فصلنامه مطالعات برنامه درسی
پیاپی 29 (تابستان 1392)

The study aimed to derive the implications of chaos theory for science education from the first hand and reliable references. By adopting inference method، the main points related to the study''s aim were recognized. Besides introducing chaos theory، the researchers attempted to discuss the possibility of reaching to a non-obligatory consistency on the possible urgent changes in science education. The most important findings of the study which are based on chaos theory are 8 inferential implications for science education. These implications which are expalained in detail include openness، dynamic، creative and multifarious; exciting، arbitrary، instable; non-absolute، unpredictable، out of control; dynamic interaction، active، additive quality among constituents and components with together and with the environment; along with actionists who have different statuses and characteristics while they have special functions and tasks; along with the action and treatment of learners who have capabilities and capacities for self-leading and self-organizing; initiation and creativity for facing with knowledge constructing in an instantaneous and renewing context for change; and interdisciplinary education of science.

The aim of this study was to design the content of general chemistry curriculum based on science and technology unified model of Beven and Raudebaugh. The platform for designing the model was the unity and harmony of science and technology project and some others. The research method was case study and the main output is a 4 levels-12 units Curriculum. The results indicate: The first level of the General Chemistry Science layer consistes of 4 units, the second level of the Technology layer consistes of 4 units, the third level of projects consistes of 4 units and the fourth level of design-development-implementation consistes of 7 activities for the 4 units of the third level. This model can be applied to: 1) achieve cognitive and affective domains of Six level of Bloom's Taxonomy of Educational Objectives, 2) Use Johnston’s Three-dimention Thinking Levels (areas of macroscopic, molecular, symbolic, and human factors in chemistry) as a model to study the teaching - learning process, 3) Realize Miller’s Integration Approaches of interdisciplinary, multidisciplinary, transdisciplinary (Integrating the content, skills, processes and real world).

This study aims to investigate students’ conceptions and understanding of the particulate nature of matter. A sample including 80 high-school students who studied chemistry at the basic level (1th grade) in 3 school districts of Aslandooz city was selected and participated in the study. In the study, a test comprising five open-ended and multiple choice diagnostic questions, student's drawings, and semi-structured interviews were employed to collect data. The findings showed that students have many various and different conceptions ot the particulate nature of matter including nature of matter, condensation and expansion of matter, strike to the piece of metal, origin of color of metal, abilities to use their ideas about matter and random motion of gas particles. In the light of the study, it can be suggested that due to the Ministry of Education’s recent revisions of the science education curricula and instructional materials, further emphasis should be given to the particulate nature of matter and its modeling in related course books.

This research was done to assess the effectts of Conceptual Change Model on learning of work and energy concepts as compared to the traditional one. The research design is pseudo-experimental with Solomon four-group method. The population of this research includes all male students of the second grade of high school in Gharchak, Tehran, in the academic year of 1389-1389. The selected samples are from the available samples with two groups for experimental and two others for the control groups. The results of the research show that the conceptual-change method is more effective than the traditional method regarding the level of concepts learning, establishing attitudes, and correcting misunderstandings. Taking the structure of conceptual-change teaching method and the results of this research into consideration, we come to the conclusion that implementing this teaching method in teaching Physics concepts is more effective and a revsion of the contents of textbooks and hours of instruction for the subject-matter of Physics seems to be necessary.

In spite of the importance of the nature of science (NOS) as a principal goal of science education، students do not have an authentic view of NOS. Mostly، science textbooks and teachers’ emphasis are on memorizing scientific facts. Due to the teachers’ dependence on textbooks in teaching science، it is essential that these learning materials represent an accurate view of the nature of science. So NOS should be included throughout the content of science textbooks. This study conducted in order to analyzing the content of 8th grade science textbook for determining the inclusion of different aspects of the nature of science. The conceptual framework for content analysis was used in 4 aspects: a) science as a body of knowledge، b) science as a way of investigating، c) science as a way of thinking، and d) science and it''s interactions with technology and society. The results indicate science textbook has not completely and adequately addressed the categories and elements of the the nature of science. The textbook emphasizes on science as a «body of knowledge” (41%)، “investigative nature of science” (39%)، “a way of thinking” (10%) and “interaction of science، technology، and society (STS)” about 10% respectively. Findings show students meet science as a body of knowledge more than other categories. So it is expected that students can not think in good manner creatively and with appropriate interactions with technology and society.

This study introduces teacher's research literacy and examines its importance in promoting quality of science education and tries to answer the following questions: Does teacher's literacy research have any effect on quality of science education? Does teachers who acquired more research literacy, have more creativity in teaching? Is there a significant difference between teaching quality of teachers with greater research literacy and teachers with lower research literacy? In this study the causal-comparative method has been used and the statistical population was 130 cases of action research report which provided by teachers of West-Azarbaijan province in the academic year of 1388-89. From the population, 40 cases (20 cases with greater research literacy and 20 cases with lower research literacy) were selected as sample size. In order to studying the creativity and quality of science education, teaching of two groups of teachers was evaluated and scored. The standard for appraising teacher's teaching was evaluation form of Teaching Patterns Festival. After collecting data, it was analyzed by using inferential and descriptive statistcs. Results from statistical analysis show that the level of teacher's research literacy has a great impact on teaching science creatively and and qualitatively.

In This Article adopting Integration Approach to Arts Curriculum Means that Ideas and instructional Concepts of other Lessons can be applied in Arts Education. Here, the application of Science concepts in Arts field is the main aim. The primary role of Arts and the Secondary and reinforcment roles of Science are Emphasized. In other words, during the Arts class the Science educative Concepts are used just as during Science Class, Arts concepts can be used. Student by using the Ideas, concepts and Matters from the field of Science produce artworks in the forms of Visual and Performance Art. It is expected that the production of an artwork leades to learning and even better learning of the subject. In other words, improvement in Science Learning and creativity and innovation in Arts will be occurred. In order to better use of this integrative approach Use the Better Approach, the resrarcher attempted to present practical examples of how to Integrate Science and Arts.