علی حسینی خواه

This study aimed to design and evaluate the effectiveness of an educational intervention package to enhance students' artistic intelligence based on the lived experiences of top talents in the field of art. This qualitative study employed a qualitative content analysis method, collecting data through semi-structured interviews with 15 university professors and art experts. Participants were selected through purposive sampling based on theoretical saturation. The interviews were analyzed and coded based on Gardner’s multiple intelligences theory and artistic creativity assessment tools, including the Torrance Test of Creative Thinking (TTCT) and Clark’s Drawing Abilities Test (CDAT). The designed intervention package consisted of 12 educational sessions focusing on imagination, critical thinking, visual creativity, and artistic interactions. Content validity was confirmed using CVR and CVI indices. Data analysis indicated that the intervention package significantly improved students' creative skills, visual perception, ability to analyze artworks, and social interactions. Moreover, the findings showed that incorporating the lived experiences of experts had a substantial impact on enhancing artistic intelligence. The Content Validity Ratio (CVR) was 0.73, and the Content Validity Index (CVI) was 0.79, indicating satisfactory content validity for the package. The findings suggest that art education can significantly contribute to the development of students' artistic intelligence and cognitive abilities. The designed intervention package can serve as an effective educational tool, enhancing creative thinking, visual analysis, and emotional regulation in students.

The field of curriculum, as an epistemological field or one of the specialized fields of the field of education, was identified in 1918 with the publication of Franklin Bobitt's curriculum book. And in Iran, it was established in 1365 and at Khwarazmi University of Tehran, by accepting students in the master's degree in curriculum studies. The most important definition of curriculum is the recognition, prediction, organization and shaping of educational activities in the field of learning for students. Lexically, it is rooted in the Latin word currere, which means a racecourse or a field for running. Curriculums, like a competition field, which has a clear and defined beginning and end, require a well-defined and predefined beginning, end, and route. In general, curriculum refers to that scientific field that includes the following areas: 1- Curriculum basics 2- Curriculum engineering 3- Curriculum implementation 4- Curriculum change 5- Curriculum evaluation 6- Curriculum history 7 - Curriculum research (2019, Fathivajargah). While curriculum theory is considered an important part of curriculum from the dominant point of view of scholars in this field, it seems that many decision makers and decision makers of educational systems have ignored this importance. Even some administrators have institutionalized this misconception that curriculum theory has nothing to do with their daily decisions (Glatthorn, 2005). . (1992) admitted that the history of the field of curriculum has been neglected and most of the history of education has been considered. This (historical poverty) has led to theoretical poverty in the field of curriculum. History educates today's people, and today's people create tomorrow's history. In fact, today's people are indebted to yesterday's history and responsible for tomorrow's history, and for this reason, history is one of the most appropriate means of guiding and educating people (Bjorklund & Sandahl, 2023). An important point is that few historical researches have been done in the field of curriculum studies in Iran, and they have mainly focused on curriculum planning in the field of education and training, and have paid less attention to the field of curriculum studies itself. As an example of curriculum architecture research in Iran, the result of Mosapor et al (2015) and Khoshi at al (2019) research, although it was very comprehensive, but it was in the field of education and paid less attention to curriculum as an academic discipline. Is. In fact, one of the most important topics related to the field of curriculum is to examine the process of formation of intellectual groups and trends in the field of curriculum in Iran. Intellectual groups and intellectual currents in this research refer to those who base their work on a specific procedure and point of view and conduct research and authoring based on the same. On the other hand, examining the developments and the historical course of curriculum streams and groups is a necessity that many countries, including Iran, have realized its importance for a long time, but have paid less attention to it from a research and historical perspective. The field of curriculum studies in Iran was first formed by translating the classic works of key theorists of the field of curriculum studies, and the translation of the works of Tyler, Beauchamp, Klein and other theorists was a priority. This tradition of translation is still in force, only instead of translating classic works and Tyler, now most of the works of neophyte experts are given priority. In this part of the research, it is important to mention two points. Although these currents have a specific origin at the time of their formation and each one was formed in a specific period, but these currents have continued to exist with strength and weakness, and it is not the case that a current was formed in a specific period and has ended, in other words, no flow has stopped and is still going on. For example, the classical flow of the field of curriculum studies and Tyler's works can still be seen in the works of many researchers, and the basis of the research is many experts in the field of curriculum studies. The second point of currents and groups of thought is that this trend and evolution can also be seen in experts in the field of curriculum studies, that is, experts with experience in the field of curriculum studies, first discussed classical theories and then applied this trend in They have continued their work and are currently engaged in researches on neo-realism and localization in the field of curriculum studies. And the last important issue is that researchers and professors have changed over time and even some respected professors have criticized their past views. For example, Dr. Fathi Vajargah calls himself advanced, middle and late Fathi. These few lines show the necessity of doing research in this field. Based on the purpose of the research, the researcher sought to discover the currents of curriculum studies in Iran. In order to achieve the results, he has acted in the way mentioned in the following research.The aim of the article was to study the formation process of intellectual groups and currents of curriculum studies in Iran.A qualitative research project that uses two library methods (studying documents) and qualitative analysis (inductive).The statistical field has been used in the library method, documents related to the field, and using the tool of data extraction and the resource extraction questionnaire. The statistical field in the second method was experts and university professors in the field of curriculum studies in Iran, who were selected using the snowball sampling method, and data were collected using semi-structured interviews. The number of samples until saturation was 15 people. Then, the data was coded using thematic analysis method and finally the analysis was done using the Claizari method. The validity and reliability of the research was checked and confirmed based on reliability, transferability, generality and verifiability of the indicators.The obtained results show that the most important currents and intellectual groups after the formation of curriculum studies in Iran, respectively: classical, cognitive process, intellectual practice, comparative studies, new technology, neo-realism, methods It has been new, localization and modernization.

The current research was done with the aim of designing and validating the model of the early childhood art curriculum. The research method was of mixed type. The sources of information were all the upper documents available in the field of art and all countries and approaches that had successful and impressive experiences in the field of art curriculum, and in the quantitative part, experts in curriculum planning and art who used the exemplary method targeted sampling was selected. The tool for collecting the qualitative part, related documents and sources, and the quantitative part was a researcher-made questionnaire. The validity of the questionnaire was confirmed by the opinion of experts and reliability was obtained using the agreement coefficient for components above 0.8. In order to determine the validity of the designed model, the opinions of experts and curriculum and art experts were collected using the Delphi method and the final model with the elements of educational-artistic ideals, content, activities and creative educational materials, creative teaching-learning strategies, the artistic environment and space, the role and interaction of the teacher with the child and creative evaluation were developed.

Potential formative assessment is one of the most effective ways to improve learning and teaching, and therefore it can be said that it is of great importance. Therefore, the current research has been done with the aim of providing an effective formative assessment model for high school physics curriculum.

The current research has been carried out in terms of practical purpose and using qualitative research method of content analysis type. The target group of the study was the high school physics curriculum documents. Due to the nature of the qualitative research, the purposeful sampling method was used. The studied sample of the official physics curriculum included the curriculum document, teacher's guide, and physics books for all three grades of 10th, 11th, and 12th grades in both fields of experimental sciences, mathematics, and physics. The data collection tool was also taking notes from the studied documents. Atlas TI software based on NCT method was used for data analysis.

The findings of the research showed that the model of formative assessment presented for the high school physics curriculum is as follows: reverse learning, primary formative assessment by the teacher or his assistant, teaching and solving various examples (doing experiments), secondary formative assessment by the teacher, deep formative assessment including designing and solving questions related to surrounding phenomena by students individually or in groups and exit sheets.

The results of this research can be used as a basis for measuring and evaluating physics courses in secondary schools of the country.

The purpose of this research was to explain the eassence and reason for curriculum mapping in elementary schools. This research was done by a synthesis method. The statistical community included all valid scientific articles between the years 2000 and 2021 From the initial search, 200 articles and documents were extracted in the field of curriculum mapping. After examining the abstract of the documents according to the two criteria of "quality" and "reliability", 90 documents were finally left for analysis as the final corpus. The purposeful sampling method continued until the saturation stage. According to the findings of curriculum mapping, 2 dimensions and 12 themes wee identified. The dimension of "elements and components of mapping" with 5 themes (objectives/basic questions, organized and meaningful content, basic skills/processes, assessment/learning tasks, timing) among the mentioned elements, curriculum mapping paid special attention to the skill-oriented element, and the two elements "design" and "sustainable perception" were removed due to the lack of necessary infrastructure in Iran's educational system. The dimension of "benefits and applications of mapping" was identified with 7 topics (development of participation culture, promotion of knowledge management, professionalization field, transparency of curriculum courses, intelligent visualization, flexibility, strengthening and development of teaching and learning process). The most emphasized benefit for the curriculum mapping is developing a culture of participation.

The purpose of this research was to investigate the implicit meaning making of the “self” and “other” in the upper secondary textbooks through Van Dijk discourse analysis. This study was a qualitative research based on discourse analysis with research population of all upper secondary textbooks (Humanities Branch). In this study purposeful sampling method was used. The method of data collection and analysis were documentary through the review of primary (seven textbooks) and secondary sources as well as review of words, text, and paragraphs, respectively. The findings reveal that the authors of selected textbooks, being aware of the ways of reproducing power in discourse, have highlighted self-positive identity and other negative aspects through the use of implicit meaning making strategy. According to the findings, it is suggested that curriculum planners and authors make a fundamental change in the content of textbooks through a better and deeper introduction of modern concepts related to the culture and civilization of Islam and Iran (self-positivity) instead of extreme emphasis on negative aspects of other cultures.

Globalization as a main paradigm in the present era has changed all aspects of human life. Globalization refers to a process the goal of which is to integrate the people of the world into a single society, which necessitates the fading away of political, economic, cultural, and other boundaries. Many researchers have summarized the main characteristics of globalization in concepts such as the emergence of the global electronic village, the information revolution, the compression of time and space, the global expansion of consciousness, the disappearance of geographical boundaries, and the emergence of the cybernetic age. Globalization has also presented numerous challenges. Since globalization is aimed at changing political, economic, and social structures at the local level and exposing their limitations, some think that the integration resulting from globalization threatens the existence of subcultures. To deal with this threat called globalization and revive and preserve the culture and values of their society, some have resorted to “indigenization” in various fields including curriculum development. In dealing with the phenomenon of globalization, some countries and educational systems have adopted the position that globalization and localization are mutually exclusive, thus adhering strictly to either of these two approaches and ignoring the other in their educational policy and planning. This presents a significant challenge to educational systems in many countries, including Iran. The issue of welcoming globalization while remaining local poses a serious paradox to all individuals and education systems. A paradox does not represent a dead end for thought. That is, a thoughtful person who faces an intellectual conflict feels committed to confronting it as a challenge and looks for any possible opportunities arising from it. Therefore, instead of rejecting a challenge and, as a result, refusing to deal with it, one should learn to elevate thinking and promote collective thinking to set the agenda to manage a situation effectively. In this regard, Roland Robertson’s ‘glocalization theory’ is one of the theories that effectively empolys integrated and collective thinking to deal with both the global issue (globalization) and the local issue (localization). As a result, it can be considered as an optimal sociological basis that can be used in curriculum planning. Therefore, the current research aimed to analyze the characteristics of the ‘glocal curriculum’ model of social studies based on Robertson’s theory using Akker’s model.

The current research adopted a qualitative approach and was applied in terms of purpose. Data included all published and available texts, documents, and reliable sources related to Roland Robertson’s theory from 1968 to 2022. The sources were selected through purposeful sampling and the Cochrane systematic review. Inductive content analysis (open and central coding) was used to analyze the data, which led to the identification of 71 conceptual propositions extracted from the selected authentic documents related to Robertson’s theory. The practical implications of the identified conceptual propositions for the ‘glocal curriculum’ of social studies were examined, and 51 conceptual propositions were deduced. Then, Akker’s ten-component model was utilized to identify the features of the ‘glocal curriculum’ of social studies. Finally, the credibility of the data was determined through the peer-review data collection and analysis processes. Furthermore, the dependability of data was determined through the audit trail.

Based on the findings of this study, the goals of the ‘glocal curriculum’ include familiarization with the basic and important concepts of ‘globalization’ and indiginization, paying attention to ‘diversity and pluralism’, and cultivating creative and critical thinking skills. The content of the curriculum should be flexible and appropriate to the context where it is going to be implemented. In addition, active teaching approaches should be promoted in a glocal curriculum. The teacher has to play the role of a guide and a facilitator and is encouraged to tap into various teaching resources. Finally, the time and place should be flexible, the activities should be done in groups and in collaboration with others, and various qualitative evaluation methods have to be used to assess students’ performance.

A critical reading of Robertson’s globalization theory using Akker’s model led to the identification of the features of a glocal curriculum model of social studies. It is suggested that the curriculum of social studies in primary and secondary courses be evaluated using the glocal curriculum developed in the present study.

Despite the intrinsic and functional value of music education, no model was presented for the preschool music curriculum, which is considered by many experts to be the most important and sensitive period of music learning. The aim of the present study was to design and validate a curriculum model for preschool music education based on David Elliott's theory of praxial music education. The survey method was used for answering the first question (characteristics of the model for preschool music education) the documentary research method, and the second question (the validation of the model). In answering the first question, all theories in the research subject domain, in a multi-phase process, these studies were subject to analysis. Finally, the praxial theory of David Elliot was selected. Then, the seven principles and commonplaces of the music curriculum in preschool were defined and drawn in the form of a model. The results of the validation section showed that, from the point of view of experts, all the components of the proposed model are designed in a desirable and acceptable way, and the developed model is suitable for the music curriculum in preschool.

This study aims to develop an educational program for patients with multiple sclerosis (MS) in Iran which is applicable by physiotherapists.

This is a survey study. Participants were 85 physiotherapists with at least one year of experience working with MS patients in Iran who were randomly selected. The tool was a researcher-made questionnaire with 61 items and four subscales based on the Tyler model, whose content validity was confirmed by 10 experts. The collected data were analyzed using descriptive statistics (frequency and percentage) and inferential statistics (Friedman test) in SPSS software, version 22.

Preventing the patient from getting stuck”, “improving the life quality and life expectancy and preventing depression”, “maximum individual independence in activities of daily living”, “educating the patients and their families how to control mental problems”, “emphasis on drug therapy and physiotherapy”, “preventing deterioration”, “educating how to control musculoskeletal injuries, improve musculoskeletal function, and prevent contracture”, “maintaining the patient’s morale, especially during the relapse period”, “muscle strength and endurance training, and coordination of the muscles and body balance”, and “returning to normal life” were the most important components related to objectives of the educational program for MS patients. “Educating appropriate exercises”, “educating the family members how to lower the patients’ stress”, “having light-intensity exercise”, and “using the successful experiences of other patients with MS and asking them to present it” were the most important components related to the content of the educational program. “In-person training”, “group training”, “treatment in a private center”, “group training in the MS Association”,” watching a movie where one of the characters has MS and showing his/her success to give hope” and “counseling with the family” were the most important components related to the method of education. Finally, “qualitative evaluation and reporting of patient function”, “quantitative assessment of paraments such as range of motion/muscle strength, balance with eyes closed/open, and single-leg stance”, “functionality of the patient”, and “using standard tests” were the most important components related to the program evaluation.

The developed educational program can be used directly by physiotherapists or by all people who are in contact with patients with MS in Iran.

The purpose of the current research is to explain the requirements and effective implementation factors in curriculum mapping for teachers, which has been done using the qualitative research approach and the synthesis method. The words curriculum mapping; curriculum maps has been 150 documents were extracted from the initial search of sources and after screening 65 cases were selected according to the two criteria of "quality" and "authenticity". The most important databases in domestic articles are Iran Publications Information Bank (magiran) and Comprehensive Database of Human Sciences and Research Institute of Information Science and Technology of Iran (Irandoc) and in foreign sites are Springer, ProQuest, Scopus and Google Scholar search engine. The data was collected using Marsh's seven-step synthesis research model. Collecting and recording information was done by a form designed by researchers and open and axial coding was done using ATLAS.ti software. Finally, it was evaluated by two independent evaluators. From the formula of Cohen's kappa coefficient, the agreement between raters is 0/78 Obtained. Six dimensions were identified: 1- Effective leadership, 2- User training, 3- Mapping cycle, 4- Mapping process, 5- Mapping tools, 6- Monitoring. Three dimensions of effective leadership, user training and supervision have been researched more than other components

Using the potential of nature to educate children in the primary period, despite its importance, has always been neglected; and the use of this capacity can be presented as a very important opportunity in the education of children. Considering the scattered information related to the nature-based curriculum in various sources, the present research tries to identify and explain the elements of the curriculum using the synthesis research method. Nature-based pay for elementary school. From a total of 240 sources in the initial stage, 82 sources were selected for synthesis research in the evaluation stage. For data analysis, coding method (open, axial and selective) was used, and the data were analyzed using software. MAXQDA were analyzed.In response to the first research question regarding the elements of nature-based curriculum goals, it can be said that in nature-based curriculum, while importance is given to the individuality, freedom and independence of children, they are familiar with the laws governing nature and through nature-based education Based on the experience, the power of observation, logical reasoning, measurement, classification and hypothesizing has grown, and due to performing some activities in the open space in nature, their physical and mental health has been improved and plays a very important role in improving interpersonal relationships and teaching life skills.Plays. In this program, one of the main goals is that the learners establish a kind of friendship and relationship with nature from childhood, so that in adulthood they can have a passion for its protection, and they are always worried about its destruction. As a result of the implementation of this program, indicators related to physical and mental health and education related to life skills have been improved in them, environmental protection has become a concern for them so that they can be ready to live in society and to learn democratic and responsible life.The findings of the second research question regarding the elements and nature of learning materials and resources in the nature-based curriculum in the elementary school indicate that although the place of written content in the nature-based curriculum is undeniable; But according to the nature of this program, natural elements have a special place as learning resources, in other words, plants, animals, stones, water and other elements that make up the natural environment can be considered as important resources in children's learning. .One of the effects of the combination of the elements in nature with the written content of Persian literature is, of course, this combination is not limited to the Persian language and the works of languages and cultures from other nations and tribes also exist, which can be used as a practical model in Compilation of nature-based course content in different course materials should be considered.The findings of the third question of the research regarding the elements related to the design of teaching and learning space in the nature-based curriculum indicate that this model pays special attention to the design of the teaching and learning space of children. In some learning such as teaching in the space Open, forest schools and nature schools emphasize children's learning in the space outside the closed space of the classroom. But in the nature-based curriculum, despite accepting the issue that the learning space can take place in the form of open space and in nature, it is not limited only to the open space in nature, but also in the design of the closed educational space of a classroom. Used with nature. The use of the potential of nature in the design of the educational space can be considered by the designers of the educational space from the two aspects of the psychological impact on the learners and the educational effects in facilitating children's learning.The findings of the fourth research question regarding the elements of teaching-learning strategies in the nature-based curriculum indicate that nature-based learning is an educational method that uses immersion in a natural environment as a basis for learning. This type of learning focuses on teaching in a natural environment, but despite this focus, there is no requirement that teaching only takes place in a natural environment. The most important point in this type of learning is the importance of using the potential of nature for learning. In this type of learning based on activities such as observation, scientific tour, experiment, discussion and conversation, etc., can help the progress of science learning in children. The findings of the fifth research question regarding the elements related to the learning evaluation methods in the nature-based curriculum in the elementary school indicate that the evaluation in the nature-based curriculum is a dynamic process. The complex and integrative nature of nature-based education and its emphasis on higher-order thinking skills, informal experiences in and out of school, its focus on children's acquisition of values, and changes in children's behavior require an assessment model that takes children's learning beyond issues of superficial understanding. Given that traditional tools, especially written tests, do not have the ability to do such an evaluation, in the nature-based curriculum, student-centered tests and experience-based evaluation tools such as observational assessment, self-evaluation, peer evaluation, portfolio evaluation and presenting what Learners have learned and their judgments and evaluations will be used; The characteristic of most of these tests is to reduce students' anxiety and empower them to make decisions.According to the obtained results and the descriptiveness of the evaluation in the elementary school in Iran, the identified features related to the elements related to the nature-based curriculum can be effective in improving the quality of education in the elementary school. Including the characteristics of elements related to nature-based curriculum in the undergraduate course of primary education of Farhangian University and in-service courses for teachers will also make the training of primary teachers more efficient and effective.The results of the recent research in the section of goals, teaching methods, learning and evaluation are in line with some of the research results of Karim, Kian & Aliasgar (2017). The results obtained in relation to the design of the learning environment are similar to the findings of Sahrakhiz Harryin & D. Witte (2017); Also, the findings related to the goals are consistent with the research findings of (2021) Mygind et al and (2021) Miller et al and (2020) Ardoin & Bowers Roberts, Hinds & Camic (2019).

The purpose of research was to investigate the representation of countries in the upper secondary school textbooks of Iran education system based on van Dijk's discourse analysis. The data collection method was documentary by examining primary sources (seven textbooks) and secondary sources. The findings of research reveal that the authors of selected textbooks are aware of the ways of reproducing power in the discourse, by highlighting their identity successively implement the process of producing and understanding ideological discourse and dominate the minds of students through this language structure. Another finding showed the author's use of words, sentences, and numerous paragraphs to create all the negative aspects of others. Another finding is that it is rare to find a positive attribute for the people of a country in the selected textbooks, unless the said country has a history of struggle, war, domination and colonization in relation to one of the western countries. However, it is difficult to find a word praising industrial, technological, social, scientific achievements or progress of a country in the selected textbooks. According to the findings and in order to increase the highlighting of the positive characteristics of "other" and reduce the negative view of other cultures, societies and countries; it is suggested to curriculum planners and authors of school textbooks in Iran to make fundamental changes in the content of textbooks.

The aim of research was to compare the art curriculum in early childhood education of Australia, Canada, Finland, New Zealand and Iran. The strategy of countries’ selection was "different social systems, similar educational outputs". The data collection method was documentary and validity of data was determined through combination of concepts, researchers’ self-review and consideration of comparative experts’ opinions. The method of analyzing the data and presenting the results is the four-step Bereday method. The similarities are mostly in the educational ideals and evaluation methods and the differences are mainly in the curriculum content and strategies. All selected countries have their own cultural, native, local and national background, which is reflected in the art curriculum. In addition, selected countries are similar in goals such as development of aesthetic sense, identification of self-identity, learning & communication with other cultures, development of creative thinking & imagination, development of personality and creation of joy & pleasure. In the content component, teaching music and dance has little attention in Iran. In the strategy component, inviting artists to teach art is not very common in Iran, while it is popular as a practical solution in Finland and Australia. In the assessment component, although all countries pay attention to the process of learning and observing the child, documentation and holding art exhibitions are more prominent in Australia, Canada and Finland. According to the findings, it is recommended to Iran educational planners to pay more attention to the curriculum elements of the selected countries in order to be effective in the formation of a codified and practical program for early childhood art

This study has been done in the category of applied research with qualitative paradigm by thematic analysis through an inductive approach.From reliable first-hand documents and resources in terms and keywords of this inquiry in thriving countries,45 cases were selected by purposive sampling.The data collection tool was manual and computer notes(MAXQDA,2020).The network of themes extracted in the findings indicates a conceptual model with five broad themes(curriculum competencies,educational strategies,student,teacher and challenges and opportunities)and a practical model with five broad themes(School's curriculum,educational activities,operational activities,student activities,and teaching activities).The study shows that in prosperous countries like Finland and Sweden,students' start-ups have been started for many years and are going on regularly and desirably.Since this type of activity has been neglected in Iranian curricula,it is suggested that the curriculum of start-ups in the second year of high school be designed & implemented based on the criteria an indicatores provided in the models of this research.

The purpose of this study is to develop and validate a teacher’s guide of 1st grade science subject-matter based on cognitive tools of imaginative education theory. The research method was qualitative content analysis. The research community included the textbooks and guide of the science teacher and related to the first primary sciences and resources, articles, and digital books associated with cognitive tools of imaginative education theory. The sampling method was purposive and thematic analysis was used to analyze the data. Based on open and axial coding,, 3 basic categories and 7 subcategories related to the water chapter of the first elementary sciences and 10 categories were obtained related to the subject of cognitive tools of imaginative education theory. The first primary science education guide was developed based on the cognitive tools of the imaginative education theory. In order to validate the developed guide, this guide was provided to the experts and their opinions and corrections were collected by Delphi method and applied in the guide. the content validity of the developed guide was investigated using the content validity index and content validity ratio. This guide, which has been approved by experts, has been compiled for the first time in the country and can be used by first grade teachers. It can also be used as a model for teachers and educators to use to teach any content in areas related to children's education such as schools and kindergartens.

This research has been done with the aim of investigating the emphasis of second grade textbooks on the concept of imagination. The research method of the present study is the analysis of the content of the category, which was carried out using the total number method, and the statistical population includes all the books of the second grade. The tool for collecting information in this project is the checklist for measuring the components of the researcher's imagination and the unit of analysis is the subject. Data analysis was done using descriptive statistics and chi-square test. The results showed that among the components of imagination, the representation of ideas has the most frequency and the component of unfamiliarizing familiar concepts has the least frequency. Also, the results of the chi-square test showed 95% confidence that between the second grade textbooks in terms of the amount of attention to the concept of imagination There is a significant difference. Based on these results, it seems necessary to revise the textbooks, especially in the Quran, Farsi, and experimental sciences, in order to pay attention to the components of the ability to identify, predict, and make concepts unfamiliar..

This article investigated the effect of designing a math curriculum based on storytelling on the creativity of fourth grade elementary students.

In this mixed study, the quantitative results of a larger study were analyzed and reported. To evaluate the students' creativity, after implementing the mathematical educational package based on storytelling, their performance was examined. The educational package was designed by the researchers based on the concepts of the fourth-grade math book. Comparison of the pre-test and post-test results showed that the content design of mathematical concepts based on storytelling has a positive effect on students' creativity.

The results of this study showed that the design of math curriculum based on storytelling had a positive effect on the creativity of fourth grade students. Also, the partial eta square comparison of boys and girls showed that math education based on storytelling had a greater effect on girls' creativity.

The results of this study showed that designing a math curriculum based on storytelling can significantly improve the creativity of fourth grade students. These findings showed that curriculum designers can benefit from designing educational content based on storytelling, which is compatible with students' characteristics. Also, the integration of educational stories with curricula at different levels and disciplines is also suggested to curriculum producers. According to the present study, the design of math curriculum based on storytelling has a positive and significant effect on the creativity of fourth grade elementary students. In addition, the results showed that this effect is greater on the creativity of girls. Therefore, it is recommended that curriculum designers take advantage of the design of educational content based on storytelling that is compatible with the characteristics of students. Also, combining educational stories with curricula at different levels and disciplines is also suggested to curriculum producers. This research can help curriculum planners and educational designers to develop more innovative methods to enhance students' creativity in mathematics.

Higher education in every country pursues different aims. One aim of its educational, research-basedsystem is knowledge-production, along with training of human force for economic, social, culturalsectors etc. Curriculum is one factor in improvement of the educational quality of educational systems.The purpose of this study is to identify merits and strategies of the development of FarhangianUniversity faculty members regarding curriculum (among the 9 elements of curriculum only three arerelated to teaching method, content and evaluation). This investigation is a qualitative study and itspopulation includes all Farhangian University instructors. Sampling was done according to the samplingmethods of qualitative studies using criterion-based and network sampling. Analysis of data frominterviews was performed in a number of steps based on theme analysis. To ensure the validity of theresults a peer-review survey was considered. The findings indicate that the merits of the facultymembers regarding the three curriculum elements could be classified into 21 categories. In addition, 5strategies could be used for the development of faculty members.

Phenomenological studies generally deal with perceptions or concepts, attitudes and beliefs, feelings and emotions of individuals. In this approach, interviews can be used to extract people's experiences of phenomena. Using the phenomenological method, this study aims to know how teachers' lived experiences as experts can form a religious identity in students.

The study employed a qualitative phenomenological method for analyzing the data. Participants in this study were teachers and supervisors of junior high schools in Minab. The data were collected through semi-structured interviews and analyzed by the 7-step Colaizzi method. Snowball sampling was used to glean the relevant data. Semi-structured interviews with 12 teachers were conducted until the data were saturated.

The results of students' statements revealed several factors influencing religious identity, such as the expression of religious issues in the form of stories, the expression of personal experiences in the area of religious matters, the performance of religious practices in a practical way, the creation of excitement in religious classrooms and having questions and answers in a way to involve and enable students in expressing and receiving their responses.

Generally, students' religious identity formation process should be traced in teachers, curriculum resources, and curriculum. If these aspects are coordinated, to a large extent, it can be said that the students' religious identity will be on the right track.

The aim of research was a comparative study of preschool educational approaches. In this research, the components of goals, content, teaching method, educational atmosphere and evaluation in romantic, humanistic, Montessori, Waldorf and Reggio Emilia approaches have been compared. The method of data collection and analysis were documentary and Bereday’s four-step approach respectively. In dimension of goals, all approaches emphasize the enrichment of the child's imagination through the senses. In the activities dimension, all approaches emphasize the learning process. Montessori and Reggio Emilia's approach, more than other approaches, design activities in a more problem-oriented manner. In the Montessori, Reggio Emilia and Waldorf approaches emphasized the question-and-answer method and indirect transmission of material to the child. In particular, the Reggio Emilia and Waldorf approaches have made the learning method the basis of child-teacher interaction, and teaching means the process of helping children learn research. In the dimension of educational atmosphere, human interaction with the environment - through the senses - is the basis of education in all approaches. In the evaluation dimension - with the exception of the Montessori approach which focuses on the extent to which predetermined goals are achieved-, other approaches do not emphasize learning standards and the evaluation is not done in the traditional way. Iranian curriculum planners are encouraged to use the findings of the present study to develop a suitable approach for early childhood education

This study proposes the foundations and principles of the emergent curriculum in preschool. For this purpose, we address the conceptual and documentation analysis of this curriculum. Hence, using the research method of “regressive inference”, the foundations of the emergent curriculum have been deduced. Firstly, all instances of emergent curriculum were extracted from 60 valid national and international documents (including books, articles, written and electronic thesis) from 1994 to 2020. Then, the collected data were classified in three stages; including open coding, axial and selective data in order to analyze them. Approximately, 31 selective codes were recognized. In addition, the principles were inferred by use of the “progressive inference” method. Since, this research investigates the effective documents in order to understand the research problem, its employed sampling is considered purposeful. To validate the results, the coding steps were carefully reviewed about 10 times in interaction with curriculum planning and philosophy of education experts. The most important findings about nature are that emergent curriculum is a flexible, dynamic and multidimensional spiral phenomenon with different cross-sections. The main foundations are that child is a flexible creature with comprehensive dimensions, social identity, and unique talents. Knowledge is exploratory, dynamic and innovative and corresponding to children’s interests. Some of its basic principles include a holistic view of the child and attention to individual differences; providing the possibility of exploration; Relation to the phenomenon under study, hypothesizing.

To help with the clausal task of teachers training it was deemed to be useful if the professional experiences of teachers were shared among them through social media and in the form of auto-biographies. Within an in-service training program such auto-biographies were shared and then through collection of field notes and recording of teachers’ interactions the necessary data were gathered. Content analyses of the collected notes and recordings yielded a general collegial acceptance of the shared experiences, and their effectiveness in teaching new knowledge and skills to the participating teachers. Based on these findings four instructional strategies are recommended: knowledge sharing management, study group formation, group teaching and learning, and teaching through narrative research. Results also indicate that addition of such sharing of the life experiences to the regular in-service programs provides participants with an opportunity to reevaluate and improve the curriculum and teaching methods.

Curriculum, as the center of educational activity, has special importance and delicacy for the sensitive period of childhood. There are two types of views on curriculum design that give a passive and accepting role to the student or give him an active role, so addressing the nature of each program is the most important part of planning. An emergent curriculum is considered to be a program that respects the interests of the child and is designed based on the needs of the child.

The purpose of this study is to explain the nature of the curriculum and to infer the implications of the related curriculum. For this purpose, first, the philosophical fundamentals of this program were investigated. Then, by examining the etymology of the word emergent and extracting its synonymous and contradictory semantic domains, as well as analyzing the concept of a pre-defined curriculum, the nature of the emergent curriculum was explained. The chosen investigated documents are effective in understanding the research issues and in the central phenomenon of the study, so the sampling used in this study is purposeful. Therefore 250 valid national and international documents in the field of emergent curriculum and emergentism theory were investigated (including books, articles, encyclopedias, etc.). Then 80 published documents in reputable Journals were used and their validity was confirmed based on the opinions of the experts in curriculum planning and philosophy of education.

The findings of this study indicate that the emergent curriculum appears as a flexible, dynamic, and multidimensional spiral phenomenon with different cross-sections and hence it is completely innovative and constantly developing. This program has the ability to influence the learner, instructor, content, etc. that are the components of the program, for example, during the process of this program, the instructor learns. Awareness and learning are unpredictable and unexpected phenomena beyond the knowledge of all the learning process components.

In relation to the philosophical foundations of this Curriculum, from the ontological point of view, that is, the school of Emergentism, quite novel results were obtained in relation to learning and consciousness such as Jones & Nimmo, Stasey

The aim of this study was to identify, explain the dimensions, components and indicators of research performance of faculty members of the Islamic Azad University of Tehran.

The research was conducted with a qualitative approach, using content analysis method. Purposeful sampling, and interviews with experts continued until theoretical saturation was achieved. To determine the logical framework of the data, the steps of identification, note-taking and classification of concepts were performed. Categories were reviewed and duplicates were deleted, similar items were merged, and subject dimensions were identified and leveled. Data analysis method was performed by thematic analysis technique of open, axial and selective coding. Then, in order to assess the validity of the model, an agreement was reached with ten faculty experts in the form of a focus group on the dimensions, components and indicators of the model.

The results showed that the extracted model has 9 dimensions, 25 components and 80 indicators to evaluate the research performance of faculty members. The results showed that the indicators of creativity, initiative and innovation are among the components and characteristics of personality and are in the individual dimension.

The proposed model can be desirable in evaluating the research performance of faculty members of the Islamic Azad University and eliminating possible problems and obstacles and promoting its creativity and initiative