field of educational sciences

The present study was conducted with the aim of analyzing the structure of the social network of co-authoring books by faculty members in the area of educational sciences of Tehran province universities. In this research, the scientometric approach and analysis of social networks has been used. The statistical population of this research is the books published by the faculty members in the area of educational sciences in public universities of Tehran, which were published by publishing organizations and were indexed on Khaneh Ketab website. 643 books were studied using the available sample method. In this research, at first the patterns of co-authorship in the books of faculty members in the area of educational sciences were examined, then, with a scientometric approach, the structure of the co-authorship networks using macro indicators of density including clustering coefficient, network diameter, connectivity, and average were studied. The distance was considered and micro-indices of centrality degree, betweenness, closeness and eigenvector were used to check the performance of each member. Examining the patterns of co-authorship among faculty members showed that the highest amount of co-authorship among the studied population was 231 cases of double authorship (36 percent), 104 cases of triple authorships (16 percent), 32 cases of four authorships (5 percent), and 46 cases of five authorships or more (7 percent). The share of single authorship has been reported in 230 cases (36 percent). In other words, 64 percent of the books are collaboratively published. The co-authoring network of books by faculty members in the area of educational sciences consists of 106 nodes and 100 links. Also, the examination of the macro indicators of the social network of co-authorship in the studied society shows that this structure has low cohesion due to its low density, and the network of co-authorship of books by educational science faculty members is a discrete network with very few relationships between different nodes. The analysis of the micro-indices show that according to the centrality index, scholars such as Mahmoud Mehrmohammadi, Kourosh Fathi Vajargah, Mohammad Attaran and Khosrow Bagheri have prominent positions and their level of influence and power in the network is higher than other members. Also, these people somehow control the flow of information in the network.

The aim of the present study was to investigate the degree of compliance between the intended and implemented curriculum of Islamic education courses in the field of educational sciences at Farhangian University from the perspective of professors and student teachers. The research method was based on an applied objective and based on the data collection method, a descriptive survey type and the statistical population included all professors of Islamic education courses and student teachers entering 2019 and 2020 in the field of educational sciences at Shahid Beheshti Eqlid Farhangian University. In the professors' section, census sampling method was used and all professors (12 people) were selected for the sample. In the student teachers' section, 200 people were selected for the research sample from 425 student teachers studying in Islamic education courses by simple random method. The status of the implemented curriculum was examined using a researcher-made questionnaire and a form for observing the behavior of instructors. The collected data were analyzed with the help of descriptive and inferential statistical indicators. The results of the data analysis showed that, overall, the degree of correspondence between the components of the objectives, content, teaching methods, and evaluation method of the intended curriculum of Islamic education courses with the implemented curriculum from the perspective of professors and student teachers was below average. From the perspective of professors and students, the evaluation component in the course of documents, laws, and the organization of education in the Islamic Republic of Iran and the component of objectives in the course of the social role of the teacher from the perspective of Islam showed an average above average. Also, in the course of the philosophy of formal and general education in the Islamic Republic of Iran, from the perspective of professors, only the content component showed an average above average. Considering the results obtained, Farhangian University can achieve the goals outlined in education courses by developing a more coherent intended curriculum and holding effective training courses for professors.

The aim of this study is to identify the neglected topics in the curriculum of Farhangian University. This research was conducted quantitatively (descriptively) and qualitatively. The research tools in the qualitative part are semi-structured interviews, and in the quantitative part are researcher-made questionnaires derived from the qualitative part. The research population consisted of 68 professors and teachers of primary education in Farhangian University, in the academic year of 1997-98, of which a number of samplings in the qualitative section were done in a purposeful manner by snowball method, with the presence of 12 professors. In a small part, out of 68 faculty members and officers of educational sciences of Mazandaran University, Golestan, Tehran, Fars, Zanjan, due to the low size of the population, all 68 people participated as a sample by census method. To analyze the data in a qualitative part of the seven-step method, which finally is the findings of this study, in the form of 4 themes include: organizational structure and university output, attention to learner needs, curriculum elements, professional skills of the teacher. The contribution of each neglected dimension was determined through regression. Given that the negligence and ignorance of curriculum planners in some areas of new scientific needs and achievements, the main reason for the formation of the curriculum is neglected, so it is suggested that curriculum planners at Farhangian University to review such research, Take action and consider the results obtained in the curriculum of Farhangian University.

The purpose of this study is to analyze the perception of Tehran University students about the concept of scrap learning and its consequences in the field of educational sciences. A qualitative research approach and phenomenological method were used. The research field was the Faculty of Psychology and Educational Sciences, University of Tehran. the research sample was 29 students of educational sciences and its different orientations (10 undergraduates - 19 graduates) who were selected by purposive sampling method. Theoretical data saturation was obtained after a semi-structured interview with 20 people, but interviews were continued until the 29th person to validate the findings. Data analysis was performed using Colizzi's seven-step strategy and MAXQDA2020 software. To validate the findings, the review method was used by members, and to observe the qualitative characteristics of the research, three criteria of acceptability, verifiability, and reliability were used. By analyzing the data; In total, 8themes and 18sub-themes were extracted for the meaning and concept of scrap learning and its consequences. According to the results, in general, the concept of redundant learning, with the non-application of the content and what is learned and its consequences, is also related to personality consequences, waste of time and money, and social harms.