constructivism

Synergogy is a model derived from the constructivist approach in which knowledge is presented through collaborative, group planning and active involvement. This research, with a practical purpose and survey method based on comparative comparison, has investigated the curriculum planning model based on the synergy of interdisciplinary courses in three different universities. The statistical population of the research includes 85 students studying in three Islamic Azad Universities, national (state) and mission-oriented Farhangian University. The method of data collection was library-documentary and field, which was obtained in the field method by using David Lebo's constructivism questionnaire and specialized psychometric analysis of the research data, and then using t-statistical and a posteriori statistical models to analyze the data. The results show that the model of synergistic construction for the interdisciplinary course of urban geography, despite the similarity of the content, source and course headings, is different from each other and has a significant difference from each other. The results of the a posteriori statistical model show that the 8 indicators of participation, independence, creativity, deep thinking, active involvement, personal communication, collectivism and evaluation style function differently in the studied universities with a confidence coefficient of 95% and a significant level. Less than 0.05 is significant. At the same time, the implementation and evaluation of the statistical society of the constructivist synergistic model in Farhangian University is more favorable than the other two universities, considering its education-oriented mission.

The present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research includes male elementary school students of Juybar city in the academic year of 2021-2022. 25 people were selected as sample from 6th grade students of the Navaei school.

Sampling method based on selective or alternative method, in which a group of 12 students was selected as an experimental group and another group of 13 students was selected as a control group. In this study, the social studies course book of the sixth grade of primary school in the academic year of 2021-2022 was used, which was taught in 10 one-hour sessions.The intervention in this research was that the experimental group was taught with the constructivist teaching method during ten sessions and the control group was taught with the usual teaching methods such as lectures.The study instrument was three standard questionnaires including interest in lesson belongs to Keller & Sobia (1993), academic engagement for Dehghanizadeh and Hossienchari (2011) and school engagement for Wang (2011). Quantitative data extracted from questionnaires in two sections, descriptive and inferential statistics with SPSS20 software.

The findings of the research showed that teaching in a constructivist way had a significant effect on interest in the lesson (F=19.36). Also, based on the results of the research, teaching in a constructivist way has a significant effect on academic engagement (F=6.14) and school engagement. (F=23.94).

In explaining the findings of the research, it should be acknowledged that the role of the environment and the constructivist teaching method in creating and strengthening interest in lesson, academic engagement and school engagement is significant. What’s that seen a lot in the constructivist teaching method is the interaction and communication between teacher and students. The relationship between students and teachers has a direct effect on their interest in lesson, academic engagement and school engagement and increases their motivation. Therefore, teachers are recommended to address this through the use of active listening techniques, active teaching and learning methods such as constructivism.

The purpose of designing and validating research was the optimal model of social studies curriculum of the first high school according to the constructivist approach. The method is descriptive and analytical. In order to identify the optimal model through studying and studying the theoretical foundations of social studies and also obtaining a picture of the current situation, it was tried to use a specialist view, as well as a review of resources and specialized studies, to illustrate the desirable situation of drawing In this stage, using targeted sampling using documents, as well as through an interview with 12 experts in social planning and curriculum planning, the identification of elements Social studies education provided the ideal model for the first level secondary education curriculum. The results of this study suggest that the nine elements of the curriculum are to be found in the three areas of constructive psychological foundations, in accordance with the lesson of social science education, the field of sociology of social science education and the philosophical field corresponding to the curriculum of constructive social science education Oriented approach and, finally, with elements and constructivist approach, the cycle of learning process results in four stages

The present study was designed to identify the pedagogical beliefs of teachers and to explore the role of their beliefs in teaching practices and the math performance of their students. Data from 220 math teachers and 5890 students in the eighth grade were analyzed by a secondary analysis of TIMSS 2019. Also, a part of the national items in the Teacher Questionnaire of TIMSS 2019 was selected and seven factors were extracted by Rasch scaling based on two scales, including belief about mathematics and teacher pedagogical beliefs. The scaled scores were analyzed by latent class analysis to classify teacher pedagogical beliefs. The results showed that three dominant beliefs in the teachers were constructivism, direct transfer, and blended, to which 20.5%, 48.5%, and 30.9% of the teachers were classified, respectively. Comparing teaching practices in these groups revealed that less practices were reported in teachers who believed in direct transmit. Constructivist teachers reported the most teaching activities, while blended teachers reported the greatest volume of assessment. Meanwhile, there was no significant difference between the constructivist and traditional teachers in the use of assessment; there was also no difference between the math performance of their students. The results showed that a large part of teachers did not believe in newer pedagogical beliefs. Nevertheless, modifying their beliefs does not improve the students’ achievement. Therefore, although teachers’ beliefs are useful for learning processes, they are not very effective in improving the students’ learning.

Every teacher holds certain beliefs that determine their priorities for teaching and how the students acquire knowledge. It is assumed that teachers’ beliefs influence their classroom decisions and behaviors (Buehl and Beck, 2015; Fives et al., 2015).Much of the literature on the subject focuses on two prototypical beliefs, namely teacher-centered or behaviorist beliefs and learner-centered or constructivist beliefs (Horgan & Gardiner-Hyland, 2019; Berger, et al., 2019). Meanwhile, teachers can hold multiple, potentially-competing beliefs simultaneously, which is entitled blended belief.Studies on the subject of teachers’ beliefs and teaching activities show that teacher self-efficacy, sense of responsibility, pedagogical knowledge, and self-awareness have a moderator role between teachers’ beliefs and practices (Buehl and Beck, 2015). Moreover, despite the scarce research on the powerful effects of teachers’ beliefs on their students’ achievements, these beliefs, which are often communicated nonverbally and unintentionally, are perceived and internalized by the students and have direct consequences for their self-efficacy, efforts, and achievements (Watt and Richardson, 2015). Nonetheless, the idea that the quality of teaching and learning will improve if teachers are supportive of constructivist and student-centered beliefs does not seem to be the case. (Francis, Rapacki & Eker, 2015).The present study was designed to investigate the classes of pedagogical beliefs toward which Iranian teachers tend more. Identifying the relationship between teachers’ pedagogical beliefs and teaching practice as well as the students’ achievements is another point of focus in this study.

The present study was a secondary analysis of TIMSS 2019 data. The responses given by 220 eighth-grade math teachers as well as 5980 Iranian students were taken as the sample, which were drawn by stratified two-stage cluster sample design.Three kinds of instruments were analyzed in the present study. First, 12 national items about teacher beliefs on teaching and learning approaches and 34 national items about teacher beliefs on mathematics were examined. The teaching and learning beliefs consisted of two factors: Constructivist and direct transmit approaches to teaching, as adapted from OECD’s Teaching and Learning International Survey (TALIS). Moreover, Beliefs on mathematics also contained five factors, math as an inquiry process, math learning via active activities, math as a set of rules and procedures, learning math via following teacher guidelines, and math as fixed abilities. The items are derived from IEA’s Teacher Education and Development Study in Mathematics (TEDS-M). Both these national item sets were embedded in the math teacher questionnaire. Second, self-reported teaching activities were examined, which asked teachers about their teaching practices, expectations from students during teaching, and assessment of students. The items were in the math teacher questionnaire. Third, the math achievement of the students were obtained from a pool of 212 items and calculated.In order to analyze the data, certain methods were applied. Rasch scaling was applied to create the teacher scales. Then, latent class analysis was used to classify the teachers into several pedagogical beliefs. Winsteps was used to develop the scales and MPLUS was utilized to classify the teachers. Additionally, IDB Analyzer was used to apply the teacher sampling weights, create Jackknife standard errors, and analyze plausible values.

The scaled scores of seven factors were taken as variables of the latent class analysis to classify the teachers into pedagogical beliefs. The comparison of 2-class and 3-class models based on the model fit criteria (AIC, BIC, and entropy), percentage of sample in each class, and substantial implication of the classes showed that the 3-class model was the better one. Therefore, three groups of teachers were recognized based on their pedagogy beliefs: Direct transmission, constructivism, and blended. Each of these groups accounted for 20.5, 48.5, and 30.9 percent of the sample, respectively.Teacher responses in the teaching practice scales were explored to compare them with respect to the three above classes. The results revealed that constructivist teachers reported the most teaching activities, followed by the blended teachers in the second step. With regard to expectations from the students during teaching, the direct transmit teachers reported significantly less scaled scores than the other two classes, but the difference between the constructivist and blended teachers was not significant. Finally, blended teachers reported the greatest amount of assessment of the students, whereas, there was no significant difference between the constructivist and direct transmit teachers.The last part of the study relates to students’ achievement in these classes of teachers. The results are presented in Table 1.Based on Table 1, although the students of the constructivist teachers showed better math achievement than others, their dominance was not significant. Therefore, there is no evidence to assume that students educated by teachers with different pedagogical beliefs show any different performances.

The remarkable percentage of blended teachers suggests that these teachers have not chosen their strict pedagogical beliefs yet. In this case, simultaneous statements of constructivism and direct transmit are admissible; however, their teaching practices were reported higher than the other groups, probably revealing that their doubtful conditions did not prevent them from being active teachers.One out of every five students is educated by a teacher with traditional beliefs. To change the direct transmit beliefs into constructivism, some tools have been applied. Aside from educating teachers in universities, some other resources have contributed to modified beliefs, including personal experiences of the teachers, teachers’ knowledge of their courses, and teachers’ observation of successful experiences with new teaching approaches based on constructivism.The lack of significant differences in the students’ achievement between the three classes of teachers' beliefs suggests the complexity of comparing achievement by teaching practices. Achievement is a combination of several variables, with teaching practices being one of them. Besides, based on literature, achievement is not deeply affected by constructivist activities due to their time-consuming nature.

The current research is titled “The relationship between Constructivism and Online Achievement with mediator variables of students Engagement, online Readiness and Learning Climate". The purpose of this study is to determine the modeling of structural equations of achievement in online student learning based on constructivism and mediating variables. The statistical population in the present study is all the students studying bachelor's and master's courses who have registered in the virtual courses of higher education and have passed at least the final exam of one academic semester in the virtual course (LMS course), and using the internet and registration Name in Google, the questionnaires were made available to the students by the researcher, used in the final calculations. The measurement tool is a 5-item questionnaire, which was verified and applied. According to the research findings, the results of the path analysis show that "The ultimate model of online learning achievement has been achieved." In this model, the variable of constructivism indirectly effect and through the three variables of students' engagement, online readiness and climate, it has an effect on the variable of achievement in online learning.

 The aim of the present researcher was to explain students from foreign and domestic mobile social networks by explaining it as a constructive learning environment.

 This research is a descriptive-analytical and cross-sectional study that was performed on 175 students of the University of Medical Sciences and Electrical Engineering at Kharazmi University of Tehran، which is available with the help of simple software. stata selected، executed. The data collection tool is a researcher-made questionnaire that is designed with a constructive learning approach and inspired by Taylor's components and is required by experts in the field of educational technology and curriculum. SPSS software، Kramer test and Chi-square were used for data analysis.

 The results showed that WhatsApp، Telegram، Instagram have the most audience from external social network and services from internal network. The message network environment through the development of science، the opportunity to acquire relative knowledge and self-management for learning are recognized as the top three criteria of a constructive learning environment. Also، there was no significant relationship between the choice of messenger network and the gender and age of students.

 it is suggested; To identify the hidden and visible capacities and elements of the higher education system in the creation and use of social networks. To evaluate the structural barriers to the development of digital literacy. By combining constructivist-based educational approaches with elements of internal messengers, create new approaches in higher education curriculum planning.

This article evaluates curriculum programs based on constructivist learning theory, with a focus on developing critical thinking in students. Constructivist theory, as a major learning theory, emphasizes the importance of active and collaborative learning. Accordingly, curricula designed based on this theory can effectively enhance critical thinking skills. This study employs a descriptive analysis method to examine existing literature and studies. The results indicate that constructivist curricula not only facilitate deeper learning but also improve students' abilities to analyze issues and make logical decisions. Additionally, challenges and barriers in implementing these programs, including resistance from teachers and students to shift from traditional to constructivist approaches, are discussed. Finally, recommendations for improving the quality of curricula and strengthening critical thinking skills in educational systems are provided.

Constructivism theory is one of the approaches that has had a profound impact on learning and teaching approaches. The main goal of the research is to design and evaluate the evaluation model of the religion and life course of the second high school based on the constructivist perspective with a mixed approach. This research is applied and descriptive-analytical in terms of purpose. The research method is of a mixed type and has been carried out in two parts, quantitative and qualitative. The statistical population of this research in the qualitative part is 18 educational management experts and experienced teachers who were selected using the snowball sampling method and 11 theoretical saturation points. The semi-structured interview data collection tool is derived from theoretical foundations. The method of analysis of this section is based on data theory. The results of this part of the research are explained in the form of five main categories and sub-categories: Causal factors including the ability of the designed curriculum to achieve the goals of the program, intervening factors including the requirement of a leader teacher, strategic factors including creating a questionable environment, background factors including providing learning opportunities in learners, the consequences include creating a spirit of inquiry in learners. The quantitative part of the research was distributed using a researcher-made questionnaire tool derived from the qualitative model of the research after confirming the validity and reliability in the statistical population where the number of the statistical sample was estimated to be 213 people based on random cluster sampling. Paths and causal relationships between external and internal structures in the structural model were confirmed by confirmatory factor analysis.

Current study used exploratory mixed method designs to identify the competencies of e-instructors based on the constructivism approach. A qualitative and quantitative methods were applied in this research. The qualitative method was thematic synthesis and the quantitative method was a survey method. The statistical population of the study included all works published in this field from 1992 to 2019 in 6 valid databases.  The study sample included 30 documents. In the quantitative section, due to the researcher’s access and utilizing Krejcie and Morgan table, the statistical sample consisted of 135 e-instructors in the field of educational sciences and psychology who were selected from Payame Noor University. At this stage, a 41-item questionnaire was designed based on the components obtained in the qualitative section and for the purpose of validation. The results obtained by data collection were analyzed after adjustment and summarization using statistical tests including first and second order confirmatory factor analysis using applying LISREL 8.8 and SPSS 22 software. Experts were used to confirm the content validity of the research instrument, and confirmatory factor analysis was used to determine the construct validity of the measurement instrument. Also, the reliability of the tool was confirmed by Cronbach's alpha coefficient. According to the findings of synthesis research, the components of constructivist competencies of instructors in e-learning environment as the main theme include four themes of constructivist guide, constructivist instructor, constructivist designer and constructivist collaborator. The dimension of constructivist guide consisted of three components: modeling, improving critical thinking skills and upgrading problem solving skills. The dimension of constructivismm instructor consisted of three dimensions of cognitive instructor, feedback, and motivational. The dimension of constructivism designer included three dimensions of content design skills, organizing and the use of interactive and participatory tools in designing. The dimension of constructivist colleague included four dimensions of class dynamics, knowledge sharing skill and social negotiation skill and group formation skill. Fit indices of first-order confirmatory factor analysis of the inclusive themes showed the alignment of items with the theoretical structure and confirmation of factor analysis. Also, the second-order confirmatory factor analysis of organizing themes showed that the mentioned components played a role in explaining the variance of the main structure. The research findings can be used in the design of e-learning environments based on the constructivist approach and also to improve the instructors' career development programs.

Introductoin:

 The main axis of constructivism is that learners actively create knowledge and meaning based on their previous experiences. Constructivist learning environments aim to create rich experiences to motivate students to learn. The current research aims to study the use of teaching methods based on the constructivist approach in the second year of secondary school, in the schools of Bostanabad city, located in East Azarbaijan province.

This research was conducted with a mixed approach. the phenomenological method in the qualitative part and the descriptive, survey method in the quantitative part were used. Teachers and students are the samples in the qualitative and quantitative parts, respectively.

The components of constructivism obtained are mutual interaction, situational learning, facilitator teacher, active student, relative knowledge, and qualitative evaluation. The findings of the qualitative section show that despite the tendency to use constructivist teaching methods, teachers still adhere to traditional methods. The findings of the questionnaire using students' perspectives show that teachers implement many components of constructivism in the classroom. Therefore, all six constructivism components had an average higher than the theoretical average. The "active student" component had the highest mean. These results show that from the students' viewpoint, their classrooms are associated with constructivist teaching methods and have constructivist teachers. However, this view was stronger among boys than among girls.

Discussion and Conclusion:

 Considering the findings and the importance and benefits of the constructivist approach in teaching and students learning, it is suggested that in order to help equalize the level and ability of teachers to implement the constructivist approach, in-service courses should be held for teachers to familiarize them with this approach and be able to implement it.

Curriculum, as the center of educational activity, has special importance and delicacy for the sensitive period of childhood. There are two types of views on curriculum design that give a passive and accepting role to the student or give him an active role, so addressing the nature of each program is the most important part of planning. An emergent curriculum is considered to be a program that respects the interests of the child and is designed based on the needs of the child.

The purpose of this study is to explain the nature of the curriculum and to infer the implications of the related curriculum. For this purpose, first, the philosophical fundamentals of this program were investigated. Then, by examining the etymology of the word emergent and extracting its synonymous and contradictory semantic domains, as well as analyzing the concept of a pre-defined curriculum, the nature of the emergent curriculum was explained. The chosen investigated documents are effective in understanding the research issues and in the central phenomenon of the study, so the sampling used in this study is purposeful. Therefore 250 valid national and international documents in the field of emergent curriculum and emergentism theory were investigated (including books, articles, encyclopedias, etc.). Then 80 published documents in reputable Journals were used and their validity was confirmed based on the opinions of the experts in curriculum planning and philosophy of education.

The findings of this study indicate that the emergent curriculum appears as a flexible, dynamic, and multidimensional spiral phenomenon with different cross-sections and hence it is completely innovative and constantly developing. This program has the ability to influence the learner, instructor, content, etc. that are the components of the program, for example, during the process of this program, the instructor learns. Awareness and learning are unpredictable and unexpected phenomena beyond the knowledge of all the learning process components.

In relation to the philosophical foundations of this Curriculum, from the ontological point of view, that is, the school of Emergentism, quite novel results were obtained in relation to learning and consciousness such as Jones & Nimmo, Stasey

The purpose of this study was a combination of two consecutive exploratory stages, designing a constructive curriculum and its effect on the academic performance of sixth grade elementary students in the course of experimental sciences. In the first stage, with a qualitative approach and by analyzing different texts, data was extracted by content analysis method. Then, in order to build a network of themes and a constructive curriculum model, interviews were conducted with experts and professors in the field of curriculum. Statistical themes of qualitative data were presented as an educational model. In the second stage, the students 'academic performance was compared with the control group of the students' academic performance using a Trial method using a pretest and posttest design. The statistical population was in the quantitative part of all primary school students in the sixth grade of Sahneh city, which was selected as a multi-stage cluster of two classes as a sample. Researcher-made test was used to measure academic performance. The results of multivariate (or one-way) analysis of covariance showed that a constructive curriculum improves learners' performance in terms of content, cognition and scientific research.

The recent interest in the constructivist approach as a learning theory has created different views and opinions in people who engage in the teaching-learning process. Therefore, the aim of this study was to investigate the views of preschool teachers through constructivist approach about learning and their classroom tendencies. This study was a qualitative research, and focus group used to collect data. The statistical population of study included all preschool teachers of Tehran in the academic year 2014-15, and by purposive and available sampling, 9 teachers were selected that they have undergraduate and graduate of educational sciences and were knowledgeable with constructivist theory and were placed in two focus groups. After the note-taking and coding data obtained from groups, views of teachers in five categories of individual-cognitive, cultural- social, learning through structured activities, learning through open-ended activities and situated learning were summarized. As a result, it was suggested that these views and opinions in the teaching-learning process can be combined, and was expected to see the best way to achieve the individual development of preschool learners

The aim of the present study was developing a model based on constructivism approach, for teaching simplification of algebraic expressions in the 8th Grade. Mixed method proved to be suitable for the study. At the first phase, a primitive model was designed and a focus group was formed consisting of 15 volunteer mathematics teachers of the same grade and they met three times until the model was modified and validated for implementation. At the second phase, an experimental study was designed involving 60 Grade 8 students that randomely selected and assigned to two experimental and control groups. After taking the pre-test, the control group was taught as usual and the experimental group was taught using the developed model as treatment. At the end, a post- test was carried out for both groups. The results showed that the difference between two groups was statistically significant in the favor of the experimental group that indicates that posivie effectiveness of the developed model on the students’ performance in Grade 8.

Learning is an important central issue and a fundamental factor in learning theory. Undoubtedly, learning is the most important educational issue that different educational systems try to upgrade and improve in different sectors based on different programs. Accordingly, this study was conducted with the aim of an analytical look at the theories of learning teaching, and these approaches from different angles of behavioral, cognitive and constructivist approaches were examined as the three main and basic approaches in this field. The method of this research was based on library study and review approach in which the researcher was examined from different angles with the extractive structure of different approaches. Findings showed that the behaviorist approach has a quantitative view of education with traditional patterns, therefore, traditional education is emphasized and the educator is the main role of the education model. The cognitive approach with adjustment in this field combines learning with each Searches for both quantitative and qualitative methods with the aim of creating perception and insight in the learner, and in this regard, the individual and the teacher interact with each other in school or other learning environment, learn concepts and related patterns. In constructivism, he has a special look at the individual and considers him as the center of education and building according to him is the need for education. Therefore, in this structure, the model is based on qualitativeism and full emphasis on the individual. In a general summary, the studies show that all three approaches have a positive effect and role in creating optimal learning in the educational system, and interaction in this field and applying the strengths of each approach causes the creation and formation of a strong learning model. Becomes the basis of a single system.

The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.

This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design.

The purpose of this study was to investigate students' perceived feedback and its predictability based on components of constructivist learning environment. This study is an applied research in terms of the purpose and is a type of descriptive-correlational researches in terms of data collection method. The population of the current study consisted of all undergraduate and master of art students of Shahid Chamran Universtiy of Ahvaz. 166 students were selected using simple random sampling method. The participation completed: the Perceived Feedback Scale (Haghani et al) and Constructivist Learning Environment Scale (Tylor). Data were analyzed using multiple regression analysis, Pearson correlation coefficient and independent t-test.

The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students.

The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students.

The evidence from this study suggests that creating a constructivist learning environment through attention to its components can improve feedback in the teaching-learning process. Given the importance of feedback in the communication process, constructivist learning environments improve communication and improve the quality of education. Based on the findings of this study, it is suggested that teachers use active and learning-based approaches to teaching. Traditional approaches that are often teacher-centered and teaching-oriented, passive learners whom lack the opportunity to understand and create the structure of knowledge. It is also suggested that teachers in educational design take in to account the characteristics of a constructivist learning environment and adapt their teaching to them. In this way, students will experience a more effective environment and can adjust their performance by receiving more effective feedback.

The underlying concerns of organizations, reforming, the user environment curriculum, according to the brain's capabilities of each human capital in order to meet the ever-increasing expectations of customers (service providers) and competition with competitors. Thus, the present research has been designed with the purpose of reforming organizational learning processes through the design of a comprehensive curriculum model based on Brain Learning Theory. In order to achieve this goal, a comprehensive curriculum model based on Brain Learning Theory has been designed,While validating All related terms by 50 experts familiar with the field-based curriculum through a full-scale method and the final improvement and confirmation of the comprehensive pattern by them; a researcher-made questionnaire, with a 0.96 coefficient, was distributed among 120 students of postgraduate students(MA and PHD) in educational, general and clinical psychology and curriculum, commercial and business management selected by an available sampling method to build and formulate curriculum elements. After analyzing the questionnaire by descriptive and Confirmatory factor analysis method (structural equation model) through "spss" and "pls" softwares, a comprehensive curriculum model based on Brain including five bases (fundamentals, theories, approaches, post views and Constructivist model) and ten essential elements (determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation) and 88 features were designed. The features of the curriculum model with related elements have made it possible to formulate, implement, and deploy it in the organizational training system.

The purpose of this study was to examine female high school teachers' professional competencies based on constructivism perspective in Hamedan city. This research is a descriptive survey. Statistical population of this study consists of all female high school teachers of Hamedan city. 150 teachers were selected based on multi-step cluster sampling method and according to Morgan Table. A questionnaire was used for data collection. Its reliability was estimated through Cronbach’s Alpha which turned out to be about 0/75. The findings showed that the participating teachers have professional competences while interviews showed that the teachers do not have professional competencies according to constructivism perspective. Moreover, higher education centers did not have influential roles in upbringing constructivist teachers.

The main purpose of this study is to overcome the vulnerabilities of constructivism approach to history education and providing an alternative concept for student participation in this approach based on hermeneutical thought of Paul Ricoeur. The method of the research is conceptualization and philosophical induction. Findings indicate that constructivism in teaching history is vulnerable in positions like objectivity of the historical event and relativism in student interpretation. The metaphorical look to historical texts and the model of validation of guesses are the solutions that this article proposes. The appropriation of the world of historical text is also an alternative idea for active participation in learning.