دوره ابتدایی

The purpose of the current research is to identify the challenges of continuous evaluation in electronic education in elementary school.The research method is mixed with a sequential exploratory design andthe participants in the qualitative section were 20 elementary school teachers from Hamedan city who were selected using a criterion-based method and observing the theoretical saturation rule and participated in semi-structured interviews.In the quantitative section, 302 out of 1309 elementary school teachers were selected using proportional stratified sampling, then these themes were compiled and implemented in the form of a questionnaire with 55 items and 9 components.The validity of the questionnaire was determined by content method and reliability was obtained using Cronbach's alpha 0.95.Qualitative data analysis was performed using content analysis and quantitative data analysis using descriptive statistics indicators, one-group T-test after ensuring the normality of data distribution by performing the Kolmogorov-Smirnov test and the Friedman test ,was done.The results of the qualitative section showed that infrastructure, economic, technical, and software challenges, teacher-related challenges, student-related challenges, family and parent-related challenges, educational challenges, feasibility challenges, and reliability challenges are important.In the quantitative section, the results showed that the level of continuous evaluation challenges, the level of infrastructure, technical, and software challenges, challenges related to teachers, students, parents, and families, and educational challenges related to continuous evaluation in e-learning are above average, and there are not many challenges in terms of feasibility and reliability.The results of the Friedman ranking test showed that the most important challenges of continuous evaluation in electronic education in elementary school include, in order, student-related challenges, family and parent challenges, teacher-related challenges, economic, educational, infrastructure, technical and software issues, reliability, and feasibility.It can be concluded that implementing continuous evaluation in electronic environments faces numerous challenges, and overcoming these challenges is necessary for the correct implementation of continuous evaluation.

This research was conducted with the aim of designing and validating an efficient school model for the primary education system. The present research was descriptive-exploratory research with a mixed research approach (qualitative-quantitative sequential type), so that in the qualitative part, the method used was grounded theory (grounded) and based on the Strauss & Corbin (1990) approach and through three coding stages (open, axial and selective). The participants in the qualitative part included university professors in the fields of educational management and curriculum planning as well as executive experts in the field of education (including principals, teachers and education experts). To select the sample for the qualitative stage, the theoretical purposive sampling method was used and as a result, the researcher was able to access the opinions of 23 people. In the quantitative part, the method used was a survey. The statistical population of this part included principals, deputy principals and teachers in the primary education system of the country and the sample size was estimated at 384 people according to the Krejcie & Morgan (1970) table. The sampling method was as follows: based on the country's divisions, the country was divided into 5 regions: North, South, West, East, and Center. Using simple random sampling method, the provinces of Isfahan, Khorasan Razavi, Bushehr, Hamadan, and Golestan were selected as samples. Then, the sample ratio in each province was determined based on the number of principals, deputy principals, and teachers in these provinces. The data collection tool in the.

The present descriptive-analytical research examines reading comprehension strategies in second and third grade Farsi textbooks based on Anderson's (1999 & 2014) socio-psycholinguistic communicative approach to language. The aim is to determine the extent to which these strategies align with the principles and techniques of this approach. To achieve this goal, a researcher-made worksheet was utilized for data collection from the second and third grade Farsi textbooks as the statistical sample, while the three Farsi textbooks of first period served as the statistical population. The worksheet comprised three principles, 24 techniques, and 11 sub-techniques. The face and content validity of the worksheet were confirmed based on expert opinions, and its reliability was established with a Cronbach's alpha coefficient of 0.84. Descriptive statistics were employed to calculate the mean and frequency of strategies, while the Mann-Whitney U test was used for comparing the textbooks. The sampling method was purposive, encompassing all texts and exercises from the second and third-grade books. Data analysis revealed that the principle of activating prior knowledge was not utilized in the second-grade textbook. Although this principle was applied in the third-grade book, it was not entirely consistent with this communicative approach. The principles of cultivating vocabulary and verifying strategies were not fully aligned with this approach in either book. A comparison of the two textbooks indicated that the second-grade book had a higher frequency of strategies, while the third one exhibited greater diversity; however, there was no statistically significant difference between the second and third-grade books. Overall, the second and third-grade Farsi textbooks do not fully align with this communicative approach. The findings of this article include discussions and suggestions for authors.

National identity is one of the most important issues in the country's development planning.Maintaining and reproducing it is one of the most important roles of formal education.The purpose of the present study is to analyze the content of the elementary level curriculum based on the components of national identity.The research method was qualitative content analysis, and the unit of analysis was concepts and themes.The statistical population of the study was elementary school books.The statistical sample of the research was desirable,and the type of content included social studies books. Research components include symbols, values, cultural heritage, celebrities and personalities.The results showed that the content of the fourth, fifth and sixth grades social studies books correctly reproduced the values and symbol components,but regarding the two components of cultural heritage and celebrities and personalities,the content of the books has not been successful in reproducing these two components in order to strengthen the national identity.Therefore,the curriculum requires a thorough rethinking of the components of national identity because elementary education is the basis of higher education for students. It is better to start teaching the concepts from this period,even if it is a little, and finish it at higher levels.

This qualitative action research study aimed to enhance the life skills of third-grade elementary students in District 9 of Tehran, Iran, during the 2023-2024 academic year. The study population consisted of all third-grade students in the district, with a sample size of 40 students. Deficiencies in life skills were observed in student behaviors such as poor hygiene, lack of responsibility, and ineffective decision-making and communication. Data were collected through a combination of literature review, behavioral observations, interviews, and parent-teacher meetings. To address these deficiencies, various interventions were implemented, including parental involvement, creating active learning environments, establishing a classroom library, utilizing educational cartoons and storytelling, and integrating life skills into the curriculum. The findings revealed that students initially exhibited low levels of life skills, and factors such as limited time, space, parental involvement, and educational resources hindered their development. However, after implementing the interventions, students demonstrated significant improvements in their life skills. These results underscore the importance of providing life skills education at the elementary level, through collaborative efforts involving the educational system, families, and teachers, to foster a generation of competent and responsible citizens.

Employing a qualitative phenomenological approach, this study aimed to explore teachers’ and parents’ perceptions of the challenges in teaching the Quran to first-grade elementary students during the 2022–2023 academic year. The target group included parents and teachers from Yazd, selected through criterion-based purposeful sampling, with 17 teachers and 4 parents participating. Sampling continued until theoretical saturation was achieved. Data were collected using semi-structured interviews and analyzed via Colaizzi’s seven-step technique. During initial coding, 212 open codes were generated, which were reduced to 103 codes through condensation. The identified challenges were categorized into 4 main themes and 19 sub-themes. Challenges related to the design and development of the Quran textbook with 8 sub-themes, shortcomings in the implementation of the Quran curriculum with 5 sub-themes, challenges arising from the inherent nature of Quran as a subject with 3 sub-themes, and sociocultural and belief-related challenges with 3 sub-themes. The findings suggest that addressing challenges related to promoting Quranic culture in society requires collaboration with cultural institutions and synergy among governmental bodies.

Religious education plays a fundamental role in nurturing innate dispositions (fitrah) and fostering religious growth. This study investigates the lived experiences of elementary teachers regarding obstacles in teaching the second-grade Hadiyeh-ha-ye Aseman (Heavenly Gifts) textbook. Using a qualitative approach and descriptive phenomenology, the research focused on elementary teachers in Qom City during the 1403-1404 academic year. A criterion-based purposive sampling method selected 21 teachers, with semi-structured interviews conducted until data saturation (redundancy observed by the 19th interview, but two additional interviews were completed for validation). Inclusion criteria included at least three years of teaching experience in second grade and current teaching at this level. Data analysis followed Strabert and Carpenter’s (2003) method. Peer review and member-checking enhanced validity, while detailed note-taking and meticulous data review ensured reliability. Major obstacles were categorized into four themes: Teacher-related obstacles; Student-related obstacles; Parent-related obstacles; Textbook content-related obstacles, further divided into 21 sub-themes. Recommendations include restructuring the textbook’s chapters, making content more practical, employing active teaching methods, reducing teacher-centeredness, and increasing student participation in learning.

The aim of this research was to investigate the impact of creative teaching methods in Persian language lessons, considering VARK learning styles, on the learning of first-grade female students in District 14 of Tehran. This quasi-experimental study included all first-grade female students from one of the schools in the mentioned district during the academic year of 2023-2024. Out of this population, 50 students were purposefully selected based on their learning styles (using the VARK learning styles questionnaire) and divided into five groups of ten as experimental and control ones.In this study, sampling was conducted purposefully according to the defined VARK learning styles. The research approach was quasi-experimental, consisting of pre-tests and post-tests. In the pre-test phase, learning scores were recorded, and subsequently, the specified groups were taught using creative teaching methods based on their learning styles. At the end of the educational sessions, the post-test scores were recorded and analyzed using covariance analysis to evaluate the impact of the educational interventions on learning.The results of the covariance analysis indicated that creative teaching based on visual learning style had a significant positive effect on the learning of Persian language among students (P < 0.001, F = 34.796). In contrast, the auditory learning style did not show a significant difference (P < 0.426, F = 0.664). Similarly, the reading-writing (kinesthetic) style was not significant (P < 0.098, F = 3.068), while the kinesthetic style showed a significant difference in learning (P < 0.001, F = 26.473). These findings emphasize that recognizing the individual characteristics of students and utilizing innovative and creative teaching methods can enhance educational performance and address learning challenges. Therefore, the overall conclusion of this research highlights the importance of creative teaching methods tailored to learning styles in improving the learning of Persian language among first-grade female students.

The aim of the present study was to understand the lived experience of primary education teachers in the first grade on the caring approach. This qualitative research was conducted using the phenomenological method. The sampling method was purposive (criterion-based). Data were collected by interviewing 18 elementary school teachers working in public schools in Karaj city who were willing to participate in the research and attended sessions where the basics of caring were explained by the researcher. The research was conducted in the academic year 1401-1402.. The data collection tool was semi-structured interviews. Data were collected by interviewing 18 teachers who had implemented the caring approach in the classroom. The data analysis method was conducted using thematic analysis. To ensure the validity of the research, Lincoln and Guba criteria were used. The analysis of the interviews revealed 1 comprehensive theme, 5 organizing themes, and 23 basic themes. The results of the study indicated that the effective items in the caring approach in the classroom include fostering students' responsibility, fostering a sense of respect for differences, fostering students' character, deep attention and a sense of accountability for others, concern for strangers, altruism, increasing the sense of belonging to others, the use of indirect teaching, the use of student-centered teaching, the use of dynamic and flexible teaching, providing an empathetic atmosphere in the school, the existence of intra-school communications, positive communication with each other, protecting relationships with others, paying attention to the emotions caused by the classroom environment, paying attention to the emotions caused by the school environment, emotionalism and compassion, empathy, sympathy, increasing emotional competence in students, a compassionate view of others, attention to collective and individual emotions, and compassion for oneself.

Rhizomatic is a way of thinking that disrupts the more traditional, hegemonic and linear approach that traditionally dominates the educational system and deals with the conceptual changes that can be derived from (creative) thinking. The purpose of the current research was to identify the bases and requirements for designing a curriculum model based on rhizomatic knowledge.The method was qualitative research (thematic analysis). The statistical population consisted of 12 professors and curriculum experts who were selected and participated in the study by purposive sampling method, the intended tool was interview, which validity was checked by triangulation and reliability by Kappa index. Data analysis was done based on the Brown and Clark model and three types of coding: basic themes, organizing themes, and pervasive themes. Results showed the foundations and requirements of designing a curriculum model based on rhizomatic knowledge in primary schools of the country under the influence of 176 basic themes and 23 organizing themes and 4 comprehensive themes (1- attention to the philosophy and basics of the rhizomatic approach 2- fundamental transformation in the planning system Lesson 3- Innovation in the goals and strategies of education and teaching 4- Considering the individual and functional characteristics of students. In order to have a curriculum based on rhizomatic knowledge, the bases and requirements that were identified in the design of the curriculum model based on rhizomatic knowledge should be taken into consideration by the educational system and curriculum planners.

This study aimed to analyze strategies for enhancing group learning in primary education from the perspective of university professors in Yazd. The research was conducted using a qualitative approach and content analysis. Data were collected and analyzed through semi-structured interviews with 17 specialists, using purposive sampling. Three methods were employed to ensure the validity of the findings: external auditing, participant review of results, and continuous monitoring to ensure the validity of the findings. The research results led to the identification and categorization of three selected components, six core components, and 34 sub-components as strategies for improving group learning. The findings emphasized the importance of factors such as creating rich and high-quality learning environments, purposeful social citizenship education, and strengthening systematic models in schools. Moreover, socialization education in schools was identified as a necessity for nurturing individuals who are knowledgeable, responsible, and capable of facing social challenges. The study highlighted the role of teachers as key agents in shaping desirable social actions among students. Teachers' teaching methods should encourage active participation, group collaboration, and constructive exchange of ideas. Additionally, fostering a culture of teamwork among all school stakeholders was considered a critical prerequisite for establishing effective group learning environments. Finally, the research emphasizes the need to nurture informed and responsible citizens through the design of rich learning environments and systematic education in schools.

  The main goal of this research was to design a curriculum model based on environmental literacy in the primary school of the Iranian educational system. This research was conducted as a qualitative research based on grounded theory. The statistical population included teachers and faculty members who were experts and experts in the field of environmental literacy and curriculum in Gorgan, whose selection method was purposeful and snowball-type. A total of 24 people were interviewed, including 12 university faculty members and 12 school teachers. The data was analyzed through semi-structured interview calculations during three stages of open, axial, and selective coding, which was formed in the form of a paradigmatic model and a conceptual model as follows: Community needs, Goals, lack of Environmental literacy among Individuals, Awareness of Environmental Hazards, content development, Environmentally-based Teaching Methods, Education of Parents and related Institutions, Active Environmentally-based Teaching Methods, Festivals and Competitions, Training Courses, Indirect Education, Evaluation, Space (Educational space and welfare space), Educated Parents, Time (Direct and Indirect), Teacher Approach, Teacher empowerment, Book Author Empowerment, Mass Media, School Cultural-educational Atmosphere, Non-governmental Groups, Cultivating Environmental Knowledge, Cultivating Environmental Attitudes, Forming Environmental Thinking, Creating Creativity, And Internalizing Environmental Values. Finally, based on the findings and results obtained, guidelines for implementing the program are provided.

To identify instructional issues faced by teachers a group of 40 elementary school teachers was given a questionnaire with open answer questions on issues that they are facing. Sixteen issues were identified among which “heavily populated classrooms” and “ways of dealing with parental expectations” ranked highest. The identified issues were discussed with a group of 16 experts with graduate degrees and teaching experience during individual interviews seeking solutions to the given problems. The analysis of the responses yielded a set of 43 general and 104 particular guidelines which were validated through participants’ feedback. Instructional empowerment for teachers, principals, and parents, review of the academic evaluation system, and reorganization of the educational spaces are among the yielded guidelines. Furthermore, the guidelines cover all aspects of the curriculum with “teacher” being the most crucial element in reducing the identified problems.

To identify the goals and necessity of blended learning in elementary school classrooms, in addition to a thorough literature search, a group of 15 experts in learning, technology, and teaching multi-grade classrooms was interviewed. Data analysis revealed 3 main goals, 11 objectives, and 44 concepts, the validity, reliability, transferability, and verifiability of which was established using Lincoln and Goya method as well as expert views. The three main goals are reinforcement of the educational system’s effectiveness and efficiency, expansion of educational justice all around, and adaptation to the developments in the world of technology.

Creating the groundwork for worthy education of students who are capable, active, knowledgeable and independent and respect values ​​and cultures is one of the most important concerns of knowledgeable trustees in educational systems. The approach of assessment as learning as the newest approach, by targeting and providing suitable conditions, provides the basis for the formation and strengthening of students' competencies as independent, flexible and critical citizens. The current research was based on the qualitative research approach and descriptive phenomenological method with the aim of identifying the criteria and indicators of assessment as learning in multi-grade classes. For this purpose, using the criterion sampling method and semi-structured interviews with 14 participants, the data was collected and analyzed using the colaizzi method. In order to make the findings believable, three methods of external audit, review of results by informants and long-term engagement were used. The results of the research led to the identification and classification of 3 criteria and 17 indicators for the approach of assessment as learning in multi-grade classes of elementary school. It seems that the criteria and indicators identified for multi-grade classes can provide the necessary basis for making a suitable tool for measuring the assessment as learning approach in determining the performance quality of multi-grade teachers and providing improvement solutions.

The aim of this research was to design and validate a media literacy curriculum for parents of elementary school students. The study employed qualitative and synthesis research methods, focusing on reference texts related to media literacy education for children. In order to verify the validity of the findings, 10 experts in curriculum planning, primary education and communication in Isfahan were selected purposefully. Lawshe's method was used to assess the content validity of the curriculum components (CVR> 0.6) and the developed program (CVR= 0.926). The results indicated that the program's overall goal is to enhance children's media literacy through parental involvement. This was pursued through the specific objectives of increasing parents' media literacy and equipping them with a model for teaching media literacy to children. The program content includes familiarity with various media, developing parents' media skills (Including critical understanding, ability to analyze, evaluate, group, infer, compare, combine and summarize), content production, media use, communication skills, and addressing issues like cyberbullying and Internet addiction. The program also provides a model for teaching media literacy to children. Learning-teaching strategies were identified as dialogue-oriented, cooperative/ interactive, and empathetic. The evaluation process consisted of assessing parents' prior media knowledge and children's media literacy which is done with a questionnaire. Grouping was based on parent-child pairs, primarily for evaluation purposes. The program also recommended media literacy-based films and books as resources. This curriculum is intended to be delivered over one semester in elementary schools for parents.

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.

The purpose of this study was to examine the current state of student encouragement in primary schools. The research, which is applied in nature, was conducted using a qualitative phenomenological method within the interpretive paradigm. The research population consisted of educational system stakeholders (principals, vice-principals, counselors, teachers, and students) in Marivān city. Using purposive sampling, 20 participants were selected for in-depth semi-structured interviews. Data analysis was performed through inductive content analysis using coding, checklists, and MAXQDA software. During the process, concepts, themes, descriptive categories, and ultimately, the dimensions of the phenomenon of encouragement were horizontally mapped within the outcome space. According to the findings, the first dimension (conceptual explanation) includes two fixed elements. The first element, meanings and concepts, consists of two variable components: motivation-reward and feedback. The second element, goals and objectives, includes four variable components: feedback, autonomy, connection, and satisfaction. The second dimension (approach description) also comprises two fixed elements. The first element, methods and approaches, includes three variable components: token, emotional, and descriptive feedback methods. The second element, threats and drawbacks, encompasses three variable components: behavioral, emotional, and cognitive threats associated with existing methods. Finally, the third dimension (strategic formulation) includes the fixed element of measures and strategies, comprising eight variable components: eliminating token-based methods, continuing cognitive approaches, continuing emotional approaches, fostering enthusiasm for learning, providing challenging assignments, clarifying goals and responsibilities, enhancing intrinsic motivation, and transforming approaches within the educational system.

This research has analyzed the content of elementary school social studies books from the perspective of the three virtues of Islamic ethics. For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the social studies textbooks of the elementary school in the academic year of 2002-03, including the third to sixth grades, which was omitted from sampling and the entire population was investigated. The research tool includes a content analysis list of the three virtues of Islamic ethics, including courage, honesty, and benevolence, which is based on Islamic teachings and the definitions and opinions of Muslim thinkers about moral virtues, and its validity is through content validity and its reliability is through Scott's method. It was calculated with 91.42%. Descriptive statistics and Shannon's entropy method were used for data analysis. In this research, the component of moral courage among the sub-components of courage with an information load of 0.99 and an importance coefficient of 0.46 received the most attention, and the component of verbal honesty among the sub-components of honesty with an information load of 0.03 and an importance coefficient of 0.2 received the least amount of attention. have dedicated themselves. Also, the results showed that the charity component among the sub-components of benevolence has zero frequency in all social studies books in all elementary grades. Therefore, it can be concluded that the three virtues of Islamic ethics have not been paid attention to in a balanced way. It is recommended to review the design and organization of elementary school social studies textbooks as a strategic goal and implement supplementary educational programs as a short-term goal to fill existing gaps.