فصلنامه مطالعات برنامه درسی
پیاپی 54 (پاییز 1398)

In 2015, OECD supported a study that was launched by PISA to assess students’ “financial literacy” and their ability to make financial decisions. Based on the results of this study, the OECD provided some guidance for the education systems at large regarding financial education and helping students to become conscious citizens taking part in their economic life and making appropriate decisions. As well, “Jumpstart” has presented a set of standards regarding mathematical literacy. Considering the importance of financial literacy the present research was conducted in Iran and mathematics textbooks of 90’s solar years (2010’s AC) were analyzed to trace the financial education. The qualitative content analysis was chosen as research method. The review of 1960s and 1970s indicated that financial education” was integrated as part of mathematics curriculum. On the other hand, financial literacy has been considered as a tool to teach numbers and some other related concepts in the 2010s mathematics textbooks. The research is concluded that integrating historical lessons and new international recommendations would be appropriate way of designing literacy education within the mathematics textbooks.

The purpose of this article is to design a wisdom-curriculum model. To this end, Stenberg's ideas about reason were applied when explaining the theoretical origins of the curriculum. Next, a wisdom-based curriculum model was presented using research methodology and related resource analysis. The results indicated that wisdom based curriculum emphasizes integrated and holistic curriculum and  the main goal orientations include "Developing Balanced wisdom Prerequisite Skills", "Thinking Skills (Contemplative, Discourse and Debate)", "Learning Values", "Emphasis on Implicit Knowledge" "And" ethical use of knowledge". In this regard, curriculum content, problem-orientation and balance in three areas of knowledge, attitude and skills are selected and organized in a coherent and sequential manner. The Teaching strategies include active learning based on ethical problem solving and assessment of what is learned through processes and in a constructive manner.

This study aims to design a curriculum for a course entitled “Aesthetic Approach to Teaching” for teacher education program. Aesthetic approach is believed to be the kind of teaching which is inspired by what is characteristic of the arts. The researcher systematically searched and reviewed relevant literature. To organize the findings within a curriculum framework, the blueprint for developing curriculum employed in teacher education university was used with certain changes and manipulations as necessary. The curriculum designed through semi-structured interviews was validated by 12 university experts and 10 students. The findings showed that the teachers pursue quality at the highest level in order to acquire the competencies of the aesthetic approach. The findings also confirmed the viewpoints of the sample groups regarding the curriculum.

The purpose of the present study was to design and validate an optimal model for vocational curriculum with an entrepreneurial approach. To accomplish research goals, a combination of document content analysis and Delphi methods was used. The selected statistical samples included 24 sources in relation to curriculum and entrepreneurship education as well as the number of 17 top-level entrepreneurs who were purposefully selected. The data collection techniques were a semi-structured interview with entrepreneurship specialists and qualitative analysis of texts. As the findings, the main components of entrepreneurship (creativity, innovation, teamwork, perseverance, risk taking and leadership) were extracted and next the curriculum model was presented based on each of the selected components in the form of four elements of the program. In the fourth section, the model was designed by 30 curriculum scholarship experts, which was the result of an accreditation that illustrates the desirability of a curriculum model.

aim of this study was to identification status of Technical and Vocational and work-based major From the perspective the Ninth grade students of Hamedan province in 1397. The this research was in terms of purpose of type applied research and its method was descriptive survey. Statistical Society This study included was The students of boys and girls the Ninth grade of Hamedan province. The samples were selected randomly from cluster sampling Method from among three of City Hamedan, Malayer and Nahavand, 16 schools and 49 classes. The data collection tool was a researcher-made questionnaire,the tist of accepted jobs by experts and vocational principal Which are presented to the students to choose among their preferred fields. for analyze the data, were used of Indicators percent, frequency and mean and Friedman Test. The findings indicate students of boys and girls are interested In order of preference to fields of experimental, Humanities, Technical and Vocational , Mathematics - Physics. Education can use the students' favorite disciplines (referred to in this study) in Hamadan province in the technical and vocational branches, along with other important components for the selection of priority disciplines for students and use the results of this study.

The aim of this present study is identifying the potential factors involved in dictation disruption in primary school students. For this purpose, a descriptive phenomenological method was used. 23 semi-structured interviews were completed by 14 primary teachers and 9 experts. The data analysis was conducted through Colaizzi's seven-step method, to identify and classify first 101 codes, 19 sub themes and 7 main themes. Member checking, triangulation and Prolonged Engagement were employed to validate the findings of External audit. The main extracted themes included: psychological, environmental, linguistic, program, understanding, personal, and physiological factors. The results revealed that elementary school students face numerous and variety of dictation disorders and this necessitates the immediate and serious attention and action of primary education administrators in order to improve the quality of dictation teaching, the process of assessing academic achievement and preventing the aggravation of its consequences. Based on the obtained results, the recommendations are presented for improving the status and providing context for reducing the disruptions.