برنامه درسی

Critical thinking is one of the key topics that should be considered in every curriculum, regardless of its subject matter. Upon reviewing the literature in this area, particularly in the context of the first year of secondary education, no significant research was found that specifically examines the extent of the incorporation of this component into curricula.

The present study was conducted with the aim of investigating the use of critical thinking in the formulation of the target element of the curriculum in the middle school.

In the present research, Exploratory sequential mixed method was used. In the qualitative part, the phenomenological method and in the quantitative part, the descriptive-survey method has been used. In the qualitative part, a semi-structured interview was conducted involving 11 university professors, teachers and experts who were experts in the field of goals and curriculum. The research data collection tools included a semi-structured interview and a questionnaire extracted from the qualitative section. The statistical population was a small proportion of teachers and experts in education, including 300 people, who were selected by multi-stage cluster method. The interview questions validity was determined by content and formal validity and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. To analyze the data of the research, thematic analysis method was used in the qualitative part and descriptive and inferential statistics were used in the quantitative part.

The qualitative findings of the research indicated that 30 indicators were the most important indicators of the goals from the point of view of the interviewees, and the identified indicators can be used to evaluate and revise the goals of the middle school courses. Quantitative findings showed that the on average, acting on of target indicators for middle courses is unfavorable and needs more attention.

Critical thinking, as a fundamental and crucial dimension, has not received adequate attention in the educational system of the country, especially in the secondary education level, and at times has been neglected in certain cases. In the design of educational activities, objectives such as developing students' sense of responsibility, enhancing learning, teaching reading skills, fostering independence in learning, and promoting active engagement should be considered.

The collaboration between home and school is crucial for students' academic progress and socio-emotional growth. Teachers must learn how to establish and enhance this cooperation. Therefore, it is essential to include methods for creating and strengthening parental involvement in professional training programs for teachers. This study was conducted to explain the elements of teacher training programs in in-service courses concerning home and school collaboration. The research method was a systematic review and qualitative content analysis based on inductive reasoning. To obtain the desired data, the study reviewed literature and expert opinions in this field and analyzed existing programs in other countries. The findings indicate that the curriculum for parent involvement training emphasizes integrating theoretical and practical discussions of parent involvement in training courses and teaching specific skills. In terms of teaching-learning methods, it focuses on collective interaction, brainstorming, role-playing, case studies, and simulated experiences. The parent involvement training program considers the learner (teacher) as an element who should believe in the importance of parent involvement, have a positive attitude, and be capable and responsive to parents' needs. Regarding evaluation, it emphasizes the use of self-assessment approaches. It is recommended that this training course with the introduced elements be included in teachers' professional training programs to improve the educational system.

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.

This Study Was Mainly Designing Curriculum Based to family rights Education for Elementary System.The Present Study Aimed at Investigating the International Documents Conducted on family rights Education for Elementary System by Employing a Qualitative Approach .Domain of Research to Including of International Documents Related and Organization of Nation and International That Providing an Appropriate Framework for family rights Education in The Elementary System. In Order to Collect the Data ,The Related Literature Was Reviewed Based on The Questions and Objectives of The Study .The Data Analysis Was Based on Deduction.The Results of The Study Depicted five Main Categories Including Objective, Content,Learning / Teaching Strategies,Assessment Technicals and Environment and for Validity Used of Credibility and for ReliabilityUsed of Dependability and for Reliable of Capability in Education Investigation by Experts. This Study Was Mainly Designing Curriculum Based to family rights Education for Elementary System.The Present Study Aimed at Investigating the International Documents Conducted on family rights Education for Elementary System by Employing a Qualitative Approach .Domain of Research to Including of International Documents Related and Organization of Nation and International That Providing an Appropriate Framework for family rights Education in The Elementary System. In Order to Collect the Data ,The Related Literature Was Reviewed Based on The Questions and Objectives of The Study .The Data Analysis Was Based on Deduction.The Results of The Study Depicted five Main Categories Including Objective, Content,Learning / Teaching Strategies,Assessment Technicals and Environment and for Validity Used of Credibility and for ReliabilityUsed of Dependability and for Reliable of Capability in Education Investigation by Experts.

The current research seeks to present an aesthetic and artistic model in the primary school curriculum based on verses and narrations using a mixed method (qualitative and quantitative). The aesthetic and artistic components of the curriculum were explained and deduced based on the verses and narrations through examining the documents and explaining the basics and conducting semi-structured interviews with experts in this field. In the quantitative part of the statistical population, it included all the teachers, managers and educators with a doctorate degree in Sistan and Baluchistan province, and 265 people were selected using the purposeful sampling method. The tool of data collection was the use of a researcher-made questionnaire. The initial model was designed with the components obtained from the questionnaire and was analyzed using PLS software and its confirmation form was obtained. 12 components were obtained in the validated model. In the confirmatory analysis of PLS and research questions, factor loadings and R2 values and the bootstrap method (with 500 sub-samples) were used to calculate T-statistic values to determine the significance of path coefficients. According to the tables and coefficients, the model was fitted at an acceptable level and all first-order factor loadings were above 0.50. Finally, the PLS model was obtained in the form of a sunburst diagram.

The changes brought about by globalization, technological advancements, and the dynamics of the job market in the 21st century have impacted education. Educational systems in various countries are seeking the best methods to educate children and adolescents in their daily and professional lives, considering the requirements of the 21st century. The purpose of this research was to identify the characteristics of entrepreneurship-based curriculum content in the secondary education system in Iran.

The research was applied in nature and qualitative in methodology. To this end, interviews were conducted with 25 experts who were well-versed in the research topic, using purposeful sampling of a judgmental type, until theoretical saturation was achieved. For the analysis of the qualitative part, the three coding processes of open, axial, and selective coding by Strauss and Corbin were employed.

The results of the data analysis showed that the characteristics of entrepreneurship-based curriculum content in the secondary educational system in Iran include: designing diverse and active curriculum content (1- inspiring curriculum, 2- practicality of curriculum content, 3- quality curriculum content). Developing curriculum content aimed at educating entrepreneurial citizens (1- learning about oneself, 2- entrepreneurial knowledge, 3- skill-focused curriculum content, 4- learning about the environment and entrepreneurial networks). The third is aligning curriculum content with societal needs and scientific developments (1- ethics of entrepreneurship, 2- adapting curriculum content to changes, 3- preparing students for the business world with awareness). Emphasizing student activity in the curriculum through practical exercises and creating personal experiences (1- student competency in time management, 2- the presence of practical exercises, 3- student ability to think about starting a business).

Educating entrepreneurial citizens is an urgent need in today's society as today's student is expected to have a professional life in the future and step into the world of work. Therefore, it is necessary for the curriculum content to align with global changes and transformations, equipping students to be competent and skill-focused individuals.

The purpose of this research was to evaluate the pedagogy of content knowledge (PCK) of primary school teachers about the selection and use of educational media in the curriculum. The current research was done with a quantitative approach. In terms of practical purpose, it is among descriptive-correlational research. The statistical population included all the primary school teachers of district 4 of Shiraz city. In this way, 332 teachers were selected as a sample from 2406 elementary teachers using Morgan's table and by simple random method. The tool for data collection was the Philosophical Media Literacy Standard Questionnaire (2013). According to the nature of the questions of this research, different statistical tests have been used. After collecting the questionnaires, the data were coded and then entered into Spss25 software. Descriptive (mean and standard deviation) and inferential (Friedman, Bartlett's test) statistics were used to analyze the data. The results of the present study showed that according to the opinion of elementary school teachers in the 4th district of Shiraz, among the effective factors, in the order of conscious selection of media messages, awareness of the hidden goals of media messages, analysis of media messages, critical view Media messages and understanding the content of media messages have the greatest impact on the amount of content knowledge of primary teachers about educational media (P=0.001). Therefore, the current research offers a lot of potential for teacher training as a justification for making decisions about the selection and use of media in the primary school curriculum.

Brain-based learning, as a new paradigm, provides a theoretical framework for efficient learning, teaching process and conditions that cause better learning in the brain. These principles guide professionals to choose and provide a suitable learning environment.

The main purpose of this research is to review and evaluate the quality of the brain and education book based on scientific indicators and determine its strengths and weaknesses.

This study was conducted using the qualitative research method and using the content analysis method in both form and content to study its strengths and weaknesses. The translation of the book "Brain and Education" by Eric Jensen, translated by Sepideh Razavi and Laili Mohammad Hossein, was reviewed by the school's publications.

The translation of the book has the necessary advantages in terms of the structure and organization of the content, writing features, basic topics. On the other hand, the book has some shortcomings due to the lack of source of the end of the text, lack of conclusion and summary of the discussion, suitable color and cover design.

Fixing the shortcomings of the book "Brain and Education" can play a significant role in increasing the effectiveness of the book on the audience.

The aim of the current research was to design a structural-interpretive model of teachers' experiences of the place of multiple intelligences in the curriculum. The mixed research method (qualitative-quantitative) was of an exploratory type, in the qualitative part of the theme analysis and in the quantitative part, a descriptive-survey approach was used. The participants of the qualitative part were university experts (faculty members) and education in the academic year of 2021-02 of East Azerbaijan province, which was selected and saturated in the 20th person. In the quantitative part, the random sampling method used was a multi-stage cluster. The achievement of the qualitative part indicated that the teachers' experiences of the place of multiple intelligences regarding the curriculum elements for the method element include two types of linguistic method and active method; In the objective element, it includes needs assessment, cultural adaptation and individual differences, flexibility, in the content element, it includes challengingness, appropriateness and ease of access; In the instructor's element, including knowledge, skill and attitude and introduction, and in the evaluation element, including the appropriateness of assessment and evaluation with goals, content and learning resources, clarity and transparency of assessment criteria, use of assessment and evaluation methods and flexible assessment were introduced. The validity of the identified cases was checked and confirmed using Guba and Lincoln's four-part design. To check the reliability, the agreement coefficient between two coders was used, and the value of the index was higher than 0.7, which indicated the confirmation of the reliability.

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

In terms of practical goals and in terms of data, this research is mixed exploratory (qualitative-quantitative) and in terms of nature, in the qualitative dimension, the data of the foundation is of its kind, 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.

From the results of data analysis, 3 dimensions of structure, education and skills in 26 components of 142 indicators were finalized for the research-oriented curriculum model of preschool period and the results of factor analysis All three dimensions of structure, education and skill were confirmed (P=0.05).

After the analysis of the results and its factor approval, the final approval and prioritization by experts, the dimensions, components and indicators of the model were drawn and the said model was again validated by the experts.

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.

Schools try to get out of the nature of mere education and enter into life and career skills. In this regard, entrepreneurship is considered one of the most important topics in the present era, and schools try to promote entrepreneurship. Therefore, the main goal of the current research was to design an entrepreneurial curriculum model for the second secondary level of the Islamic Republic of Iran.

This research is one of the qualitative researches that has been conducted using meta-composite method. The statistical population of the current research was actually all the printed and published sources of articles and books in the field of entrepreneurship that were published in the last 15 years. The data was evaluated by experts and finally the sample size was the same as the statistical population (published sources).

The results showed that the model of the entrepreneurial curriculum of the second secondary level of Iranian education in the form of 9 elements (goal, grouping, content, materials, learning resources and tools, learning activities, teaching-learning methods, evaluation and tools of that place, space and time) and 10 main themes including (entrepreneurial curriculum, identifying and stimulating entrepreneurial talents and skills, teaching entrepreneurial ethics, creating necessary competencies in the field of knowledge, attitude and skills, systemic and problem-oriented thinking, collaborative projects, using various evaluation tools and methods, self-evaluation and periodic feedback, spatial flexibility of the curriculum and scheduling of activities).

Based on the results, it can be said that the entrepreneurship curriculum has several indicators and dimensions that the planners of the education system should help to promote entrepreneurship in schools by prioritizing them based on the fundamental transformation document.

This study sought to examine the importance of designing a family education curriculum for elementary schools. This qualitative research was carried out through conventional content analysis method. The research sample included 20 experts in curriculum planning, psychologists, sociologists, family counselors, and family educators who were selected by purposive sampling method. Data collection was undertaken through semi-structured interviews and it continued until saturation was obtained. The results were classified into two main categories: 1) Relationships between school and family based on needs and mutual understanding (with 8 subcategories, i.e., parents' awareness of their duties and roles, cohesive planning as well as unitary method in family education, the need to pay attention to the family as the core of human growth and excellence, parents' involvement in the curriculum, the need to link curricula with realties of life, ignorance and behavioral problems in families, parents’ familiarity with school curricula, awareness of all dimensions of children’s development); 2) Curricular efficacy (with 3 subcategories, i.e., efficiency of curricula, taking into account global changes, application of supportive methods in teaching and learning activities). According to the findings, family education curriculum for primary schools plays a pivotal role not only in boosting parents’ awareness, positive attitude and performance in raising children but also in making the educational objectives and expectations between home and school compatible.

The beginning of the 21st century refers to an era that can be called the quantum era from the point of view of technology. Quantum theories have the ability to be useful in explaining complex human behaviors, including teaching and learning, and scientists use this theory in investigating phenomena such as mind, thinking, and subconscious mind. Quantum theory in Iran is especially important in the subject curriculum. It is unknown and it is necessary to explain the relevant concepts and with the help of its capabilities, the shortcomings of the existing curriculum will be resolved and lead to a conscious life in the third millennium. Therefore, with the aim of explaining the quantum concepts and determining the relevant components, this research has pursued this question: What components does the quantum curriculum include?

This research is qualitative in terms of fundamental purpose and data. For this purpose, conceptual structure evaluation and theoretical research were used. The statistical community of research in the qualitative part includes national and international documents and related researches and digital resources in the field of quantum physics and curriculum.

Application of this theory, transdisciplinary approach, contextual, collaborative and negotiation knowledge instead of hierarchical knowledge, readiness to face unexpected developments and situations, lifelong learning, lack of focus in curricula and dealing with all complex human dimensions and It presents his extensive interactions with the universe and the implementation of multicultural curricula. In order to succeed in the implementation of curricula, attention should be paid to the learner's environment and his mental and physical conditions and the injection of mental energy. In the evaluation of curricula, attention should be paid to the variety of tools and resources and it should be done qualitatively, continuously and in different situations.

Quantum curriculum with a holistic view of right and left hemisphere interactive learning, by establishing a simple and dynamic model, returns the pleasure of teaching to professors and elevates students to the level of insatiable and knowledgeable learners.

The aim of this study was to evaluate the factors affecting the development of a perceived religious identity-building curriculum mediated by individual worldview. The statistical universe of present research was consisted of Isfahan city’s all high school teachers of Education Department in the academic year of 1392-1393 that number of 340 teachers were selected through the multiphase cluster random sampling method. The present study is applied in terms of purpose and descriptive in terms of method. The data collection tool included 3 researcher-made questionnaires. 1-Effective quadruple values questionnaire (religious, spiritual, moral, human) 2- Personal world view questionnaire in students ‘learning process 3. Questionnaire for developing a perceived religious identity curriculum. To evaluate the reliability Cronbach's alpha was used. Cronbach's alpha of the questionnaires were 0.91 and 0.93 respectively and 0.94 calculated. Factor analysis and construct validity methods were used to evaluate the validity of the questionnaires. Data analysis was performed using SPSS 18 software. The results showed that religious, spiritual and moral values affect the development of perceived religious identity-building curriculum, but the effect of human values on the development of perceived religious identity-building curriculum was not significant. Also, in the fitted corrective model, religious values have a direct effect on the religious identity-building program, both mediated and mediated by an individual worldview. Spiritual and moral values have only a direct effect on the program of perceived religious identity. Human values also indirectly affect the program of religious identity only through the mediation of individual worldview.

The purpose of this study was to design a multicultural curriculum model for the second year of secondary education in Iran. In terms of practical purpose, the implementation method is descriptive survey type. The statistical population includes the principals and teachers of the second secondary school in Tehran in 1399, about 2000 people. Using cluster random sampling method, 400 questionnaires were distributed among these individuals and 386 questionnaires were received and analyzed. The method of data collection was library and field and the measurement tool was a researcher-made questionnaire. The validity of the questionnaire approved by experts and the reliability of Cronbach's alpha coefficient for all variables was calculated above 0.70. Data analysis was used in both descriptive and inferential sections using Smart PLS and SPSS software. The results showed that the multicultural curriculum has the components of "basics; Ali's condition, "Multicultural curriculum; The central category is "activities as contextual factors", "objectives as strategies", "evaluation methods as intervening conditions" and finally "content as outcomes". Finally, the results showed that the validity and hypotheses of the model were confirmed.