strongly suggests planning and social action to adapt the emerging organized social system to human goals and purposes.

The purpose of the present study was to investigate the necessity of a game-based (non-digital) education curriculum with a high-scope approach for student teachers of Farhangian University. The research method was a qualitative method of contractual content analysis. The statistical population included faculty members specializing in curriculum planning, psychology, and game education. The sample size included 14 experts who were selected by purposive sampling method. The data collection tool included semi-structured interviews with experts. To carry out the research, experts were interviewed and the content of the texts and interviews were analyzed by conventional (inductive) qualitative content analysis method. Using analysis and coding of interviews with participants, 23 concepts, 6 subcategories, and 3 categories were extracted. The main categories included cognitive and intellectual issues, health issues, and growth and development. According to the findings of the research, it is necessary to teach game-based (non-digital) education with a high-scope approach to students of Farhangian University.

Students’ motivated behaviour, motivational factors and learning styles have been salient variables drawing many educational researchers’ attention at least during last half a century. However, the relationships between them have not received sufficient amount of empirical research. Therefore, this study aimed at investigating the association of secondary school students’ ideal L2 self, ought-to L2 self, L2 learning experience, and L2 intended effort (i.e. L2 motivated behaviour) with their language learning styles. Data were collected through closed-ended questionnaire items with 6-point Likert and rating scales regarding motivational factors and learning styles followed by some demographic items from 340 secondary school students sampled from Tehran, Iran. Through Spearman rho correlation by SPSS version 26, statistically significant associations were found between pupils’ motivational factors and project orientation, group activity orientation, and individual activity orientation. The current findings suggest that educational decision-makers as well as EFL teachers should accordingly include special educational materials, projects, and tasks compatible with learners’ various learning styles and motivational factors.

This research was conducted with the aim of identifying the professional competences of secondary school teachers in the Heutagogy approach. The research method was descriptive-survey and the statistical population was 520 secondary school teachers in Islamshahr. The sampling method was available, which was selected using Morgan's table. The questionnaire was completed online, and 178 secondary school teachers completed the questionnaire. The research tool was a researcher-made questionnaire with 37 items on a Likert scale, which was designed in two sections of teachers' professional qualifications in heutagogical curriculum and in heutagogical educational constructs. Cronbach's alpha coefficient for the questionnaire in the curriculum was 0.85 and educational constructs was 0.93. The collected data were identified using exploratory factor analysis and Friedman and Chi-square test were used to rank and check the difference in ratings. The results obtained from the research showed that: expansion of teacher facilitation, student learning, student participation, and non-linear planning and evaluation are the priority factors of heutagogical curriculum in order of priority. Systemic thinking in education, teacher's capability to learn, creating internal motivation and creating deep learning are priority factors of heutagogical educational constructs.