فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 62 (پاییز 1398)

This research investigates the chronology of teacher’s knowledge during last 4 decades. In this regard, the related through meta-analysis articles and researchers teachers knowledge textbooks during 1980-2010 have been studied. Chronological procedure of teacher knowledge show the teachers knowledge studies have been encountered great change toward teacher practical knowledge, teachers essential knowledge and knowledge production during 80th, 90th and 2000 decades, respectively. The most important concepts examined on teacher’s knowledge chronologically include: deliberate teacher, Narrator teacher, researcher teacher, skillful teacher and expert teacher.

The objective of this research is to explain adaptability and pathway of optimal framework of curriculum elements of entrepreneurship education in the higher education based upon Schiro's curriculum ideologies. This is a synthetic (quantitative and qualitative) study that using In terms of target, the method of collecting information is descriptive-deductive and content analysis. Data gathering tools is Checklist for content analysis to adapt to six tables from Schiro (2008) in Curriculum Theory: Conflicting Visions and Enduring Concerns. The results illustrated that pathway of optimal framework of curriculum elements of entrepreneurship education in higher education are explained in goal element to Social Efficiency Ideology and Goal elements, content, teaching method, individual, learning and evaluation of Learner Centered pathway. Therefore, faculty, authors and designers of entrepreneurship education curriculum for achievement and application of optimal framework of curriculum elements of entrepreneurship education in higher education must be implemented considering their viewin goal element to Social Efficiency Ideology and in Goal elements, content, teaching method, individual, learning and evaluation to Learner Centered Ideology.

The aim of this research was to provide the curriculum model based on the development of philosophic-mindedness in primary school mathematics course and its validation from teachers' perspective. It was done by field study research method. In this regard, first the curriculum model based on the development of philosophic-mindedness in primary school mathematics course was presented in the form of four elements (objectives, content, teaching methods and evaluation). Then, this curriculum model was validated by 326 primary school teachers in Kerman city in academic year 2015-2016 who were selected based on multi stage cluster random sampling method. A questionnaire made by researcher was used to collect data. The data was analyzed by descriptive statistics (frequency and percentage table and mean) and inferential statistics (chi-square test).The findings indicated the proposed model for the curriculum based on the development of philosophic-mindedness in primary school mathematics course was appropriate from the perspective of primary school teachers.

The purpose of this study was to determine the effect of brain-based education on preschoolers level of learning and their linguistic preparedness. This research was carried out using quasi-experimental design with pre-test and post-test design. The subjects were 40 students who were selected by multistage cluster sampling and were divided into experimental and control group (two classes of 20 people). The pre-school educator of experimental group was trained in 9 sessions moreover two sessions of brain education were given to children's parents. The learning environment was changed based on the components affecting the brain (light, nutrition, oxygen, colour, music, and water). Subsequently, in the experimental group, training was provided for four months based on the principles of the brain-based curriculum. For both groups, pre-test and post-test were performed according to the content of the activities planned for the preschool education. Data were analyzed using covariance and T tests. The findings indicated that brain-based education has a significant effect on increasing the level of learning and its sustainability as well as their linguistic preparedness.

The purpose of this research was to study education curriculum (content, methods and mechanisms of learning) in elementary schools. The research in terms of purpose and method of data collection are application and descriptive- survey, respectively. The statistical population comprised first and second grade teachers in Sanandaj city primary schools. In this study, random cluster sampling was used. The instrument used in this study is a researcher- made questionnaire, which is derived from the common language education questionnaire entitled “Assessment of Language Education Approaches(ALEA)”. Data were analyzed using descriptive statistics and frequency tables, mean, and standard deviation and then, in inference statistics level, exploratory factor analysis, ANOVA, t-test one sample, and Bartlett test was used. Factors and components of the basic education curriculum in the first and second Persian language elementary teachers' views on curriculum implementation were extracted by exploratory factor analysis, which according to the load factor and the conceptual and theoretical structure of questionnaire statements with an emphasis on statements with the highest load factor were called inherent teaching methods, acquired teaching methods, acquired subject content, inherent subject content, interactive subject content, interactive learning mechanisms, inherent learning mechanisms, interactive teaching methods and learning mechanisms, respectively. The results of this research show that: the views of elementary teachers for interactive teaching mechanism in comparison with adaptive approach has been more significant and their view is likely to be closer to interactive approach and adaptive approach, respectively. Also, teachers for subject content factor, their views including the inherent, interactive and acquired approaches, respectively. Thus, their view is closer to inherent, interactive and adaptive approaches, respectively.

The purpose of this study is to compare the Montessori and Loris Malaguzzi’s View in the field of early childhood education. This qualitative research utilized a transcendental analytic method. The study field, all the national and international written and non-written references in the field of the research’s subject. For selecting the sample among the existing references and documents, theoretical sampling method was used. Also, electronic note taking was used for gathering the data. Data analysis was conducted by qualitative content analysis with deductive categorical system type and in three stages of open, central and selective coding. Results of the research suggested the presence of high similarities between the views of Montessori and Loris Malaguzzi. Emphasis on comprehensive growth of children, integrative organization of curriculum, utilizing various learning activities, considering individual differences between children, using active teaching methods, and employing alternative or original assessment methods are among the most important similarities between these two views. However, there are some differences between the views of Montessori and Loris Malaguzzi on curriculum, including goal, teaching methods, teacher’s role and assessment methods. Finally, the most important implications of Montessori and Loris Malaguzzi’s views on pre-school education were discussed.

The aim of this study is to achieve the main challenges of this pattern by critically criticizing the textbooks of "Hedyehaye Aseman "books. To achieve this goal, the method of content analysis should be considered. Took But since this method is widely available, Senger and Szigatroup (2005) - and its modification based on the present research need-are based on four components (teaching methods, program materials, program goals, ethical content ) Is located in the analysis center. The results of this research have shown that although the scope and number of ethical themes used in the textbooks of these books are significant, it is unclear whether this extension will enable a student to develop ethically. The most fundamental mistakes made in this area are the lack of coherence, the disparity between the amount of concepts and the opportunity to contemplate and institutionalize the students.

The purpose of the present research isacontent analysis of images in elementary science textbooks using the Slough and McTigue method.Content analysis method (image analysis) is used in this research.The sample of study comprise all elementary school science textbooks 2015 - 2016. Descriptive statistics were used to analysis the data.The validity of this test is the content validity, which has been validated by Slough. The reliability of this method is the coefficient of agreement between coders, of which the agreement rate is 87%. The findings show the texts in each of six books have a linear structure andReader interaction with more text is an active transmission of information. The format of the textbooks page is single-page The share of images is more than text, all of which are color images. Theproportion of images whit related titles, most images contain titles highlight some aspects of the subject under discussion.Most images are in adjacent text. Most images are referred to texts.In the semantic relations of text and image, images represent a larger share. According to the results, it is necessary to use a variety of text structures and graphic elements.

The purpose of study was to investigate the relationship between socioeconomic status and students' beliefs and values on the attitude toward mathematical education with emphasis on the role of the intermediate elements of school culture and the process of mathematical education. Methodological research is descriptive of correlation type. The statistical population includes 200 secondary boy of Ashkhaneh city. The sample was 132 according to the Coquran formula. The sampling method was stratified. Data collected with epistemological beliefs questionnaire Schommer (1990), Socio-Economic of Ghodrat Nama (2013), Alsnadro school culture and Sade (1997), Learning Process Questionnaire Tomlinson (2001), Pahlevan attitude to mathematical lessons (2007). The reliability was Face and Content and validity of the Socio-Economic 0.774, 0.704 beliefs and values of students, teaching process 0.701, 0.739 school culture and attitude towards mathematics is 0.778. Results showed there is a significant relationship between socioeconomic status and students 'beliefs and values on the attitude toward mathematical education, with emphasis on the intermediate role of school culture. Between socioeconomic status, students' beliefs and values, school culture, educational process with attitude to the lesson there is a significant relationship between mathematics and socioeconomic status with emphasis on the role of the intermediate elements of school culture and the process of teaching and attitudes toward mathematics in students and there is a significant relationship between students' beliefs and values with emphasis on the role of the intermediate elements of school culture and process teaching and attitudes to maths there is a significant relationship.

This aim of this research was to develop an evaluation framework of English language curriculum in the secondary schooling of Islamic republic of Iran using themes analysis qualitative method. Potential Participants were English language educational groups' leaders, authors of English textbooks and curriculum Evaluation Experts. Sampling was done purposive with data saturation approach. Data were collected through semi-structured interviews, open-ended questions with key informants. They changed into codes and then themes were discovered. Themes network was drawn with Nvivo 10.Findings showed that curriculum evaluation framework includes significance, characteristics, dimensions, criteria and participants which each of them had subdimentions. They were organized in themes network as curriculum evaluation framework. It is concluded that a framework of curriculum evaluation should include all of the mentioned dimensions and subdimensiones. It is suggested that New English language curriculum of secondary schooling was evaluated by using this framework.

The aim of this study was to investigate the effect of education based on Pebble in the Pond instructional design model on learning and retention of the students. The research population in this study included 170 students of Educational Sciences oriented in Educational Technology at Arak university, and the study samples were students who have chosen the system- based instruction course. Purposive sampling was used for selecting the samples.Total sample size was 30 subjects randomly divided into two 15-person classes. The researcher-made instrument used in this study was learning and retention test. The validity of test consist of formal, content validity was confirmed by professors of the education sciences and its reliability with Kuder-Richardson 20 Formula was measured as 54%. This test used pretest and posttest and it was conducted for both experimental and control groups in the same condition. For data analysis, repeated measure ANOVA was used. The results showed that the method of teaching based on Pebble in the Pond instructional design model had significant effect (p <0/05) on learning and retention of the students.

the goal of this research, The study of the living experience of the sixth grade students was a lesson in social studies. The method of qualitative research was using the phenomenological approach. The statistical population of the study was 6th grade elementary school students in Urmia. The sampling method was purposeful and continued to saturation data, which eventually saturated with 15 students. Semi-structured and exploratory interviews were used to collect data. For analyzing the data, a 7-step subject analysis Collaizzi method was used. Analyze Students' Perspective in 3 Subject Area(Culture and identity, social system, resources and) economic activities led to the identification code 311 primary, 30 sub themes and features 6 orginal themes Islamic Cultural Features (The culture of choosing a friend, the Islamic-Iranian cover, the culture of decision-making), Critical Thinking (Cultural comparison of Iran with neighboring countries, cultural comparison of different regions of Iran, existence of different religious religions in the country), Understanding community issues (Social participation, coordination and order in the military parade, unity in holding congregational prayers, social rights, The existence of a border between countries for having social security, driving traffic rules), Responsibility for yourself (personal rights, daily planning, having an order in doing things, Observe the criteria for choosing friends, respecting the right decision criteria), Understanding the talents of the country (fossil resources, resources and oilfields, gas refinery, new energy (Wind turbines, solar power plants, water turbines), Optimal use of resources (saving power, Solar energy conversion to electrical energy).