دوره متوسطه

This study aimed to design a multicultural curriculum model based on Bronfenbrenner's ecological theory for secondary education. The research followed an exploratory and qualitative approach, employing deductive content analysis to examine domestic and international studies over the past 20 years. Samples were selected purposefully based on theoretical saturation, and intercoder agreement was estimated at 0.92. Data were analyzed using thematic analysis. Findings indicated that designing a multicultural curriculum should align with Bronfenbrenner’s four ecological levels: microsystem, mesosystem, exosystem, and macrosystem. At the microsystem level, emphasis is placed on respecting cultural differences, fostering multicultural identity, and enhancing peaceful coexistence skills in students’ daily interactions. The mesosystem highlights family-school collaboration, participatory educational programs, and cooperation with social institutions to promote intercultural approaches. The exosystem focuses on government support, funding for multicultural education resources, and the role of media in reinforcing cultural values. At the macrosystem level, the impact of educational policies, social justice, and the acceptance of indigenous and minority cultures is emphasized. Accordingly, the proposed multicultural curriculum model, structured within Klein’s nine curriculum elements, includes objectives, content, teaching-learning strategies, instructional materials and resources, learning activities, student grouping, space, time, and assessment. This model, by integrating ecological levels with curriculum elements, offers a comprehensive framework for multicultural education, fostering intercultural interactions, cultural diversity acceptance, and sustainable social development in the education system.

The aim of this study was to analyze the content of Thinking and Media Literacy book in High School Based on Instruction in critical evaluation of messages. The research method was content analysis. The research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. The tool was a researcher-made checklist. The data were analyzed and reported at the level of quantitative description as well as the Shannon entropy technique. The results showed that the components of critical evaluation of messages were paid 51 times. And sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, The ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. According to the available frequencies, the importance coefficient of each component is 0.2004, 0.1997, 0.0593, 0.1828, 0.0219, 0.2739, 0.0593, 0.0027 respectively.

The present study aimed to investigate particulars of the elements of a scientific ethics curriculum in secondary school student researches using research synthesis approach in qualitative method. The statistical population included all the related studies done inside and outside the country between 2007 and 2022, of which, 53 researches were selected from reliable databases (SID, IranDoc, Magiran, Noormags, CIVILICA, ensani.ir, ERIC, ScienceDirect, ProQuest) as research sample by purposive sampling based on specific criteria, and analyzed using the 6-step synthesis method of Roberts. In the deep analysis stage, the initial coding was done with MAXQDA-18 software and then the content analysis was performed on the resulting codes. The result of the research was presenting a proposed model of scientific ethics curriculum in student researches consisting of two main themes (governing principles and structure or curriculum elements). In this model, principles include consideration of scientific, cultural, and social issues and norms of society; respect for patents, copyright and other types of intellectual property, trustworthiness and honesty in research, and presentation of scientific findings. The structure of the model consisted of elements like the program's existential philosophy, goals, content, learning experiences, teaching methods, role of teacher, educational space, time of instruction, grouping, and assessment. The final result is that by using this model, a suitable platform is provided for creation and growth of students' scientific ethics in conducting scientific researches.

Teaching English as a mediating and widely used language worldwide has always been necessary. In the current situation and considering the advancement of education technology, designing a suitable space for learning using modern education methods, as environmental factors and components, is an essential matter in education. Active teaching methods significantly improve students' academic performance, and students' interaction, participation, and motivation will be more in such methods.

The qualitative research method is a synthesis research using six stages. The keywords active teaching, English language, and secondary school were used to find sources. Also, 46 articles and two books were used from the databases of comprehensive humanities portal, scientific information database (SID), ScienceDirect, doormats, Google Scholar, civilian, IEEEexplore

The purpose of this research is to investigate active teaching methods for English language courses in secondary school. The results show that five items were found as central themes among the extracted components, and eight were obtained as secondary themes. 

According to the findings, it can be concluded that active teaching methods for English language lessons in secondary school are effective and improve the classroom teaching process.

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for peo

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for people who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethicsple who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethics

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

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

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

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

Examining the quality of content knowledge of math teachers' pedagogy can be a way to evaluate the quality of their teaching in different areas of mathematics. Since the purpose of this research was mathematical topics and the field defined in the field of proof and its knowledge, it seems necessary to check the quality of pedagogical content knowledge and proof knowledge among mathematics teachers. Mathematics teachers in secondary school encounter some topics in mathematics textbooks that require sufficient knowledge in the field of proof. Knowledge of proof at an appropriate level can solve the challenges of students in the field of mathematical reasoning. The current research was carried out based on the survey method, relying on standardization. In this research, relying on relevant backgrounds in the field of pedagogical content knowledge and knowledge of proof, components were considered. The statistical population consisted of 420 male and female mathematics teachers working in the first and second year of high school in government and non-government schools in the south, southeast and west cities of Tehran province, including the cities of Pishva, Pakdasht, Qarchak, and Kahrizak, Varamin and Rey from Tehran province in the academic year 2022-2023 has been considered. Two haundred people were selected by quasi-cluster sampling and sampling based on Krejcie & Morgan table. A questionnaire was designed and built based on the research of Kadarisma et al. (2019) & Lesseig (2016). After checking the content validity with the CVR method and its reliability, an exploratory factor analysis was performed on the items and the separation of the components of the questionnaire. Finally, based on exploratory factor analysis, 30 items with five components were designed and standardized to evaluate the pedagogical content knowledge with an emphasis on proof knowledge of secondary school mathematics teachers.

One of the necessary skills in a world that is constantly changing is the ability to think, especially critical thinking. The aim of the current research was to investigate and present the significant approaches in the teaching area based on the development of critical thinking and to design a teaching model based on the development of critical thinking in high schools.

In this qualitative research, qualitative content analysis method of inductive categorization system was used. The research field (statistical population) included available written and digital resources related to critical thinking, and sampling was done in a purposeful method, and the data collection tool was note-taking from all available written and digital sources. Data analysis was done through thematic coding in three stages of open coding (477 codes), axial coding (80 codes) and selective coding (20 codes). Then the codes were categorized and the final components were extracted.

The most important approaches in teaching based on the development of critical thinking include problem solving, group discussion, using the questioning technique, students being active, oral presentation and continuous assessment of students. The proposed teaching model includes three sections: before the interaction, during the interaction and after the interaction.

Determining the proposed approaches in teaching critical thinking and designing a teaching model based on the development of critical thinking and teachers' familiarity with them can become the basis for their use in high schools and increase students' critical thinking skills.

The currently increasing changes in the world requires individuals who are able to meet their needs through research skills. Therefore, this study aimed to investigate the research spirit components in the tenth-grade textbook of “thinking and media literacy”. A content analysis form for the research spirit components was used as the research tool. Descriptive statistics and Chi-square test were used to analyze the data. The results revealed no significant difference in terms of distribution of components in the textbook. In addition, the component of questioning had the highest frequency (7.50%) and the component of independence of opinion had the lowest frequency (3.09%). It is suggested that revisions of this textbook better address the components of independence of opinion, self-assertion, and creativity.

The present research was conducted with the aim of identifying the effective factors on teachers' happy mood and its effect on learning and academic motivation of secondary school students. The statistical population of the current study includes all teachers of the first secondary school and male and female students of the eighth and ninth grades of the first secondary school who were studying in the schools of the Department of Education in Amirabad region in the academic year of 2009-400, which numbered 44 teachers and 204 students were selected by stratified random sampling method. . To collect information, Oxford Argyle's happiness scale (1989) and Harter's educational motivation scale (1981) were used. The results of exploratory factor analysis led to the identification of organizational, psychological, educational and physical factors on teachers' happy mood. Also, the results of Pearson's correlation test showed that there is a positive and significant relationship between the factors of teachers' happy mood and students' learning and academic motivation. It seems that therapists, researchers and educational consultants can use the educational program of the present study to reduce the academic problems of learners.

This study aimed to analyze the textbooks of Heavenly Messages and Religion and Life in the secondary high school based on the components the Michel Burba’s theory of moral intelligence.

The study was descriptive and content analysis type using ‘Shannon’s entropy’ method. The statistical population included 9 textbooks of heavenly messages and religion and life of secondary high school, published in 2023, which were analyzed using the census sampling method. In addition, the text of the lessons, pictures, sentences, poems, stories and verses were analyzed. The unit of analysis of written texts was sentences, and thematic analysis was used to examine the images. The tool of study was the verification form of the seven components of Burba’s theory of moral intelligence. The validity of the study was obtained based on the university professors’ and experts’ views, and its reliability was obtained through the Scott’s reliability coefficient, pi, equaled with 0.73. Data analysis was carried out using Excel software, and frequency distribution table, percentage, and importance coefficient were utilized.

In the reviewed textbooks, the component of self-discipline (WJ=0.216) had the highest importance coefficient, and followed by the components: fairness (WJ=0.188), patience (WJ=0.176), and empathy (WJ=0.164), respect (WJ=0.122), conscience (WJ=0.106), and Kindness (WJ=025), respectively. The highest importance coefficient for the components was (WJ=0.170) in the textbooks the Heavenly Messages of grade 7 and Religion and Life in grade 10, and followed by, the Religion and Life in grade 12, (WJ=167), the Heavenly Messages in grade 9, (WJ=0.165), the Religion and Life in grade 11, (WJ=0.164), had importance coefficient, and the lowest importance coefficient, (WJ=0.162), was the in the textbook the Heavenly Messages in grade 8.

In general, the components of moral intelligence do not have a balanced distribution when they are compared to each other, and the textbooks reviewed in different grades in secondary high school have also addressed these components in an imbalanced way.

Societies are faced with newly emerging environmental and ecological crises. The current study aimed to design an optimal model for ecological citizen education curriculum for junior high school. In this mixed-methods research, the analyticalinferential and synthesis research methods were adopted to develop the optimal model based on Aaker’s model. The model was then validated to ensure its efficiency. Expert sampling was performed in this stage. Based on the findings, the designed model provides specific guidelines about the elements of the curriculum and possesses important religious, social, psychological, and philosophical foundations. According to the experts, all dimensions of this model have adequate validity.

Value engineering is one of the most successful problem solving approaches, reducing costs and improving performance and quality. Continuous improvement of the quality of education is the ultimate goal of the country's educational evaluation. In this regard, internal evaluation makes it possible to judge the quality and achieve the goals of the education system. In the years after the Islamic Revolution, attention to the quality of education, especially in education, has become more important than ever.This research was applied in terms of purpose and quasi-experimental in terms of method. Fifty female high school students who studied in the first half of the 1400-99 academic year, in this type of sampling of 50 students by drawing lots of two classes of 25 people in a class as a control group and One class was selected as the experimental group. In this study, the two main indicators of the impact of value engineering and quality of secondary education in two groups with one pre-test and two post-tests were examined.The results show that there is a significant difference between the value engineering strategy in applying the maximum ideas and creativity of teachers and school staff as well as parents and students between the two control and experimental groups. Therefore, with the results of pre-test and post-test in two groups, it can be said that the value engineering strategy is effective in using the maximum ideas and creativity of teachers and school staff, as well as parents and students.

Today, the religious and moral education of adolescents is one of the most important ideals of families and one of the most important priorities of the education system. The main objective of this study was to determine the examples of Islamic norms among high school male students. According to the nature of the subject and the research objectives, the research method used is qualitative and phenomenological. The studied community includes all faculty members of Farhangian University of Tehran province and male students of the second high school in Tehran. A sample of 16 experts and 15 students were selected for the interview using the purposeful sampling method. The data collection tools required in the included a semi-structured interview. The collected data were analyzed using qualitative analysis method. The results showed that </strong>from the viewpoint of school students and experts, male students of secondary schools, above average to Islamic norms in dimensions of dress and appearance, respect for religious rites, etiquette and respect for principals, teachers and others school staff, respect for ethics and behavior with other students, observing the hygiene and cleanliness of the school space, and not neglecting and neglecting their duties. According to the findings of the present study, it can be concluded that with the proper implementation of the six dimensions of examples of Islamic norms in the school environment, it can be hoped that the practice and observance of Islamic norms in secondary schools by male students that it can help effectively achieve the goals of moral education in the country's education system.