hassan maleki

Natural component-included scaffolds can provide numerous benefits for skin healing and tissue regeneration. Nanofibers (NFs) with intricately intertwined three-dimensional structures afford an exclusive matrix for delivering therapeutics. This research assessed nanofibrous scaffolds loaded with Achillea wilhelmsii extract (5-15 wt%) for skin tissue engineering. 

A. wilhelmsii-loaded scaffolds, composed of poly(vinyl alcohol) (PVA) and chitosan (CS), were fabricated by the electrospinning process. Subsequently, the physicochemical properties of the scaffolds were evaluated through relevant analyses. The antioxidant activity and degradation rate of the scaffolds were also determined. Cell viability and scratch assays on dermal fibroblasts were conducted to assess proliferation and migration activities.  

Electron micrographs revealed interconnected fibers with a nano-scale diameter (> 400 nm) and uniform morphology. Additionally, the intact presence of A. wilhelmsii extract in the polymeric matrix was confirmed without any undesirable interactions. The proposed scaffolds verified favorable mechanical properties, a hydrophilic nature, high volume porosity (>90%), and water absorption capability (<500%). Besides, the findings demonstrated the remarkable radical scavenging ability of A. wilhelmsii extract in the nanofibrous scaffolds, along with controlled degradation kinetics over 72 h. The viability assay proved that the A. wilhelmsii-loaded scaffolds not only exhibited no cytotoxicity but also improved cell proliferation. The scaffolds also significantly accelerated fibroblast migration and complete closure of scratched areas. 

At last, the obtained results revealed that A. wilhelmsii-loaded PVA/CS NFs can be applied as a potential scaffold for skin regeneration and wound healing promotion.

Legal behavior in the education of elementary school students is of paramount importance. Upon reviewing the literature related to citizenship education, it became apparent that there is no suitable native model for a curriculum on psychological skills in this domain.

The present study aimed to design a curriculum model for psychological skills in the citizenship domain for elementary school students.

The present research employed a data-driven approach. The population consisted of all experts in the field of elementary education, among whom 21 individuals were selected using purposive sampling method. The main data collection tool was interviews, and the data obtained from them were analyzed through open coding, axial coding, and selective coding. Data analysis was conducted using MAXQDA software version 12.

The results of this study are presented in the form of a model consisting of 11 main components, including primary conditions, performance-oriented planning, contextual conditions, performance-oriented planning in contextual domains (educational and psychological contextualization, economic, cultural, and behavioral differences in citizenship), interveners (teacher and learner characteristics), strategies (initial, instructional, and feedback), and outcomes (enhanced student performance and the establishment of a sustainable curriculum).

Given the importance of the subject, it is imperative to approve and develop a strategic program for citizenship education curriculum at the level of educational institutions and schools. This program must necessarily align with the objectives and components of the national educational system, encompassing legal, civil, political, cultural, social, and ethical aspects, as well as upper-level documents, including the comprehensive scientific roadmap of the country.

Given that we live in a society with social principles and rules, familiarity with social education models is essential for the proper education of individuals. Besides the role of families, a significant part of social education is manifested in schools through the curriculum. The purpose of this research is to design and validate a social education curriculum model for the second year of high school in Iran's education system. The qualitative approach of this research uses the phenomenological method, involving semi-structured interviews with 15 experts through purposive snowball sampling and theoretical saturation techniques. The qualitative data were analyzed using thematic analysis, while in the quantitative section, 286 second year of high school teachers in Tehran were randomly selected. Data collection was conducted using a researcher-developed questionnaire. The qualitative findings identified 82 basic themes and 10 organizing themes, including features such as goals (cognitive, affective, and psychomotor), content (selection and organization), teaching and learning methods (selection and methods), and evaluation (principles and methods). The quantitative analysis showed that the identified components adequately explain the characteristics of the social education curriculum elements and that these features are relatively satisfactory.

Due to the development of mines and the high volume of tailings resulting from the processing of minerals, whose particle size is in the range of microns and mostly contain heavy metals exceeding the standard, and also considering that the environment is one of the pillars of the sustainable development of every society. Therefore, mineral waste management is critical to protect the environment. One of the management strategies to prevent tailings oxidation and the subsequent production of acid mine drainage (AMD) is the tailings coating method. In this research, static tests were to predict the ability to produce acidic drainage, and then a column test was to check the performance of the tailings cover in preventing oxygen penetration and, subsequently, oxidation of the tailings and the production of acidic mine drainage on the tailings sample prepared from the mine tailings dam. Sarcheshmeh, Kerman was done. According to the results of static tests, the waste sample with net acid production potential (NNP) equal to -79.42 and the ratio of acid neutralization potential (NP) to acid production potential (AP) equal to 0.27, in the category of wastes with potential Acid production was diagnosed. In the column tests, organic coating (municipal sewage sludge) with a thickness of 7.5 and 15 cm on the tailings and water added based on the amount of monthly rainfall in the Kerman region in the normal state and double the normal state to the column. The performance of the used coating was determined by measuring parameters such as pH, oxidation-reduction potential Eh, electrical conductivity (EC), and the concentration of metals in the collected sewage. Finally, the tailings with a 15 cm cover of organic matter and the amount of added water based on the amount of natural rainfall prevented oxygen penetration into the tailings. An acidic effluent with a pH close to neutral was produced. Also, the concentration of metals in the resulting effluent was reduced.

The aim of the current research was a critical reflection on the literature of educational needs assessment from the perspective of the technical and vocational education field's curriculum planning, therefore, the critical philosophical exploration method was used. The research community included all the researches, books, articles and contents published in the websites and databases related to the topic of this study, and 127 national and international articles, books, documents, regulations, research and reports were examined and studied through purposeful sampling. A document review form was used to collect data and information. Data analysis was done through qualitative content analysis. Based on the findings of the research, the advantages of educational needs assessment literature include the possibility of using gap perception of needs and needs assessment, the possibility of realizing most goals and principles of needs assessment, the possibility of needs assessment with models based on job analysis, covering more aspects of the curriculum by DACUM, the possibility of using most categories of techniques and types of needs assessment including alpha, beta, gamma and delta in the needs assessment of technical and vocational education field. However, the unhelpfulness of perceptions of desires and preferences, the lack of needs and needs assessment, the lack of attention to the goal of realizing participatory planning and the principles of participation and respecting the cultural considerations, the incompleteness of most of the existing models and not covering the full dimensions and angles of technical and vocational field curriculums, and the unusability of needs assessments from the type of epsilon and zeta in this field are among the disadvantages of this domain. Therefore, despite the above advantages and disadvantages, the use of needs assessment literature in the needs assessment of the technical and vocational field requires reflection and selection from the existing literature and presenting a model specific to this educational field.

Although some studies have been done on major issues of foreign language teaching in Iran, a large-scale qualitative study is still required to be done particularly with regard to the newly introduced English as a Foreign Language (EFL) curriculum. Therefore, the present study aimed to discover what challenging problems, in-service English teachers encounter in EFL classes and what solutions to these challenges can be suggested based on 169 Iranian EFL teachers' opinions. Data were collected through a written, open-ended questionnaire and semi-structured interviews, and they were thematically analyzed using MAXQDA (Version 2022). Findings revealed that (1) policy makers' ambivalence towards English Language Teaching (ELT), teacher burnout, lack of facilities in schools, lack of teaching aids, and unmotivated students were the main reasons behind the gap between planning and practice of EFL curriculum in Iran; and (2) lowering the starting age of ELT, solving teachers' financial issues, and CLT-based examinations were the most frequently brought up solutions to this gap. Findings were discussed in the area of EFL teaching and some pedagogical implications were also proposed.

Based on the laboratory assays, there is no definitive decision about embryo selection with the proper embryogenic stage for successful transfer in the in-vitro fertilization (IVF) technique leading to live birth.

This experimental study critically aimed to evaluate the efficacy of embryo transfer in cleavage and blastocyst stages based on the Identical Population (IP) concept.

The IP concept was explained based on several critical points, including the strain (Balb/c), weight (30 g), age (six and eight weeks for females and males, respectively), number of previous sexual cycles, and the same generation. All embryos in each group were divided into grades A, B, and C. Finally, the produced embryos were transferred by trans-cervical procedure, and the mortality rate was recorded.

The number of implantation sites and live births increased in all grades of the blastocyst stage compared to the cleavage stage. The number and percentage of implantation sites in blastocysts and cleavage stages were 11 (45.83%) vs. 3 (8.57%) for grade A, 8 (29.62%) vs. 1 (5.26%) for grade B, 2 (10%) vs. 0 (0%) for grade C (P > 0.05), and number and percentage of live births in blastocysts and cleavage stages were 5 (20.83%) vs. 1 (2.85%) grade A, 3 (11.11%) vs. 0 (0%) grade B, and 1 (5%) vs. 0 (0%) grade C (P > 0.05).

Based on the results, the frequency of implantation sites and the live birth was higher in blastocyst transfer than in the cleavage stage in IVF.

The goal of the present research is to analyze the factors and indices of economic education curriculum. Qualitative approach and research synthesis method has been used. The research scope covers all the papers (n=211) published since 2010 to 2022 in the realm of economic education. The sample incudes 32 papers that were selected objectively based on thematic survey and theoretical saturation of data. The research data was collected by qualitative analysis of the papers. The six-step pattern of Roberts' research synthesis was used to analyze them qualitatively implementing the coding methods. Analyzing the data, dimensions of economic education were categorized in 4 main themes and 53 subthemes. The four main dimensions include personal, culture and economical ethics, economical concepts and knowledge, and collective and communicative dimension (communication and interaction indices in education). And to verify the reliability Scott’s pi was used. The results of the research are intertwined with the economic events and realities of social life and reflects issues that are tangible. Considering the results of this research is necessary for improving the quality of teaching in economic education curriculum.

Knowing the components of economic education provides the dynamic background of education in this field. The aim of the current research is to investigate the indicators and components of the economic education curriculum. The approach of the current research is qualitative and its method is research synthesis. The research community is all the articles (211 articles) that have been presented from 1390 to 1401 AD and from 2010 to 2022 AD regarding economic education in curricula. The sample of the research is 32 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied articles. By analyzing the data, the dimensions of vitality in the curriculum of the elementary school in 4 factors and 55 categories including the dimension of individual factors (including indicators and components related to personality characteristics); The dimension of culture and economic ethics (economic fields in the society); The dimension of economic concepts and knowledge (indices in economic education) and the dimension of collective and communication concepts (communication and interaction indicators in education) were classified. Economic education is dependent on internal and external components in educational systems, which requires macro-planning in this field.

Curriculum is inherently ideological in nature; thus, it can be proposed that any curriculum perspective rests on a certain philosophy. Values with which an ideology is defined distinguish it from other ideologies and points of view, resulting in ideological confrontations. Accordingly, one can propound a curriculum, along with its elements, that is founded on monotheistic innatism rooted in the educational philosophy of Islam. Need analysis, which is the first element considered within the process of curriculum planning, is carried out based on a simultaneous analysis of idealism and realism to strike a dynamic balance between the two. Although needs reflect contextual realities, they cannot be limited to those realities. Thus, it is important to bear in mind that curriculum needs need not be exclusively grounded in reality; rather, it is necessary to ensure that curriculum needs closely and meaningfully correspond to basic Islamic values. In this view, curriculum objectives, as another element of the curriculum, are in a clear vertical relationship with closeness and servitude to God. Objectives, while rooted in social needs and realities, maintain a divine orientation. Other components of the curriculum, including content, method, context, education, and family, also follow the same divine orientation.

The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school.

According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories.

National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods.

Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

Our ultimate goal in this paper is to introduce a special type of topological spaces including manifolds and also, orbifolds. Because of using of generalized groups, we call them GGGG-spaces. We will study their properties, and then we will introduce a special GGGG-space that is not manifold and orbifold. Finally we obtain conditions that cause a GGGG-space to become manifold.

In recent years ,There are various  discussions around of being substitute postmodernism viewpoint as type of  thinking and cultural-social view to human’s problems and beliefs to modernism viewpoint in different subjects is common. So that, field of education in generally and curriculum in specially shape engage in flow. According to, present study has done to examine characteristics of postmodern philosophical foundations in curriculum and critique of this foundations based on philosophical foundations of Islamic education. Method of this research is” documental-analytical” Results of this study has showed that philosophical foundations of postmodern curriculum placed in ontological principals upon unbelief to metaphysics; anthropology principals upon shaping of human's essenes via social, historical and cultural relations; epistemological principals upon rejection of wisdom, oracle, temperament and master of linguistic as center of conscious; axiology principals upon center of person and was relative of cosmological principals; aesthetic principals upon subjective criteria of aesthetic and escape of surface understanding and contemplation in essence of experimental aesthetic. In opposition to philosophy foundations of postmodern curriculum, philosophy foundations of Islamic education placed in ontological principals upon beliefs to metaphysic; anthropological principals upon shaping of human essences based on oracle; epistemological principals upon human ability to reach wisdom; axiological principals emphasis on Quran, Islamic foundations, and absolute and changeable values; aesthetic principals emphasis on person’s inherent interest to aesthetic and objective and subjective criteria of beauty. In sum, critique of philosophy foundations of postmodern curriculum based on philosophical foundations of Islamic education, revealed that elimination of metanarrative, cosmological foundations, wisdom, temperament, oracle, and decentralize of human [principals that are part of identity constructer of Islamic education’s philosophy] in postmodern philosophy,have done to access of constructer that spread ideas such as pluralism, relativism, nihilism, and etc.

Tacit knowledge is a type of teacher knowledge. Experts consider tacit knowledge as the most important type of knowledge that cannot be expressed in official language, has an individual aspect, and has its roots in individual experiences. Tacit knowledge is the core of teachers' knowledge structure, and recognizing and managing teachers' tacit knowledge is an executive guarantee of their professionalism. Research has shown tacit knowledge as an important stimulus in the process of creativity and innovation that has an effective role in successful teaching, and quality and effectiveness of teacher performance. It was Michael Polanyi who first introduced the concept of tacit, or hidden, knowledge, by stating that one knows more than one can say. He introduced tacit knowledge as an integral part of knowledge, as the fundamental power of the mind, and as what is commonly found in the field of experiential, cognitive and mental learning. Polanyi believed that the conversion of tacit knowledge into explicit knowledge is possible through reflecting on professional experiences and formulating its steps and systematically expressing it. Payner and Zhang believed that examining teacher knowledge and curriculum can illuminate that this knowledge is implicit rather than explicit. Teachers as scholars (Tilly, 2000), as compared to other scholars, are more immersed in tacit knowledge due to nature of their work, which is a mixture of art and science. Therefore, teachers' tacit knowledge and its effective transmission must be seriously considered in education. Tacit knowledge is a type of knowledge that is difficult to express, formulate, and share and, unlike explicit knowledge, which is conscious and can be expressed in words, it is unconscious. People acquire tacit knowledge more intuitively and in their interaction with the environment. Teachers' tacit knowledge is formed at the intersection of teachers' experiences, values, and beliefs and knowledge in the classroom. In other words, tacit knowledge is the basis of teacher performance in the classroom and can strongly affect teacher behavior and performance. However, it has not received enough attention in the literature. Therefore, the main objective of this study was to identify the effective factors and effective strategies in the process of forming, revealing and sharing primary school teachers' tacit knowledge and to present a conceptual model in this regard. In line with this objective, a qualitative research approach and a grounded theory method was used for doing this study. Participants of this study were 20 primary school teachers with more than 15 years of teaching experience, from Yasuj, Kohgiluyeh and Boyer-Ahmad Province, Iran, who were selected based on purposive sampling. Research data were collected through conducting semi-structured interviews with participants. Data analysis was done based on the three-step coding pattern of the grounded theory method. The overall findings of this study revealed 9 categories in relation to the characteristics of tacit knowledge of expert teachers, 8 categories in relation to the effective factors in the process of formation of tacit knowledge of primary school teachers, 8 categories in relation to teachers' experiences of using tacit knowledge, and 14 categories with regard to strategies for revealing and sharing tacit knowledge of teachers. Finally, the identified categories were presented in form of a conceptual model and the validity of the model was assessed and approved based on the opinion of experts and through the use of the Delphi Technique. Tacit knowledge management and understanding the way to develop, reveal and share it are vital to success in all organizations. Considering this, education systems should offer the necessary context for experienced and expert teachers to make them able to share their tacit knowledge in an open, friendly and informal environment and on a regular basis and should provide opportunities for teachers' empowerment through providing opportunities for the exchange of information, experiences and skills between them. Teachers can also turn their tacit knowledge into tangible, expressive, and shared knowledge by expressing their lived educational experiences. It should be emphasized here that an education system can empower teachers and develop their professional knowledge and competencies only through paying special attention to effective strategies and methods for revealing and sharing tacit knowledge. Overall, tacit knowledge can serve as an effective factor for developing teachers' creativity and promoting their self-efficacy when teachers are able to reveal and share their tacit knowledge with their colleagues.

The present analytical-inferential research sought to design a model of religious identity curriculum in the first grade of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

The present study was conducted with the aim of introducing human religious identity and explaining the prerequisites for designing a specific curriculum. The Method of Analytical-Inferential Research and its Main Source was the Interpretation of Al-Mizan, Although the Specific Opinions of the Authors were also Used. The Results Showed that man has a Divine and Monotheistic Identity and the true Manifestation of its Knowledge, Development and Transcendence is Worship. Worthy Worship is also Accompanied by Humility and Purity and Submission to the will of God and His Pleasure. The Application of this View was able to Show three Prerequisites: Cognitive, Emotional and Functional, for Designing a Specific Curriculum. Accordingly, the Curriculum Should try to get the student to know God in Various Ways, to know the evil soul and its growing paths, to know Satan and his Deception, to think about God's Creation and Signs, to know the Day of Resurrection, to Meet God far away, Becoming from Ungodly Affairs, Loving God, Supplicating to God, Submitting to God's Commands, Remembering God, Giving thanks, Offering Prayers and Inviting, Attracting and Lasting and in this way wait for the Transcendence of his Individual and Social Behaviors.

The purpose of this study is to compare the implicit and Explicit curriculum in the personality development of junior high school students from the perspective of students. The research was applied in terms of purpose and survey in terms of method. The statistical population includes all female first year high school students in Bukan who are studying in the academic year 1399-1400. According to information received from the Buchan County Education Department, the total number of students is 1,620. In this part, multi-stage cluster random sampling method was used. In the first stage, from all the girls' schools of the first secondary school of Buchan city, 1 school was selected from each district in the north, south, east, west and center of the city, respectively, then two classes were randomly selected from each school (for one The questionnaire class role questionnaire on Explicit personality development questionnaire and for the other class the implicit curriculum role questionnaire on personality development questionnaire) and a total of 10 classes that were selected for approximately 28 to 30 people for each class, for a total of 300 (150 people in each group). Multivariate analysis of variance was used to analyze the data. The results showed that the implicit curriculum is more effective in the development of students' personality than the Explicit curriculum. The results also showed that the components of the obvious curriculum such as purpose, content, method and evaluation are effective on students 'personality development, among which the content component has the most effect and the goal has the least effect on students' personality development and finally That the components of the implicit curriculum such as the interaction of individuals, the organizational structure of the school, the social atmosphere of the school, and the physical structure of the school also affect the development of students' personality. Among these, the component of interaction between individuals has the most effect and the organizational structure of the school has the least effect on the development of students' personality.

The main purpose of this study was to determine the characteristics and requirements of the elements of the secondary social education curriculum based on the Tyler model The research approach was qualitative and using phenomenological method. The criterion for selecting participants in this method was influenced by the design and purpose of the research. Since the purpose of this study was to explore and discover the main elements of the social education curriculum, the statistical population of the study was experts in the field of social education and curriculum planning that was selected through snowball sampling. One of the two conditions was required to select participants: Scientific specialization: People who have sufficient knowledge in the field of social education. And practical experience: People with sufficient experience in the field of curriculum planning. A total of 15 people were interviewed. Semi-structured interviews were used to collect data, Data collection continued until theoretical saturation was achieved, and finally the number of participants to 15 people. The data from interviews were analyzed through Theme analysis method, the validity of the analyzes was ensured by using the consistency of the findings and the feedback method of the participants and non-participating experts. Findings show that characteristics of social education curriculum consists of categories such as: Purpose (cognitive, emotional and psychomotor), Content (selection and organization), Purpose (cognitive, emotional and psychomotor), content (selection and organization), teaching - learning Methods and evaluation are formed. The most important sub-components identified in relation to the target element are: A: The principles of goal setting include balanced attention to the three levels of cognition, attitude and behavior, Development and identification of basic social values, Proportion of goals to the level of developmental needs of the period, Emphasis on more evolved goals, Convergence of goals. B: Cognitive goals including the development of social identity, the development of indigenous and Islamic identity, the development of cultural and social values, deepen understanding of the needs of the students of the course, paying attention to strengthening thinking at the highest level, teaching the recognition of social harms. C: Emotional goals include strengthening attention to the rights of oneself and others, creating interest in the realization of competencies, creating and strengthening attitudes towards the analysis of social harms, creating interest and motivation in the concepts of religion and spirituality and self-knowledge, creating interest in desirable values such as Identity, freedom, justice, non-racial discrimination, peace, friendship .... D: Skill goals include strengthening the skills for lifelong learning (critical thinking, problem solving skills, abstract thinking ...) Skill and attitude necessary to play an effective role in local and national community, creating social analytics skill. In determining the goals and destinations, attention should be paid to the dimension of comprehensiveness and refrain from focusing solely on cognitive goals and rotated with a balanced and coordinated attention to the three dimensions of knowledge, insight and skill. In relation to the content element the results showed the first thing to be expected from any content. In addition to proper appearance, the content fits in well with the goals The characteristics of this element are: A: Principles of content selection including content matching with goals, content fit with the needs of learners and their level of interest and level of understanding, variety in content presentation forms, increasing the role of learners in determining content, emphasis on teaching aids Instead of focusing solely on textbooks, Paying attention to people's behavior as content, B: Principles of organizing and presenting content, which includes paying attention to the principle of continuity and emphasizing the spiral pattern, emphasizing the balance between predetermined content and Enriching content, vertical and horizontal arrangement of high social content, integrated content. According to the purpose of social education, which is to prepare people for social life by using appropriate methods to transfer and cultivate the required knowledge, skills and competencies, care should be taken in using teaching-learning methods appropriate to the goals. And used methods so that learners can analyze and accept social issues with a creative and dynamic mind and become responsible and law-abiding. The most important sub-components identified in relation to the training method are: A: Principles of selection of teaching-learning methods, which include emphasis on active and student-centered teaching methods, compatibility of teaching and learning methods with goals and content, providing a suitable platform in education to share experience, High social status, high importance of indirect education for social education. B: Types of teaching-learning approaches and methods, including the use of role-playing and storytelling, exploration, identifying joint projects with problem-solving methods, emphasizing dynamic and active methods to strengthen thinking skills, class discussion and questioning, collaboration and collaboration The most important sub-components identified in relation to the element of assessment and evaluation are: A: Principles of evaluation methods including attention and importance to diagnostic evaluation, attention to capabilities and differences of learners, attention to process and continuous evaluation, diverse and The combination of quantitative and qualitative evaluation, the appropriateness of evaluation with objectives, content and methods. B: Assessment methods include: using self-assessment questionnaire, multidisciplinary assessment by teachers, school authorities and parents, skill and operational assessments, use of qualitative tools (observation, checklist, interview) self-assessment by students and having a workbook evaluating educators from each other, increasing the share of learners in evaluation. The element of assessment and evaluation, like other elements of the social education curriculum, should be designed in accordance with the teacher's logic and with the aim of acquiring competencies and skills in three dimensions: cognition, attitude and skill. The findings also showed that the characteristics of the elements of the social education curriculum have an active role in the model of the social education curriculum and if these factors are not provided, the implementation of the social education curriculum will face serious risks. And Identifying the characteristics of the elements of the social education curriculum can be a framework and guidelines for determining the path and strategy in the field of goal setting, content production, teaching methods and evaluation of learning activities in the secondary education system. Based on that, curriculum designers should take appropriate measures to develop the characteristics of the elements of the social education curriculum and improve the quality of education.

The goal of the research is the The comparison of guided Play, free play, and direct instruction effects in children's learning of first grade science. The current research methodology is quantitative experimental study with an inter group plan and frequent measurement. The research society is the all of the boy students of first grade in Tehran primary schools located in 11 district, and in the year 2019. A school was chosen through available sampling method from the research society and 24 students were chosen randomly as subjects, amuong the students of first grade in that school, through sortition and divided into 3 groups, with contain 8 students. The research tool is a researcher made test about topic of Magnet in the first grade science book.The tool stability was investigated by “Kuder-Richardson” method and the amount was 0.86. The tool salability was examined by teachers through context stability and confirmed. Data analyzing was done by Analysis of variance (one in between) used spss software version 20. The result refer there is a meaningful variance in 0.05 level amoung the three types of learning ways:guided Play, free play and direct instructions.Also the groups comparison in learning, with considering the interactive effect express that the guided play method is more effective than the other three methods in the magnet topic learning (p<05/0). The reduce of learning in the guided play group is less than the other two methods. Up the gained results guided play method helps to learn The magnet topic for students.

Play is one of the significant components and indicators of educating system in early childhood, which is an unclear concept and act especially in the classroom because of its ambiguous definition.The goal of current research is identifying free play components in children educating – learning process. The qualitative research method is research synthesis study.The research universe includes all of the scientific resources in the field of free play during 1950-2019.The sampling method was purposive that includes the sources with enough indicators and to reach to theoretical saturation 59studies were perused.These studies are synthesis with Sandelowski and Barroso(2007)method.At last considering these researches we can provide twelve components for free play:voluntary choice , Child-centered .(active),Flexibility of the rules,Without a specific purpose, .Uncertain,Process oriented,safety,Intrinsic motivation,imagination,Deep physical and mental conflict,Enjoyable and fun,Individual and group.play, free play,. child learning.Identifying .the components of free play during Teaching-learning process in early childhood.play, free play, child learning learning

The purpose of the present study was to analyze the content of the textbook of social studies in high school. The research method is through content analysis. The research population was the first high school social studies textbook consisting of 1605 independent sentences, pictures and phrases. The sources studied and analyzed in this research are quantitative content analysis checklists. The results of the research show that in total 34% of textbook messages correspond to social education. Social participation indexes are about 103 and unity and solidarity indexes are 90, which is the most frequent in the textbook. As a conclusion, it can be said that the very important components of education that are almost neglected in this book are such as: Embarrassed and the command to good and forbidding the evil. In addition, honesty, fairness, criticism, and so on are essential components of social education that, according to research findings, the content of the book has been overlooked

The aim of present research has been designing and Validation of appropriate pattern of curriculum of SAMPAD junior schools.This research is combinational design of sequential exploratory in type of toolmaking (instrument- making), which in the quality part was used of multiple case study and histological analytical approach , and in the quantity part was used of descriptive method of scrolling. in the quality part, authorities and specialists were interviewed deeply and half structurally, by guided sampeling approach and benchmark sampling method, and for tool validation and present patern, in the quality part, 106 preforming and educational agents of SAMPAd junior schools of fars were chosen by stratified random sampeling and the assured questionnaire consists of 127 items wascompleted. For analyzing the quality data, the thematic analysis was usedand in the quantity part, confirmatory factor analysis was used. the results of analysis of elements showed that the items of materials and educational sources, teaching and learning strategies, learner activity and grouping of learner are the most .

The aim of this study is to analyze of categories of multicultural education in social studies textbooks of elementary education in Iran. This study is a kind of qualitative research and the qualitative content analysis with conventional approaches has been used in this study (inductive). Purposive sampling and sample consists of social studies textbooks third grade to sixth. These books were chosen because they have the greatest potential to deliver multicultural concepts. The analysis unit registered with the theme here is the image and field unit's textbook. To determine the reliability of the qualitative content analysis method with the inductive approach, the review was conducted in two stages, one after completion of between 10-50% of the categories and the other at the end of the work.Qualitative content analysis showed that the content of the books was used to promote cultural features and components, and the dominant culture, on the other hand, the sources identity of different cultures was ignored and national culture has been also highlighted. In these books multicultural education was very weak in the sense of cultural elements, different cultures or ignored and in some cases was shown in the form of images without description and was referred and was showed in strange manner. The content of the books was to pursue development of cultural assimilation and in all the categories extracted attention centered on the dominant culture can be seen.

The interest in cellulose and its derivatives has been exponentially increasing due to its excellent thermal stability, biocompatibility, chemical persistence and biodegradability. Among various cellulose derivatives, cellulose acetate (CA) has been applied in many applications including sensor systems, drug delivery systems, separation membrane, and tissue engineering. Recently, the electrospun nanofibers have been employed and have gotten more attention in the biotechnology and the biomedical applications. In this case, Electrospinning methods widely used to fabricate and generate novel nanomaterials along with the well-aligned structure of electrospun nanofibers. Electrospinning has emerged as a powerful method to produce nanofibrous assemblies from a variety of polymers and composites including CA fibers. These fibers obtained from this method were applied in biomedical applications specially for sensing process in the medical diagnostic kit. In this review article, the recent progress and development of electrospun CA fibers and nanofibers and also their nanocomposites for advanced sensing systems are presented. Several sensors and biosensors including optical/colorimetric, and electrochemical-based on CA are discussed in this study.

The present study has been conducted with the purpose of Islamicization of the curriculum elements (objective, content, method and style of evaluation) based on the educational teachings of Imam Ali (p.b.u.h) in Nahj al-Balaqah. This is a descriptive-analytic study. The research data have been extracted by the method of documentary analysis and they have been analyzed based on quality. The findings show that in the educational system of Nahj al-Balaqah four distinct curriculum elements are notified. In the element of purpose two kinds of purposes like ultimate goals (worshiping, piety, wisdom, growth, pure life and nearness to God) and intermediate goals (divine, individual, social and environmental), in the element of content several cognitive areas like; teaching history, Quran, religious principles, morals, geology, astronomy, hygiene and psychology, in the element of teaching and learning; wisdom, explorative, cooperative, Q and A, illustration paternal, advise and dictation, and in the element of evaluation; primary, formative, oral and self-evaluation method can be introduced.