نشریه نظریه و عمل در برنامه درسی
پیاپی 17 (بهار و تابستان 1400)

workplace curriculum as an emerging aspest of curriculum discipline, attempt to apply the finding of this field of study in workplace learning. The purpose of this research is to examine the different dimensions of the workplace curriculum in the related studies and present a workplace curriculum model. Research methodology is thematic research synthesis and research community is All published document in the field of workplace curriculum from 1993 to 2017 in seven valid databases. The content of the documents was categorized and organized by using MAXQDA (18). Based on the results, the workplace curriculum as main theme has four themes: "aspect", "effective factors", "constructive elements" and "expected outcomes". Each of the themes also has a variety of levels that have been used in workplace curricuum model. The proposed model has influential factors, the curuculum cycle, and the output of the workplace curriculum.

The-present study investigates the"phenomenology of-evaluating learning outcomes".In-terms of-purpose, application and-method of-conducting qualitative research is of-phenomenological type.The-research population includes all the-professors in the field of-education from the-universities in-Tehran.Using snowball sampling and-continuous comparison of-data until theoretical saturation,10of them were interviewed with-semi-structured interview.Its subject area was in-the-field of-educational sciences.The-method of-data gathering includes field studies,library studies,and-semi-structured interviews.In-order to-ensure the-reliability of-the-research data,the-methods of-triangulation of-data sources,repeated studies,continuous adaptation of-data,summarization,classification of-information and-review of-the interviews by-the-interviewee professors and-also by-the-main supervisors and-advisors were used.In-order to-evaluate the-validity of-the-data obtained by-purposive sampling method from the-opinions of-36-professors of-other universities in-Tehran who have expertise in-this subject were used to-achieve theoretical saturation.The-data of-this study were analyzed using the-seven-step model of-Wan Manen and- Finally,5-structures(nature of-evaluation,evaluator(teacher),nature of-learning outcomes,evaluated(student)and-nature of-curriculum),17-dimensions,87-categories and-320-indicators of-phenomenology of-evaluating learning outcomes in-the-format of-a model were identified.The-Findings show that the-evaluation of-learning outcomes is surrounded by-5-mentioned structures;and-the-obtained structures,dimensions and-indicators are related to-each other and-all of-them contribute to-the-measurement of-learning outcomes and-have the-same value.

Main purpose of current study is Content analysis of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population. In this regard, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized   according to theoretical framework from literature. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities.

With the emergence and spread of the corona virus, different sections of different societies faced serious challenges. The institution of education is one of the most fundamental centers of change in the world during the coronavirus epidemic. These changes resulting from the outbreak of the coronavirus and its changes in formal and informal curricula have led researchers to present a new concept in the field of curriculum studies based on their professional and educational mission, entitled "Unpredictable Curriculum" Choose. To achieve the research goal, a concept development strategy has been used. Sieger prescriptive criteria and expert opinions have also been used to validate the analyzes performed. Finally, while the concept of unpredictable curriculum is explained and analyzed, the dimensions, examples and challenging aspects of this type of curriculum are also described.

The idea of pedagogy content knowledge in the three dimensions of "collectivepedagogycontent knowledge", "personal pedagogy content knowledge" and "in acted pedagogy content knowledge" is a window into the realm of educators professional knowledge. The purpose of this study is to identify and investigate the components of personal pedagogy content knowledge that provides an important role in the understandingandeducationalorientationofeducators in real classroom status. In this study, a qualitative approach was used to identify and investigate the components of personal pedagogy content knowledge and11educators were selected in a targeted manner.Data collection and analysis were done simultaneously through interviews and class observations. Findings showed that the elements and components of educatorspersonal content knowledge include five main components: thepurposeofcontent pedagogy, content realm, content and pedagogy, content and curriculum, content and valuation. The educators were classifiedintotwogroups, discipline-based and context-oriented, based on the educators interpretations of the identified components

The aim of the present study was to investigate the educational activities of the preschool mathematics books regarding geometric shapes using documentary method. For the analysis, we used the document published in 1396 (2017) by the Ministry of Education in Iran for preschool level., as well as the zero, first and second level of the revised Van Hiele Model (Clementes and Batista, 1992) including Pre-recognition, Syncretic and analysis as the criteria. At first level, 10 criteria for analyzing activities of geometry shapes from the first three levels of the revised Van Hiele Model (Clementes and Batista, 1992) exteracted. Then five textbooks which were recommended by Education Growth Bibliography, Welfare Organization and several preschool centers selected and their geometric shapes content evaluated according to the 10 extracted criteria. Results showed the highest frequency of educational activities belonged to level one and the lowest frequency beloged to zero level of the revised Van Hiele model. The study concluded that the content of the preschool mathematics books needs to be revised and the educational activities of higher level than two recommended to be transferred to higher grade mathematics textbooks.

The aim of this study was to represent the semantic phenomenon of academic dropout of Martyr and Veteran Students and to present a paradigmatic model. Methodology of this research, qualitative and Participants included all students with academic dropout in Shahed schools, teachers and principals of Shahed schools, educational experts of the Martyr Foundation of Sanandaj City, as well as Educational Districts 1 and 2 of Sanandaj, the Kurdistan Province General Office of Education and the parents of those students who have Academic dropout . Based on the results of causal conditions, the phenomenon of academic failure, including emotional deficiency; Poor academic guidance and low motivation and Contexctual conditions including low effort and perseverance; Educational facilitation and academic dropout and intervening conditions including employment guarantee; They had a weak support structure and enjoyed the benefits of self-sacrifice. The core category was defined as academic failure as "acceptance of failure versus success."

This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochranchr('39')s formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbachchr('39')s alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the studentschr('39') perspective in the three dimensions of "adapting the curriculum to chr('39')the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

The present study aims to explore the impact of the hidden curriculum components on non-cognitive (affective) characteristics of learning of components on non-cognitive (affective) characteristics of learning of students in different high schools (public, non-public, magnet & exceptional talents high schools) to design better learning and educational environments. The research method is a mixed one by using a cross-sectional survey method in a quantitative way. In the cross-sectional method, the data were collected based on the h

The aim of the present study was to investigate what and how entertainment-based education is in elementary school curricula. The research paradigm was qualitative and research synthesis method. The research population consisted of valid and new research papers, books and research projects in the world and the sampling method was a purposeful method based on criteria. In order to improve the quality of the findings, after the final coding and categorization, the opinions of the professors of the curriculum were used. The logic of the program was explained in the form of a set of philosophical foundations of constructivism. The goals of entertainment-based education included building individual competence, skills training, reducing the digital divide, building interest in education, promoting media literacy, and providing lifelong learning;Teaching and learning strategies included direct instruction, rotational instruction, problem-solving instruction, and exploratory instruction;Evaluation is done in the form of formative evaluation, self-evaluation and final evaluation.

The present study was conducted with the aim of explaining the background and strategies for implementing a financial literacy curriculum for the elementary school. Using the Foundationchr  Grounded Theory method, 12 experts in the field of curriculum planning and primary education, economics and finance were interviewed. Findings showed that social, economic, educational and cultural needs, policies and goals are the basis for developing and implementing a financial literacy curriculum in elementary school. The most important strategies for implementing financial literacy curriculum include educational and structural measures such as curriculum enrichment, providing access to educational resources, teacher participation in curriculum production, creating a platform for cooperation between financial organizations and the education organization, exchange of educational ideas between classes and schools, cooperation of organizations in the development of educational innovations in the field of literacy, continuous interaction with educational centers in the field of finance and development of financial education equipment.

Algebraic mistakes are one of the obstacles to learning various mathematical topics and progressing in higher education. Knowing about the causes of these mistakes plays an important role in improving the education system. Therefore, the present study aims at examining the opinions of mathematics teachers about studentschr educational mistakes in algebra. This research is qualitative research that its sample includes 8 middle school math teachers who were selected using the purposive sampling method. In order to collect data, Semi-structured interviews were used and data were analyzed using the coded method and the Categorize similar content. The findings of this study showed that the three categories of "knowledge acquisition process", "student individual characteristics" and "teaching elements" are usual and specific reasons for studentschr  mistakes in algebra from the teacherschr  viewpoint.