نشریه توسعه برنامه درسی
پیاپی 1 (بهار و تابستان 1401)

The present study is aimed towards identification the indices of desirable Training time in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, Phenomenology method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in curriculum and Training time. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed in the qualitative part, Content analysis method was opened and in the quantitative part, T-sample and Manova tests to wage on analyzing the data. The results indicated that the Eight indicators including the appropriateness of class time with the volume of teaching activities, the appropriateness of theoretical and practical unit time, the reasonableness of the time allotted for homework, the appropriateness of course presentation time with the length of the semester, the possibility of communicating with the teacher at announced times Giving students enough time to reflect on the topics of the lesson and the appropriateness of the time allotted for solving the problems of the lesson from the point of view of the interviewees were the most important indicators of the teaching time The quantitative findings also indicated that the range and degree of attention and corresponding to the indices Training time seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

The aim of this study was to identify the components and sub-components of the futuristic curriculum and analyze its place in the upstream documents of education.The method of descriptive research included: documentary analysis and content analysis and its applied approach. The research population is in the documentary analysis section of all texts related to the futuristic curriculum and in the content analysis section are four upstream documents of the education system; Due to the nature of the subject, sampling was omitted and the whole population was examined. Form measurement tools, phishing and content analysis checklists have been developed by the researcher. Qualitative data and content analysis data were analyzed using descriptive indicators in Shannon entropy analysis process.The results showed: The conceptual framework of the futuristic curriculum can be shown in five components: multicultural, citizenship, information and communication technology, art and aesthetic, and sexual education. The degree of attention to the components of the futuristic curriculum varies in the upstream documents, so that the most emphasis is on the component of "art and aesthetics" and the least emphasis is on the component of "information and communication technology" and "sex education".Among the studied documents, the highest importance was related to the 20-year vision document (/439) and the lowest was related to the comprehensive scientific map of the country (/232). It is necessary for the authors of upstream documents to pay more attention to the less emphasized components and sub-components.

The aim of this study was to investigate the effect of multimedia education on interest to the science course and academic performance in the fifth grade elementary school students in Ardakan. The research method was quasi- experimental comparing static groups. In order to investigate the effect of multimedia education on interest in the course and academic performance in the science course, a total of two classes were traditionally provided and two classes were provided with multimedia education. Finally, 66 students in the experimental group and 41 in the control group were examined. The instruments used in the present study included a questionnaire of interest in the course and a researcher- made test of sciences course. The results showed that the multimedia group had significantly better performance than the traditional group. The results also showed that in a class that was trained in multimedia, the interest in the lesson is significantly higher than the traditional class. Therefore, it can be concluded that in order to improve academic performance and increase interest in experimental sciences among students, it is necessary to use multimedia education.

This research has been done with the aim of designing a curriculum of extracurricular activities for Farhangian University. In the course of the research, the qualitative approach and the data method of the foundation (grounded theory) have been used. For this purpose, the data were collected and analyzed by the qualitative data method of the foundation. The number of participants included 20 specialists and experts in the field of curriculum and sociology and professors of Farhangian University who were purposefully selected. Data were collected using semi-structured interviews, which were analyzed using Strauss-Corbin coding method. The validity of the present study was determined using the Lavsh factor and its reliability was determined by the Holsti coefficient. The Holstie coefficient was 0.99 and this indicates the validity of the data of the present study. Findings showed that the curriculum model of Farhangian University extracurricular activities includes 5 dimensions, 27 components and 239 indicators. Among the components of this model educational content, skilled content, functional content, professional activities, teacher-centered activities and collaborative activities, types of extracurricular and extracurricular design, observation-based, skill-based and written evaluation, as well as strategies such as cultural programs and facilities and equipment and training-oriented activities, complementary activities, interest- oriented activities, timing management of cultural activities, extra-curricular position and extra-curricular space.

This paper aims to survey high school teachers’ attitudes regarding the obstacles and prerequisites of applying Socratic method in classrooms. Satistical Society include 398 high school teachers in 1st district of Sari who by Morgan chart, 203 teachers were chosen. Based on gender, fields of teaching, fields of education, and through stratified random sampling, statistic sample was determined. Research device- questionnaire- designed by the researcher. The questionnaire, including 36 questions, used for data gathering that their validity and reliability confirmed by experts. For analysing data one-sample T test, and Tukey’s test were used. conducted. The findings of research showed that teachers are averagely interested in applying the method while teaching (p < 0/05). Also, the results indicated that the obstacles to the application of Socratic teaching method are higher than average. According to teachers there are no conditions for using Socratic method in classrooms. Additionally, the results reveals that there are no meaningful difference between fields of teaching, gender, and graduate degree; however, there exist a meaningful difference between teaching experiences, when it is less than 10 years and more than 20 years.

The purpose of the research was to investigate the current status of the curriculum of the doctoral course of Shiraz University and compare it with the curriculum of a number of top universities in other countries in this field. The design of the research is descriptive and comparative studies and was carried out with the Brady method. The statistical population of the universities was the implementation of the academic field of the curriculum in the doctoral course. Among different universities abroad, 6 famous universities were selected with a targeted approach. Documents and documents, details of the curriculum and the process of passing the doctoral course in the selected universities were studied and reviewed. The required information was extracted from the headings of the curriculum courses published on the website of the selected universities and summarized in separate tables, and by comparing the information of the prepared tables, the existing similarities and differences were described, compared and analyzed. The results of the research indicated the existence of differences and similarities in the curriculum of different universities with the curriculum of Shiraz University, the similarities in the curriculum of Shiraz University with the curriculum of other universities, the length of the course, the similar process of passing the course, the simultaneous emphasis on two The educational and research part and the differences in the curriculum of Shiraz University with other universities such as: the title of the course, the type of division of the course headings, lack of attention to methodology and research courses in the curriculum area, lack of attention to the seminar course and The difference was in the total number of units assigned for the doctoral course.

The purpose of this research was to investigate of the status of University Social Responsibility components in the Faculty of Humanities of Bu Ali Sina University, Hamadan. in this research, the exploratory sequential mixed methods were used. in the qualitative part, case study method, and in the quantitative section, a descriptive-survey method was employed. The participants in the qualitative part were 27 people of professors with authorship and active in University Social Responsibility, that, 15 of them were selected by criterion method and considering to the rule of theoretical saturation. in the quantitative part, the statistical population were 79 professors of the Faculty of Humanities of Bu Ali Sina University and 1180 undergraduate students of the Faculty of Humanities. to select the sample size of professors and students respectively from the method simple random sampling and proportional stratified sampling were used, based on the table of Karjesi and Morgan, 66 people were selected for professors and 291 people were selected for students. The data collection tool was a semi-structured interview in the qualitative section and a researcher-made questionnaire in the quantitative section which to determine the validity of the interview questions from the content validity and validity of these questionnaires using the CVR method was 0.82 for the professors' questionnaire and 0.74 for the students' questionnaire, and the reliability of the questionnaires was also using Cronbach's alpha coefficient, 0.86 for professors' questionnaire and 0.74 for students' questionnaire were calculated and confirmed. The method of analysis was thematic analysis in the qualitative part. The validity of the qualitative data was determined through the member checking and the external expert. In the quantitative part of descriptive statistics indicators, Kolmograph-Smirnov test and one-group t-test were used for data analysis. The findings indicate the identification of 37 components for the fourth-generation university and that the current situation of the components of the fourth-generation university according to professors and students, it is below average. Therefore, it is possible to facilitate the transition from university generations to the fourth generation by using the identified components.

One of the goals and tasks of education is to create a basis for the all-round development of the individual healthy, efficient and responsible people to play a role in individual and social life. The aim of the present study was to investigate the relationship between Implicit curriculum and academic well-being: the mediating role of academic self-concept of middle school students in Darrehshahr city. The method of present is descriptive of the correlation type with the structural equation model (SEM). The statistical population of research included all secondary school students in Darrehshahr city in the academic year 1401-1402. The sample of this study included 300 students who were selected by multi-stage cluster sampling method. the means of research Were Academic Welfare Questionnaire (Tominin-Sweeney et al.'s, 2012), Hidden Curriculum Questionnaire (Taghipour and Ghaffari's, 2011) and Academic Self-Concept Questionnaire (Yasen Chen's, 2004). The finding showed that there is a significant relationship between the variables of the Current research, which included the dimensions of the Implicit curriculum, academic self- concept and academic well-being; in addition, academic self-concept plays a mediating role in the relationship between Implicit curriculum with academic well-being. The results of this research indicate the important of paying attention to implicit curriculum and academic self-concept in improving academic well-being.

The purpose of the current research was to investigate the effect of cooperative education on the social development and communication skills of female first secondary school students in Kermanshah city, a quasi-experimental research method and a pre-test-post-test design was used with a control group. The statistics of this research include all female students of the first secondary school in Kermanshah. The sample size consists of 60 female high school students, 30 of them were the experimental group and 30 were the control group, and they were selected by available sampling method. The measurement tools used in this research included Weitzman's standard social development questionnaire and Barton JA's standard communication skills questionnaire. At first, both experimental and control groups were pre-tested for social development and communication skills, then the experimental variable (learning based on cooperation) was conducted in 10 intervention sessions. In the control group, the same topics were taught in the usual way. Then the post-test was performed for both groups. Descriptive statistics methods (mean, standard deviation) and the inferential part of analysis of covariance (ANCOVA) were used to analyze the data. The results showed that training based on cooperation on social growth (P=0.000, P<0.05, F=19.70) and increasing communication skills (P<0.05, P=0.000, F=22.66) is effective

The main goal of this research is to examine the content and implementation of the special school program (BOM) based on the experiences of administrators and teachers of the second year of elementary school in Bukan city. The current research was carried out using the qualitative approach and phenomenological method. The potential participants of this research were the principals and teachers of the elementary school in Bukan city, and 12 of them participated. A semi-structured interview was used to collect data. In order to verify the validity and reliability of the data, the review of an expert familiar with the qualitative field was used. Also, thematic analysis method was used to analyze the data. Based on the interviews regarding the content benefits of the special school program plan (BOM) six overarching themes of learning promotion, improving human relations, improving human resources, complying with the principle of compatibility of content with curriculum resources, growth and development of social knowledge about education and improving the learning environment. Based on the interviews regarding the content disadvantages of the special school program plan (BOM), there are three overarching themes of inattention to the elements of curriculum design and development, violation of the principle of comprehensiveness in curriculum planning, and centralism in curriculum design and development, regarding the factors affecting the implementation of the special program plan. School (Boom) three overarching themes of human factors, structural factors and technological factors and regarding the obstacles and implementation problems of the school special program plan (Boom), three overarching themes of structural challenges, obstacles connecting home and school and motivational challenges were identified.