فصلنامه مطالعات برنامه درسی
پیاپی 37 (تابستان 1394)

Abstract: The sixth grade in elementary school has been established as a result of changing processes in the structure of educational system. The success failure, change and development in curriculum are affected by a variety of factors including teachers as one of the major factors. Therefore, the present study seeks to investigate the experience of sixth grade teachers in the first year of implementation. This study was conducted within a qualitative framework through phenomenology. The data was collected through semi organized interviews with 11 teachers. The sampling was purposeful and continued till saturation of data. In order to validate the findings and confirm the accuracy of the data, further reviews were performed and the data were compared. The data obtained were analyzed through the method suggested by Smith. Four main issue resulted include: 1. the teacher's theoretical and practical knowledge; 2. the teacher's concern; 3. the weakness of plan; 4. the attractiveness of changing in the new curriculum. The findings of this study indicated teacher's tendency for getting involved in the process of curriculum development and they pointed to the conflicts between the goals and methods provided by the program and those of teachers. They showed concerns about lack of time for the teaching the content and lack of consistency between student's previous and new experiences due to the absence of coherence. Inadequate training, accumulated content, imbalance between time and goals, quality and quantity of the resources, inadequate training equipments were some of the obstacles to implementing this program according to the teachers. In spite of these problems, the teachers believed that the changes in method and subjects have provided for students.

Education Management Model is a new theory sub-categorized under information processing patterns which puts emphasis on organizing information and conceptualization in the inductive- deductive process for improving the students'' learning¡ understanding the relationship between information¡ developing the basic thinking skills and etc. this study aimed to investigate the effects of teaching science to sixth graders through Education Management regarding academic achievement and problem-solving skills. The research method was quasi-experimental including pretest-posttest control group design. The sample for this study included 58 sixth grade male students studying in one of the primary schools from District 1 Rey during 2014-2015 educational years. The collected data was analyzed by independent T-test and analysis of Covariance. The results revealed positive effects of Education Management Model on students'' academic achievement as well as students'' problem-solving skills.

the present study investigated and analyzed the discourse-based components of sixth grade Farsi book according to the critical discourse analysis model proposed by Van Leeuwen. This study was conducted within a quantitative-descriptive approach. The corpus for this study was sixth grade Farsi book taught in 2012-13 educational years. The results of this study showed that obvious inclusion component was illustrated more than exclusion and hidden inclusion components.

This study investigated the intended scientific principles from objectives in (TAR) course in the sixth grade. This study was conducted within an applied framework through the survey method. The data were collected through a mixed method quantitatively and qualitatively. The statistical population included instructors¡ writers¡ experts¡ and teachers in Isfahan and Chaharmahal and Bakhtiari provinces. Since the size of population for instructors and writers was small all of them were included as the sample (44 individuals). The samples for other groups were selected through stratified random sampling and finally 18 and 264 individuals were selected for the experts and teachers groups¡ respectively. In the quantitative phase¡ 95 classes were observed and 180 individuals were purposefully interviewed face to face through a semi-structured method. The data were gathered through questionnaire¡ interviews¡ and observations. The validity of the instruments was evaluated through content and construct validity. The reliability indexes of the questionnaires were measured by Cronbach''s alpha which were.86¡.81¡ and.80¡ respectively. The results showed that the intended scientific principles related to objectives were considered in thought and research course at a relatively high level (=3.55¡ p≤0.05) according to the experts and at a lower level (=2.80¡ p≤0.05) according to the observers.

A comparative evaluation study in thinking and research textbook of sixth grade primary schools and Philosophy for children (P4C) program. Although Ghaedi & Dibavajari (1390) proposed evaluation of philosophy curriculum for last six years in primary school has not been aimed at usage in primary curricula¡ a comparison of the two could reveal some insights into the latter. To this end¡ all aspects of the curriculum¡ i.e. goals¡ contents¡ teaching methods¡ and evaluation approaches¡ as documented in the thinking and research text books for the Iranian 6th grade¡ were compared to those covered in Ghaedi & Dibavajari present study and its guide. Using these data sources¡ the four aspects of the curriculum are described¡ interpreted¡ contrasted¡ and compared. Results show that despite some differences between the two curricula¡ the thinking and research text book can be modified in order to achieve the same results that P4C curriculum has achieved in different countries. On the other hand¡ considering difficulties with which thinking and research text book curriculum has been faced¡ P4C curriculum can also be modified in order to fit the Evaluation system.

this study examined the performance-based curriculum of art education in the science class of sixth grade base on considering the components of the educational system in Iran. The components of at education taken from national curriculum documents include raising the senses¡ creating a sense of aesthetics¡ imagination and creativity¡ build language skills¡ creating works of art. A checklist was developed according to the curriculum elements (goals¡ content¡ teaching methods¡ and assessment) and the art education components and the reliability and validity were examined. The sample included 60 sixth grade students and the experimental group was taught by an experienced teacher during the treatment. And the teacher recorded students'' performance by the checklist at the end of each session. The students’ achievement was measured by descriptive and inferential statistics. The results revealed that the elements of imagination¡ creativity¡ development of language skills¡ and arts education curriculum created positive and significant changes in the performance of students.