مجله پژوهش های برنامه درسی
سال پنجم شماره 1 (پیاپی 9، بهار و تابستان 1394)

The main objective of this investigation was to focus on Tabriz University faculty member's experience in applying the constructivist approach in the teaching process. This study was qualitative and phenomenological-descriptive. The statistical population included Tabriz university professors of different faculties having at least five years teaching experience. Therefore, based on purposeful sampling, semi-structured and in-depth interviews carried out for 16 university professors about applying a constructivist approach in the teaching career. The validity of interview questions was attested by the available experts. On-going data comparison, summarizing and classifying of data were done for ensuring the reliability of the research data. The data obtained from these interviews were analyzed using the Colaizzi's method. Three major concepts were derived from the findings to be more popular: (A) Freedom processing, (B) Interactive assignments and (C) Instructional tools, however, most professors had a tendency towards behaviorism and cognitive approaches in lesser degrees.

The main purpose of this study was comparing the effects of two teaching methods based on Gagne and Bybee instructional models on motivation and learning of the first-grade high school students. This study was quasi-experimental and employed the pretest-posttest research design for two groups. The population of this study included all female students of high school’s first grade studying in Shiraz in the academic year of 2013-2014. The statistical sample of the study was 54 female students due to the implementing limitations. The data collection instrument was Hermans promotion motivation questionnaire and a researcher-made learning test. In order to calculate the motivation questionnaire reliability, the Cronbach's Alpha procedure was taken (0.87). For calculating the reliability of learning test the kuder-Richardson 20 was employed (73%). For data analysis, co-variance statistical test was used and the results showed that there was no meaningful differences between Gagne and Bybee models as “motivation” was concerned but it was shown that there was a significant difference between the two models regarding “learning”. Gagne model was revealed to be superior for students’ “learning”.

The objective of the present study was to evaluate the application of the “adult’s education principles” in in-service training programs for Yasuj primary schools teachers. The research method was descriptive-field study and the study’s population included all primary school teachers of Yasuj (1567 teachers), within the academic year of 2014-2015. 308 teachers were chosen according to Morgan and Krejcie table and Cochrane formula through relative random sampling method. Researchers made the questionnaire of “adult’s education principles” and distributed it among the participants. The questionnaire’s validity was determined by content validity, and for its reliability Cronbach’s Alpha procedure was taken. The obtained data were analyzed using descriptive and (relative frequency, setting the table, standard deviation and average) inferential statistics (one sample t-test, MANOVA, one-way ANOVA and Gabriel test). The results showed that the application of the “adult’s education principles” in in-service training programs was relatively in a good condition and higher than the average. Also, in application of some of the “adult’s education principles” there was a significant difference in variants of “gender” and “academic degrees”.

The purpose of this study was to investigate the relationship between students’ perceptions of globalization of higher education and their assessments of the quality of teaching-learning process. The data analysis method was correlative descriptive. Participants were 200 postgraduate students (148 Master, 52 Ph.D.) who were selected using random sampling selection technique. Cronbach's Alpha and context reliability were used to evaluate the validity and reliability of the instrument, respectively. The instruments of the study included the scales of student's perceptions of globalization on higher education and their assessments of the quality of teaching-learning process. Data were analyzed with path analysis model using SPSS and LISREL. The findings of the study illustrated that socio-cultural perception and emphasis on continuous learning had the highest Mean in the student's perspective. In most cases there was significant positive correlations between the dimensions of student's perception of globalization of higher education (i.e., individual perception, economic perception and socio-cultural perception) and the dimensions of their assessments of the quality of teaching-learning process (i.e., information and communication technology, standardization of educational elements, professor and student exchange, investment, emphasis on continuous learning, diversity of courses and qualifications, programs and projects). There was a positive and significant relationship between students’ perception of globalization of higher education and their assessments of the quality of teaching-learning process. Student's perceptions of globalization of higher education can directly affect their assessments of the quality of teaching-learning process.

This research analyzed the content of primary schools’ science textbooks through applying imaginative thinking. Research was a quantitative content analysis. 6 primary school’s science textbooks were selected to be investigated. Based on imagination parameters in Steiner’s view including flexible concepts, participative/objective imagination, and intuitive thinking, textbooks were analyzed through deductive content analysis. Findings indicated that science textbooks had different emphasis on using imagination. Considering the aforementioned components, emphasis on flexible concepts was more than the other components; it was notable that the contribution of the third and the fourth grades’ science textbooks were lower than the other textbooks. The findings revealed that, differentiating cognition and imagination, equalizing imagination and fantasy, educational priorities and preferences of families and the educational system might be the reasons of overlooking imagination.

The goal of this research was to developing and validating a framework for evaluating the implicit outcomes of academic curriculum for university students. A purposeful sample of academicians and students from Shiraz Higher Education institute, participated in the study. Data were collected through library inquiries and open interviews with key experts and then analyzed by using Grounded theory. A total of 113 coded common experiences were identified. Findings were classified into major categories of 1) Attitude to authority 2) Sense of peace and comfort 3) Social cohesion 4) Group work 5) Gaining scientific moral 6) Superficial study approach 7) Doing exam with a minimum of effort. Indicators were formal examinations, class size, sympathy with the others, the personal problems. In order to validate the initial framework, credibility, conformability and transferability were considered. Dependability was used for gaining certitude about the reliability. Quantity validating framework along with conformity factor analysis were employed to determine the implicit outcomes of academic curriculum.