مریم سیف نراقی

One of the most important issues related to the content is the quality and the way of dealing with the content and teaching it. The aim of the present study was to investigate the appropriateness of the goals of the "Work and Technology" curriculum guide in the first year of high school from the perspective of principals, teachers, graduates and curriculum planners. The research was carried out with the method of analysis of studies and Delphi technique with practical purpose. The statistical population includes experts with work experience in curriculum planning, managers and teachers of work and technology courses and graduates of the first level of secondary schools in Tehran and the research sample includes 10 curriculum specialists, 10 managers and 24 teachers of work and technology courses and there were 380 people who graduates of the first year of high school and the samples were selected purposefully. A researcher-made questionnaire was sent and collected to all people in an accessible way. The total chi-square result from the comparison of the frequencies of the four groups of managers, teachers, curriculum specialists and graduates according to the objectives of the "Work and Technology" course curriculum was 28.285, which is statistically significant (p=0.005); Therefore, it can be acknowledged that the objectives of the "Work and Technology" curriculum in the first year of high school are appropriate from the perspective of graduates, teachers, administrators and curriculum specialists. Considering the appropriateness of the objectives of the curriculum of the "Work and Technology" course in the first year of secondary school, it is necessary to pay continuous attention to the periodic monitoring of the objectives of the curriculum and the continuation of the appropriateness of its contents in order to improve the existing situation.

The purpose of the present study was to design a curriculum model of "Renewable Energy Management" with a nurturing approach for the first year of elementary school. In order to conduct this research, a qualitative approach has been used, and two parts of curriculum design and screening have been considered. In order to answer the research questions, first of all, we studied the theoretical sources, the subject literature and analyzed the content of these sources, and then the desired curriculum model was designed. In the next step, the researcher-made Delphi technique questionnaire was used to screen and obtain the opinion of curriculum planning experts, renewable energy experts and primary school sample teachers, and then by performing a statistical analysis, the model was designed from the perspective of experts and teachers. became. The results of this research indicate that all the elements considered for the renewable energy management course curriculum are very appropriate and important, and according to the value of Kendall's coefficients and ending the The Delphi rounds of the dimensions and indicators of the presented model were approved in terms of suitability and importance of this curriculum. Therefore, based on the findings of this research, it can be concluded that the appropriate model of the "Renewable Energy Management" curriculum with an educational approach for the first year of elementary school includes the dimensions of the goals of the renewable energy curriculum, the content of the renewable energy curriculum (benefits and application of energy in life, energy saving methods, jobs and the relationship between energy and the environment), the teaching method of the renewable energy curriculum, renewable energy curriculum evaluation method (test and exam, report writing, behavioral performance review, activities Tampering).

The purpose of the research was to design a curriculum model for the course "Professional Ethics" for second year high school students of "Technical Vocational and Professional Branch" and validate it from the point of view of curriculum planners and students. The research approach is "combined" and its purpose is applied. The community consists of curriculum planners and art students. The sample included 30 specialists who were purposefully selected and 335 students who were randomly selected in a cluster. The data obtained from the analysis of the documents were analyzed with the researcher-made questionnaire tool through the chi-square test. From the findings of this research, the presentation of the "Professional Ethics Course" curriculum framework and the validation of the professional ethics components are confirmed by the examined samples in This research is placed. In the element of teaching-learning methods, the results of the factor analysis showed that: "goals" with a factor load of z=68.34, "content" with a factor load of z=72.12, "learning activities" (teaching method) with a factor load of z=62.74, and "evaluation methods" "with a factor loading of z=58.83 respectively determine the curriculum framework of the professional ethics course and also the Cronbach's alpha coefficient above 87% indicates the acceptable reliability of the curriculum elements. The validity of the final curriculum framework was confirmed. The propositions of the theoretical model are consistent with the propositions extracted in relation to the goals, content, and learning activities of the professional ethics components in the conducted studies.

The present study was conducted with the aim of presenting a research-oriented curriculum model for the preschool period.

The research method is exploratory (qualitative-quantitative) in terms of practical goals, and in terms of data, and in terms of nature, in the qualitative dimension, the foundation data is self-emerging, and in the quantitative dimension, it is a cross-sectional survey. The statistical population of the qualitative part includes university professors and experts in the field of educational sciences and psychology, and in the quantitative part, it consists of all managers and teachers of preschool centers in Tehran with a master's degree and above in the field of educational sciences, in the number of 300 people. The sampling method in the qualitative section was purposeful, snowball type, and 15 experts were selected, and we reached theoretical saturation. In the quantitative section, 169 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to the experts for selective coding and validated, and based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. Then, the collected data was analyzed using descriptive and inferential statistics.

3 dimensions, 26 components and 142 indicators were finalized for the preschool research-oriented curriculum model

After the final confirmation and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the model was validated again by the experts.

Professional ethics is one of the main qualifications of the world of work and the purpose of dealing with it is to educate skilled workforce, understand its position and progress in dealing with challenges, work ethics and their problems in successful learning of work and personal development in society and life. is This article was written with the aim of designing a model for teaching and evaluating the components of professional ethics in technical and skill fields. 

The research approach is according to the concept of "combined" research and its purpose is applied. The community consists of curriculum planners and art students. In the qualitative part of the research, a statistical sample was determined by the judgment method, and by forming a focus group including 5 people from both communities and conducting three interview sessions, results were obtained that became the basis for the accreditation stage. In the quantitative part, the sample included 30 specialists and 335 students who were randomly selected in a cluster. The data obtained from the analysis of documents were analyzed using the researcher-made questionnaire through the U-Mann Whitney test.

  One of the findings of this research is the presentation of a model of training methods and evaluation of professional ethics components, which has been approved by the samples examined in this research. So that in the element of teaching-learning methods of the U-Man-Whitney test, the test value Z=0.707 was obtained at the significance level of 0.480, and in the evaluation element, the value of the test was Z=0.247 at the significance level of 0.805. In both elements, the resulting difference is not significant, and the distribution of the opinions of curriculum planning experts and art students regarding the compatibility of both elements with the components of professional ethics is congruent and agreed.   

The review of the findings showed that the propositions of the theoretical model are consistent with the propositions derived in connection with the education and evaluation of the professional ethics components in the conducted studies, and the results of this research can be used in designing the curricula of technical and skill fields.

The emerging world of work requires the acquisition of a set of non-technical competencies with technical competencies in a career for sustainable employment. This paper aims at designing and validating a model for integrating the ethical components with technical competencies in curriculum based on competency in industrial mechanics’ branch.

The research approach is based on the concept and nature of the research, "mixed or combined," and its purpose is applied. The Statistical Society in the design section of the pattern was composed of curriculum experts, professional ethics experts, and teachers and experts in the occupation, and the sample was chosen purposefully and in the accreditation department, The statistical sample of 28 curriculum experts, were randomly selected. The data in the design section be used documents analysis and Delphi methods, and in the validation section, data from the questionnaire were analyzed by Kolmogorov-Smirnov test and descriptive statistics of frequency, percentage and compaction percentage.

A three-dimensional model was developed to integrate the components of professional ethics into in curriculum based on competency in industrial mechanics. From the experts' point of view, the proposed model was consistent and valid with the components related to the integration of professional ethics components in the curriculum based on competency in the industrial mechanics’ branch.

The process of integrating technical competencies with the components of professional ethics at all levels of the curriculum based on competency in industrial mechanics branch was obtained. The results of this research can be used in the design of curriculum based on competency in industrial mechanics branch and other technical and professional disciplines

The purpose of this study was to Planning a Framework for Entrepreneurship Workshop for Professional Competency Promotion of Urmia University Faculty Members Based on Entrepreneurship National Organization Standards and its Evaluation Experts. Methodologically, this study was a "mixed" exploratory study. The statistical population were three group including all faculty members of University, curriculum planning specialists, and entrepreneurship specialists of Urmia universities. The data collection tool was a researcher-made questionnaire that was sent to all individuals. After the necessary follow-ups, in some cases, contact with individuals, we received 27 questionnaires from curriculum specialists, 261 from university faculty members and 49 from entrepreneurship specialists. In designing the proposed curriculum for workshops extracted and suggested features were categorized in three areas including "cognitive", "emotional" and "skills". Finding showed that there were about 11 features for the "objectives" element of the workshop curriculum, 13 features for "content", 12 Features for "learning activities", 18 features for "teaching methods", and 9 features for "evaluation". Descriptive statistics were used to examine the views of different groups on the proposed features and Chi-square test was used to validate the proposed framework; Statistical analysis was performed using SPSS software and Visio software was used to draw the final pattern. Findings showed that the validity of the proposed framework is valid for the sample groups. It is suggested that the obtained findings be used to develop the curriculum of entrepreneurship training workshops for faculties.

The purpose of this study was to design and validation of integrated Curriculum model for preschools focusing on mental and kinetic; Which is applied in terms of purpose and exploratory in terms of research method. In the qualitative stage, the field research was used and in the quantitative stage, the survey method was used. In the qualitative stage, the study population is curriculum specialists who were selected by purposive sampling of 10 specialists. Data collection tools were semi-structured interviews that were analyzed with the underlying theory strategy. In the quantitative stage, the study population is curriculum specialists and preschool teachers. The sample size was selected according to Cochran's formula, for specialists by stratified random sampling method, 28 female specialists, 44 male specialists and for the community of trainers by cluster random sampling method, 159 people were selected. Data collection tool was a researcher-made questionnaire whose reliability was 0.84 by Cronbach's alpha method and face and content validity was used. Chi-square test was used to analyze the data. The results of qualitative research, identification and extraction of components of the integrated curriculum model were proposed in order to provide a theoretical model and the results of quantitative research were performed to confirm the results of qualitative research.

This study was conducted to evaluate the effectiveness of computer game design based on Taba curriculum planning on increasing the factors of Guilford creativity (originality and flexibility). The statistical population of the present study was curriculum specialists, educational psychologists, computer game specialists, and sixth grade teachers. The sample size was selected based on the Morgan table, which was randomly selected from curriculum specialists, sixth grade teachers, educational psychologists, and computer game specialists. The method of data collection according to the subject of research was through interviews with experts and experts in this field. The questionnaire based on which this computer game lesson framework is evaluated by relevant experts has 34 items designed by the researcher. Descriptive and inferential statistics were used to analyze the provided data. The main research findings show that the design of computer games based on the Taba curriculum increases the elements of flexibility and originality. According to the research results, computer games can affect various aspects of learning and creativity and strengthen them in a positive way. Also, the effect of computer games on creativity was proven.

The purpose of this study was to determine the causes of educational inequalities in Sistan and Baluchestan in comparison with national indicators and to present a model for achieving educational justice with emphasis on the philosophy of Islamic education that using the grounded theory method in 1397 to 1398 in Sistan and Balochistan was done. The statistical population of the study includes background and sample which includes scientific elites, university professors in relation to the subject and teachers, religious elites including clerics and religious scholars and directors of education (former directors to date) from 32 educational districts. Data were collected through document review, interview and questionnaire and the validity and reliability of the interview based on Goba and Lincoln theory and the validity of the questionnaire based on its content and reliability were estimated 0.79 using Cronbach's alpha. The data of this study were analyzed using coding, one-factor test and multivariate regression analysis. The results showed that the greatest impact on educational injustice due to unfair budget allocation, lack of facilities in the vast geography of the province and its extent and dispersion in the province and the least impact due to lack of local forces in decision-making, desire for ethnicity, not demanding and Grouping is between people when making decisions.

The aim of the present study was analyzing the words and semantic units used to define entrepreneurship and describe the entrepreneur presented in the research articles on entrepreneurship education in higher education institutions.

This study is a synthesis research (systematic review), but in terms of analytical methods, it is an analytical-synthetic research. For this purpose, content analysis and text analysis techniques were used. All articles with the subject of ‘entrepreneurship education’ in higher education which have been indexed in the Islamic World Science Citation Database, were selected as the statistical population. Using the preferred search strategy, 137 articles were retrieved and after considering the study criteria, such as having peer review and discussing entrepreneurship education in the university, 92 articles remained for analysis. In this process, sentences which had been used to describe entrepreneurship or an entrepreneur were analyzed using the software of Textstat2, MAXQDA10, and Excel.

The findings of this study in the first level of analysis showed that the first ten descriptions ( that is, the first ten words) which are used more frequently for defining entrepreneurship  or describing an entrepreneur in the research texts in Iran respectively are: innovation (frequency 156 and 8.8%), source (frequency 100 and 5.7%), work/activity (frequency 75  and 4.2%), process (frequency54 and 3.1%), business (frequency 43 and 2.4%), risk-taking (frequency 43 and 2.4%) , economy (frequency 41 and 2.3%), creation (frequency 41 and 2.3%), and opportunity (frequency 38 and 2.2%). The findings of the second level of the study, that is, the analysis of the semantic units, showed that the most frequently used semantic unit at the level of analysis of the main components belongs to the description of ‘the features of an entrepreneur’. Among all the subcategories of semantic unit analysis, the ten semantic units which have received more attention than the others, respectively, are: the first level of priority, with 33 semantic units, belongs to the semantic unit of ‘Risk-taking’. The semantic unit of the entrepreneur being ‘an opportunist’ with 22 semantic units was the second level of priority and ‘innovation’ with 16 semantic units was the third level of priority. Other priorities, respectively, are as follows: ‘creating new business’ with 16 semantic units, ‘supplying new product to the market’ with 13 semantic units, ‘creativity’ of the entrepreneur with 13 semantic units, ‘having the ability of mobilizing the sources’ with 12 semantic units, ‘self-confidence’ with 12 semantic units, ‘improvement of the economic condition’ with 11 semantic units, and ‘supplying new service’ with 8 semantic units. Comparison of the two levels of analysis showed that in the first ten components of both analyses, there is a lot of overlap; however, by comparing the order of priority of the components, it can be seen that the researchers in Iran consider entrepreneurship as being more dominated by ‘risk-taking’ and ‘opportunist’ individuals and their ‘innovation’ feature is at the third order of priority whereas in defining and describing entrepreneurship, the word ‘innovation’ has had more application.

The results indicate that first, both at the level of semantic units and at the level of the words used, entrepreneurship education specialists in Iranian universities, in line with the experts of this domain, consider entrepreneurship as a driver of innovation leading to business and job creation. Second, since at both levels of analysis, the findings indicate that more attention is paid to the characteristics of the entrepreneur, so it can be concluded that entrepreneurship education specialists in Iranian higher education institutions consider entrepreneurship as an individual characteristic; that is why, somehow the characteristics of entrepreneurs are emphasized. Third and perhaps the most important result was that despite the extent and variety of concepts considered in the texts of entrepreneurship education in Iran, perhaps there are no approved and accepted curricula for teaching entrepreneurship to the students and in each of the implemented courses, a specific dimension on entrepreneurship is taught and many other topics are neglected or the required time for addressing them is not provided. The main limitations of the present study were the incompleteness of the collection of the sources required for the objective of this study as well as the extraction of the sentences from the /original text of the articles selected for analysis. 

Global Citizenship Education reinforces specific concepts and skills by expanding their dimensions. The purpose of this study is to design and validate the desired curriculum model of "Lifestyle: Applied Ethics" undergraduate course based on the components of Oxfam Global Citizenship.

The method of the present research is "field" research. The statistical population of the study includes all faculty members of humanities faculties of Qom universities and all students of educational sciences of Qom universities. Using stratified random sampling method, 135 faculty members and 180 students were selected from among them. A researcher-made questionnaire with 62 items and a reliability of 0.84 was used to collect data. Chi-square test was used to test the research hypotheses.

The results showed that there was a 95% concordance between the views of professors and students regarding the evaluation of the proposed curriculum model of "Rite of Life: Applied Ethics" based on the components of global citizenship in three areas of knowledge, attitude and skill and there was no significant difference between opinions.

Therefore, the approved model for designing a lifestyle curriculum: practical ethics is desirable, and by writing the above curriculum based on the components of Oxfam Global Citizen, we can help train efficient students.

The purpose of the research:

 ‌This research entitled as: ‌Designing and Evaluation of "the Framework of Computer Games Lesson" to Nurture the Creativity of 6th Grade Students

‌The researcher`s view has been integrated with the quantity nature of this research. ‌In terms of purpose, this research was applied. ‌Researcher has utilized field studies when conducting it. ‌The statistical population included curriculum providers, educational psychologists, six grade teachers as well as computer games` experts who had cooperated with computer games foundation. ‌The sample volume of this research was selected based on Morgan table. ‌Considering the title of the research, data collection procedure was conducted through interviewing with experts and specialists of this domain. ‌The questionnaire included 34 items designed by the researcher, based on which the framework of computer games` course was evaluated by associated experts. ‌To analyze the obtained data, descriptive-inferential method has been utilized. ‌

‌The prominent result indicated that designing the framework of computer games` course based on Taba curriculum increased the elements of fluidity, flexibility, originality and amplification. ‌

This article seeks to decrease discrepancies on the disputes about quantitative, qualitative, and mixed method research, using clear explanations and drawing on wellevidenced examples. All in the hope that it might do justice to a better understanding of the act of research as the sole approach available to any scholar for the protection of their preferentiality and authoritativeness.

The purpose of this study was to develop a pattern and evaluate an entrepreneurship curriculum model to elementary education course based on the mental-psychological characteristics of educational entrepreneurs for undergraduate students. The present study was a mix-method research in which we developed a conceptual model and then tested it using survey data. The sampling framework of this study included all curriculum and entrepreneurship specialists working in state universities in Tehran; according to Morgan table, 182 participants including 73 entrepreneurship professionals and 109 curriculum specialists were selected. The data gathering was perormed using a self-developed questionnaire while fro data analysis, descriptive statistics and inferential statistics (chi-square test of homogeneity) were used. In addition, to develop the Entrepreneurship Curriculum Model (ECM), the entrepreneurial components consisting of knowledge, attitude, and skill were extracted from the literature, and also the curriculum elements including goals, content, teaching method and evaluation method were adjusted based on each component.  The finding of the study showed that all elements of the Entrepreneurship Curriculum Model (ECM) including purpose, content, teaching method and evaluation method were valid based on the experts’ viewpoints. Also, there was no significant difference between the opinions of the groups regarding the importance of these elements (p> 0.05). In order to create economic growth, innovation in various jobs, to increase happiness to enable citizens to solve long-term issues, to have mental and spiritual health, to understand opportunities and to fill gaps in the entrepreneurial aspect of the curriculum discipline, therefore, an “entrepreneurship course” according to the mental-psychological characteristics of educational entrepreneurs as a compulsory unit in elementary education should be considered.

The present study aims at validating the curriculum model with an entrepreneurial approach in Farsi Course of the second period of elementary schoolfrom the perspective of professionals and teachers. The type of research is applied and the research methodology is evaluation-field study. At first, the proposed model was designed in the form of Zais syllabus and entrepreneurship knowledge, attitude and skill components. Then, for the evaluation of the proposed model, teachers and professionals' perspective on the curriculum and entrepreneurship were used. A researcher-made questionnaire with 75 items was designed and distributed to 289 elementary school teachers via stratified random sampling and all the curriculum and entrepreneurship practitioners in the universities of Yazd province, comprising a total of number 48 people. To test the hypotheses of the research, chi-square test was used. The results showed that, from the viewpoint of teachers and specialists, the proposed curriculum model was validated in terms of objective, content, learning activities and evaluation in the areas of knowledge, attitude and skill. It is; therefore, suggested that materials developers and educational practitioners make use of the objectives, content, learning activities and evaluation methods of the proposed curriculum in their educational programs.

The present study aims to explain the elements of the extracurricular curriculum with emphasis on Environmental education for second-year elementary school students The research method is practical. Accordingly, by studying and reviewing the documents Curriculum of extracurricular activities in some countries a model for curriculum mined and validated by specialists and teachers of the second elementary school The statistical population of this study includes all curriculum specialists and teachers of the second elementary school of Miandoab city (35 specialists and 445 teachers). all the curriculum specialists of the curriculum selected by using Morgan 210 teacher table with simple random sampling.Data collected by a researcher-made questionnaire. Then for Data analysis descriptive statistical methods (frequency, frequency percentage) and inferential statistics (Chi-square test) were used. Research results showed more than 90% of the curriculum specialists and teachers have been confirmed goals, content, teaching-learning,g and evaluation strategies in the above model(P >.05).

The purpose of this study was to design a curriculum model of the above activities with an environmental education approach for second grade students and to validate it from the perspective of curriculum specialists and relevant teachers. The type of applied research is the field research. The statistical population of the study consisted of all curriculum specialists and teachers of Miandoab city (35 specialists and 445 teachers) in the academic year of 1398-1989. The data collection tool was a researcher-made questionnaire whose validity was confirmed by curriculum experts and teachers and its reliability was 0.91 after initial implementation by calculating Cronbach's alpha coefficient. The data were analyzed using descriptive and inferential statistics (Chi-square test). The findings indicate that the proposed model for the curriculum of extracurricular activities for environmental education is desirable. Also, there was no significant difference between the two groups regarding the desirability of the proposed model.

The purpose of this study was designing a competency-based curriculum framework for the industrial mechanics' discipline at the second cycle secondary school level. According to the concept and the nature of study, it was a mixed methods one, with content analysis and descriptive study design; and according to the objectives, it was an applied study.The research sample consisted of 44 curriculum experts, teachers and the elites in the industrial mechanics' discipline and 35 sources related to the topic. The data collected through the Delphi technique was analyzed using descriptive statistics, i.e., frequency, percentage and cumulative percentage and Kendall test. Findings of this research are a competency-based curriculum framework for the industrial mechanics' discipline which includes the components of the logic of the curriculum, the function, the scope and domain of the curriculum, the pattern of the curriculum design, structure, curriculum table, the curriculum objectives, content, learning activities, methods of assessment, and the characteristics of each one. This framework which was the result of the consensus of the authorities has been designed for the first time in Irān, considering the propositions of the national curriculum and the comprehensive system of the Technical and Vocational Education and Training (TVET) as its main charateristics. The results of this research could be used not only for designing a competency-based curriculum for the industrial mechanics' discipline at the second cycle secondary school level, but also developing such a curriculum framework for the other TVET disciplines.

The aim of this research was to provide the curriculum model based on the development of philosophic-mindedness in primary school mathematics course and its validation from teachers' perspective. It was done by field study research method. In this regard, first the curriculum model based on the development of philosophic-mindedness in primary school mathematics course was presented in the form of four elements (objectives, content, teaching methods and evaluation). Then, this curriculum model was validated by 326 primary school teachers in Kerman city in academic year 2015-2016 who were selected based on multi stage cluster random sampling method. A questionnaire made by researcher was used to collect data. The data was analyzed by descriptive statistics (frequency and percentage table and mean) and inferential statistics (chi-square test).The findings indicated the proposed model for the curriculum based on the development of philosophic-mindedness in primary school mathematics course was appropriate from the perspective of primary school teachers.

 The purpose of this study is to design and validate  supplementary curriculum model for first-grade elementary students with emphasis on remediation and restoration of dysgraphia from  the perspective of learning disabilities specialists, curriculum planners and primary school teachers . This research is applied research and was conducted by survey research method. Research statistical society consist of three groups of curriculum planners (n=40) ٫learning disabilities specialists(n=100) and primary school teachers (n=5607) in 2016 -2017. 36 curriculum planners٫80 learning disabilities specialists (by Morgan table and available sampling) and 381 primary school teachers (by morgan table and cluster randomsampling) serves as samples. This research data were collected by researcher made questionaire with)  /0= 96(coefficient . The   extent of the disaster was equal to 0/05 is considered. To analyze the research data statistical method has
been used  . The findings of this study showed that the complementary curriculum model for students with learning disabilities in the first elementary school with an emphasis on improving & correcting insufficient writing was satisfactory from the point of view of curriculum specialists, learning disability specialists and primary school teachers and there was no significant difference between the three views. According to the finding, appropriate goals, content, teaching activities - learning and evaluation components in this model, it is suggested that curriculum planners & practitioners try to use this model in order to improving & correcting insufficient writing in elementary school current & future programs.