problem-oriented

The aim of this research was to clarify and analyze the organization of curriculum content from the perspectives of John Dewey and Allameh Tabatabai. This analysis is based on each of their interpretations of the meaning and concept of science. Both perspectives describe a process of the formation of science that begins with a problem. This study was conducted using the deductive method of rational necessity and logical analysis of library data. After a detailed analysis of the process of scientific formation from the viewpoints of both thinkers, it was concluded that this process could significantly impact the organization of curriculum content. Therefore, the prevailing approach to the organization of content in both perspectives was problem-centered; however, this paper presents arguments showing that the problem-centeredness of Allameh Tabatabai and John Dewey fundamentally differs. This difference is rooted in each of their understandings of the meaning of science. While John Dewey confines the meaning of science to empirical science, his issues remain at that level. In contrast, Allameh Tabatabai defines science at a broader level, giving problems a more extensive meaning. In relation to his approach, Dewey critiques the subject-centered approach and emphasizes only integrative organization. The results of this research indicate that Allameh Tabatabai's intellectual system, with his interpretation of the meaning and levels of issues, can integrate both subject-centered and integrative organization and provide more comprehensive suggestions concerning various issues faced by students.

The aim of this study was to identify the characteristics of emotional intelligence in the social studies curriculum with emphasis on the problem-oriented approach. The approach of the research was applied in terms of objective and qualitative in terms of implementation method of inductive content analysis.The research community included social studies books of elementary school (3rd to 6th grade) in the academic year of 1400-1401, which were selected as samples due to the nature of the subject of the books of all grades.To validate the accuracy of the data, the researcher's self-review method and rich data description were used, and for data reliability, a simultaneous review was used. Content analysis checklist was also used to collect and analyze data. The findings of this study included 5 main categories, 20 sub-categories, etc. The main categories of social skills (altruism, participation, citizenship rights, friendship, activism), self-awareness (spiritualism, nature, creativity), Self-regulation (decision-making, management, skills development, thinking, leadership), empathy (value-oriented, perceptible, behavioral originality, Patternability) and motivation (purposefulness, semantics, Enhancing knowledge) were identified. The results showed that the application of concepts and activities related to emotional intelligence in order to institutionalize desirable practices in the personal life of students and extend it to activities that benefit the community.

 The main purpose of the study is to design a valid model for the problem-oriented curriculum in elementary mathematics. The research approach is quantitative. In designing the model, which was done by structural-interpretive modeling method, 19 specialists of curriculum planning and mathematical education of Arak city participated. To determine the validity, with the method of partial least squares, the designed model in the form of a researcher-made questionnaire was provided to 355 specialists by random sampling method. By identifying the components of objectives in three levels of cognition, attitude, skill and curriculum content, method and evaluation of the problem-oriented curriculum model were designed and validated.. Findings showed that the characteristics of objectives in level "cognitive" and "attitude" are considered as the underlying components of the problem-oriented curriculum model in mathematics and affect the characteristics of objectives at the skill level. Skills characteristics also affect curriculum content characteristics, method, and evaluation.

The present study aimed to identify the characteristics of the problem-oriented curriculum of elementary mathematics courses with a qualitative approach. The method of qualitative content analysis has been used. Sampling was done purposefully. Data collection tools are semi-structured interviews and questionnaires. The identified features are validated by Delphi fuzzy method. Shannon entropy method was used for data processing. Based on the results of the analysis, seven main categories including the characteristics of objectives in three levels of cognition, attitude, skill, content characteristics of the problem-oriented curriculum, evaluation, and teaching-learning strategies were identified. In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzy value greater than 0.7. Also, based on Shannon entropy results, it was determined that the characteristics of starting teaching with challenging questions, creating a suitable atmosphere and learning environment, continuous monitoring of the quality of learning strategies and communication with students' talents have attracted the most attention and have obtained the highest rankings and coefficient. They were more important than other features. It is suggested that the features of the four components of the curriculum be used as a guide in the teaching- learning process and the elementary school math curriculum.

Creativity is an important and interesting subject for study. Most of the researchers have studied in different themes of creativity who assigned some parts of their study to describe the characteristics of creative people and all of the mentioned characteristics also exist in wide range. The aim of this study is investigating the relationship between creativity and copying strategies in university students. This study discussed the relationship between variables by means of correlation method. Inference based on regression analysis of the result of this study showed that there is no relationship between creativity and problem oriented methods but there is between creativity and emotion oriented and avoidance oriented methods. the results showed that the students who are more creative are using the emotion oriented and avoidance oriented methods in faced with problems.