فصلنامه مطالعات برنامه درسی
پیاپی 49 (تابستان 1397)

Modeling the growth and development path noted in the Fundamental Reform Document of Education in the Islamic Republic of Iran is an issue that could guarantee the achievemnet of educational goals. Among the six realms mentioned in this document, socio-political realm and achieving of its educational goals could lead to the realization of the concepts of developing responsible and participating citizen that most of educational systems seek to attain. In this article, the authors aim to present a proposed curriculum model for political literacy education while presenting politics definitions based on three classical, new and Islamic approaches to the concept of political literacy and explaining the components of this literacy. In order to create a match between the components of political literacy and developmental characteristics of the first high school grade, the proposed curriculum model for political literacy education was introduced in the first grade of high school based on Akker curriculum elements focusing on the logic of the curriculum. At the final stage of the study, the proposed model of the curriculum was validated. To this end, this descriptive and analytical research with qualitative- quantitative Q method was conducted in three stages: semi-structured interviews and analyzing them according to Strauss and Corbin method; weighing the extracted components of political literacy based on multivariate factor analysis; and validating phase conducted through a semi-structured interview.

This article examines the underlying approach of Iran National Curriculum to foreign language education. To this aim, it is necessary to refer to higher ranking writs such as ‘The Writ of Fundamental Development of Education’. The methodological approach of this article is ‘critical theory’, which seeks to reveal and criticize the ideological aspects of educational settings and practices. The data are mainly collected from the official documents about education, which have been obtained through library and data-base searching. The results of data analysis show that those parts of National Curriculum that are related to foreign language education have the advantage of taking into account the new theories of language education. However, at the same time it suffers from two crucial problems: 1) being affected by the ideological sphere of higher ranking writs, and 2) ignoring the normativity deficit inherent in the theories of language education which National Curriculum refers to. Therefore, the whole approach of National Curriculum to language education lacks the moral and normative aspects.

This study aims to design and validate the model of integrated curriculum of energy literacy in secondary education. According to the importance of energy in life and the main role of education in teaching energy, planning integrated model of energy literacy can help develop and grow students' knowledge, attitudes, skills and abilities. For this purpose, two main questions were investigated in this study: 1) what are the characteristics of integrated curriculum model of energy literacy in secondary education? 2) To what extent is the proposed model valid from the view point of experts of curriculum studies and environmental education? The mixed method (qualitative and quantitative) was used to answer the questions. In first step, the deductive- analytic type of qualitative method was employed to plan model and determine the components of model. In the second step, the quantitative method was used to validate the efficiency of curriculum model. By using purposive sampling, the proposed model was presented to 12 experts in the field of curriculum and environmental education and the obtained data were analyzed by descriptive statistics. The integrated curriculum model of energy literacy was planned on the basis of nine components of Klein's curriculum. The main categories in ideal model include basic concepts, energy principles and terminology, energy sources, energy and environment, energy condition in Iran and the world, energy and technology, energy management, and energy and security. The validation results showed that from the viewpoint of curriculum studies and environmental education experts, the proposed model is appropriate and highly confirmed.

The purpose of this research was to investigate role of hidden curriculum in guiding high school students toward humanities. The research method was Mixed Method and the qualitative and quantitative methods have been used to carry it out. Participants were secondary school students who were selected by purposeful sampling. The research data were collected from semi-structured interview and researcher-made questionnaire. In order to determine the reliability of the questionnaires, Cranach’s alpha coefficient was used (alpha coefficient, 87%). Questionnaire analyzed using confirmatory factor analysis. Finally, based on the research findings main components 1- environment of the school, 2- administrative and management system of the school, 3-teachers and 4- friends were important factors in directing or not directing students to the humanities, and whether to choose or not to do so.

The present study seeks to investigate the effects of training time management skills on the self-concept and academic buoyancy of high school students. To this aim, a quasi-experimental design was employed with a pretest-posttest including control group. The statistical population consisted of secondary school male students in Ilkhchi city in the academic year of 2016-2017. From this community, 54 students (26 in the experimental group and 28 in the control group) were selected by random cluster sampling. The pre-test was performed for both groups and after the pre-test, training of time management skills was performed for the experimental group while the control group did not receive any training. After the training the post-test was performed. To collect the data, academic self-concept Yesenchen (2004) scale and Academic Buoyancy scale Martin & Marsh (2008) were used. The data obtained through analysis of covariance was analyzed using SPSS software. The results showed that time management skills could affect the academic self-concept and academic buoyancy. Therefore, time management skills could improve academic self-concept and academic buoyancy of secondary school students.

The purpose of this article is to achieve the goals of chemistry curriculum in line with resistance economics in the dimensions of production, consumption and employment, and in three areas of knowledge, attitude and skill. The research method is a combination of exploratory method. For data gathering, three methods, documentary study, Delphi and survey were used. This research is a fundamental research and, as it is applicable to planners and authors, it is also an applied research. The statistical population of this research consisted of 40 university experts and experts in the fields of chemistry and economics that were selected purposefully and using the Delphi fuzzy method in three stages, their views were extracted and refined. According to the study of documents, resources and researches, 96 components were selected and designed in accordance with the objectives of the real economy chemistry curriculum. Finally, 5 components were agreed with the opinion of the experts and 91 components. Achieving these goals and components in three dimensions of production, consumption and employment can be applied to policy-makers, designers, authors and professors of applied chemistry and provide a way to achieve sustainable economic growth.