فصلنامه مطالعات برنامه درسی
پیاپی 42 (پاییز 1395)

Absrtact: Addressing knowledge and conceptualizing it can be considered the keystone of any epistemological paradigm in formulating a curriculum theory. This paper seeks to collect its educational implications for a curricular theory by referring to the powerful knowledge of Michael Young, following the philosophical roots of the critical realism behind this concept. To this end, referring to the positivist and interpretive epistemologies and the dogmatic or relativistic implications of the acceptance of each one about knowledge, the social realist's point of view has been taken to account for implications. In addition, this paper focuses on knowledge from a sociological point of view.

The purpose of this study is to investigate the application of Grice's maxims in the essay writing for eight graders. The theoretical framework of this research is Grice’s Cooperative Principle and its maxims including Quantity, Quality, Relation and Manner. In this research, Grice's maxims, their applications and the effects are studied on the student's essays. In addition, the frequency order of the maxims is highlighted in the writings of students. This study is conducted through field method. The main question is how much Grice's Maxims are used in the writings and how they help creating a text. The researchers have analyzed 121 compositions of the eighth graders and extracted the effective factors on the observation of Quality, Quantity, Relation and Manner Maxims and then presented descriptive statistics. The research findings show that Grice's maxims can be used to improve writing skills. Students can keep these maxims in their minds as a framework and use them in their writings. Descriptive statistics of this study indicates that the students of this grade applied the Quantity maxim by 30%, the Quality maxim by 18%, the Relation maxim by 83% and the Manner maxim by 18%. Furthermore, we can see that the maxims overlap each other. Applying and not applying one maxim affects other maxims. The frequency order of these maxims in the writings of students, from most to least, is as follows: Relation maxim, Quantity maxim, Quality maxim and Manner maxim.

The aim of this study was to investigate the effect of peace-oriented curriculum on anger management in preschool students. The research method was single group experiment with pre-test and post-test. The study population included all preschool students of Khorshid (Shiraz, district one) where using simple random sampling method, 39 students were selected from two classes. The research instruments were Standard piece-oriented curriculum and anger management forms. After 12 sessions, The data were analyzed using chi-square method. The results showed that: 1. there is a significant difference between the frequencies of anger associated behaviors of preschool students before and after the implementation of piece-oriented curriculum, 2. there is a significant difference between the frequencies of anger associated reactions of preschool students before and after the implementation of piece-oriented curriculum.

The purpose of this article is to explain the nature and indication of project-based learning in the curriculum background. To this aim, different aspects of project-based learning are examined. At first, the meaning of project and project-based learning are described and, next, the logical relationship between project and curriculum is investigated. Then the educational approaches are presented which have emphasized the nature aspect and indication of project-based learning. The synthesis method is used to achieve the above indication in which the studies relevant to project-based learning are selected with organized method, and their contents considered and categorized. In next step, 71 studies are selected which meet the criteria and then a gist of the results are presented according to the synthesis principles, rethinking, and rearrangement of data. The findings of this study clarify the nature and implication of this kind of learning and indicate that, with regard to the theoretical and experimental document, this idea could serve as a pattern for curriculum.

The purpose of this study was to evaluate the content of the History of Literature Textbook in High schools, based on the two components of "comprehensiveness" and "scientific accuracy". This study is conducted as an evaluation within a connoisseurship model. The population consisted of all the experts in the history of world and Iranian literature, teachers of history of literature textbooks in the high schools of Iran, in 2014-2015 academic years. The sample size of the study was 642 people. The researcher selected 5 provinces, including: Tehran, Semnan, Qom, Kerman, and Kermanshah to implement the research instruments. The research instruments include history of Iranian literature experts’ interview protocol, history of world literature experts’ interview protocol, and teachers’ questionnaire. The validity of the teacher's questionnaire was determined through content validity and by using the opinions of several faculty experts, and the reliability was determined by estimating the consistency coefficient Cronbach's alpha of 0.89. The findings revealed that the books under analysis lack comprehensiveness in some fields, and their scientific accuracy is not at the desired level.

Abstract: The main purpose of this research is to analysis of ICT integration (cyber spacing) obstacles at implementation stage based on educational innovation theories in secondary schools of sahnieh city. The plan of cyber spacing is as a innovational education design that take place in the event of ICT integration with school curriculum. The approach of research is qualitative and its method is Phenomenology. Participants of this research was teachers, managers and Technology Assistant as a key informed people and according to purposeful sampling, 21 people were selected as research participants. Also Theoretical saturation was base for sampling. Data was gathered with semi structured interview and analyzed with Smith steps in qualitative analysis. To ensure from reliability of data, strategies like trustworthiness, rigor, conformability and transferability was applied. Findings showed that; implementing ICT integration (cyber spacing) in schools curriculum in sahneh city faces with some barriers including; weakness of teacher's knowledge, Lack of belief to constructive using from computers in teaching process, weakness of skills and lack of self-efficacy in applying ICT, teachers and managers resistance in face of ICT integration innovations, Failure in educational and technical supports, noncompliance of educational structures with ICT integration,lack of proper use from parent association capacities, weakness in internalizing of ICT using cultures and non-responsive management.