نشریه مطالعات بین رشته ای در آموزش
پیاپی 1 (زمستان 1401)

The current research was conducted with the aim of "evaluating the process of developing the national curriculum document of the Islamic Republic of Iran", which was done qualitatively and phenomenologically. The data were collected using interviews and document review. The statistical population of the study included eight main authorities in the production and formulation of this document, and the data collection was achieved through a deep semi -structured interview with them. Data analysis was done using the content analysis method. The results showed that the national curriculum document did not pass the criteria and steps of developing a general policy in the stages of its development process until the implementation stage from the point of view of complete and correct policy making. Moreover, the results indicate that the lack of coherence in curricula, extreme centralism in curriculum planning, and the stability of curriculum content in the past years have made it necessary to produce this document, and the understanding of the importance of the issue by specialists, experts, senior managers, Teachers, the pressure of policymakers and stakeholders and the long period of time that the issue has been raised have also been one of the main factors in the agenda of this document and its official approval in the Supreme Council of Education.

The present study aimed to determine the effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being and achievement motivation of sixth grade elementary students in Marvast. The research method was quasi-experimental with pre-test-post-test design with control group and the statistical population included all sixth-grade elementary students in the city. The sample size consisted of 30 students who were selected by convenience sampling method and randomly assigned to experimental (n = 15) and control (n = 15) groups. The research tools for data collection were Hermans Progress Motivation Questionnaire (1970), Petrinen et al.'s Standard Academic Welfare Questionnaire (2014) and Pintrich and Grout (1990) Self-Regulated Learning Strategies Questionnaire. Students were taught mobile learning based on social networks, via mobile phones and virtual networks, in regular sessions twice a week. The results of examining the hypotheses through covariance analysis (significance level 0.05) showed that the hypotheses are significant. The results showed that mobile learning based on social networks is effective on self-regulation learning strategies, academic well-being, and motivation to improve the sixth-grade students in Marvast. Mobile learning based on social networks is a new approach in education that should be used.

The present study aimed to determine the effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being and achievement motivation of sixth grade elementary students in Marvast. The research method was quasi-experimental with pre-test-post-test design with control group and the statistical population included all sixth-grade elementary students in the city. The sample size consisted of 30 students who were selected by convenience sampling method and randomly assigned to experimental (n = 15) and control (n = 15) groups. The research tools for data collection were Hermans Progress Motivation Questionnaire (1970), Petrinen et al.'s Standard Academic Welfare Questionnaire (2014) and Pintrich and Grout (1990) Self-Regulated Learning Strategies Questionnaire. Students were taught mobile learning based on social networks, via mobile phones and virtual networks, in regular sessions twice a week. The results of examining the hypotheses through covariance analysis (significance level 0.05) showed that the hypotheses are significant. The results showed that mobile learning based on social networks is effective on self-regulation learning strategies, academic well-being, and motivation to improve the sixth-grade students in Marvast. Mobile learning based on social networks is a new approach in education that should be used.

Science and knowledge are the light on the human path against ignorance and imbecility, and it is one of the most important substructures of human happiness, but also the all-round excellence of the country. According to the Supreme Leader, the issue of culture and education is the first issue in our system. The good of this world and the hereafter is associated with science and knowledge, therefore, in Islam, scientific research, of course, has always been emphasized according to its etiquette. The present research has used documentaries and a descriptive method to examine students’ scholarly characteristics based on the book of Maniyeh Al-Morid and the document on the fundamental transformation of education as the most strategic upstream document of the Islamic Republic of Iran in education. Among the most important characteristics of students and scholars, we can mention pure intention and purifying the heart from evils, using upcoming opportunities for education, removing education obstacles and material attachments, avoiding superficial people and unhealthy associations, seriousness, dynamism, ambitious and prioritization in scholarship.

Current modes of education require STEM education to integrate four disciplines (science, technology, engineering, and mathematics) into one larger discipline. However, the implementation of integrated STEAM training is not an easy task because many issues arise after its implementation. Therefore, a systematic review was conducted to gather evidence from the latest empirical studies to explore the main issues related to integrated STEAM education. PRISMA guidelines were used to track relevant articles from 2010 to 2019 using Scopus and Google Scholar databases. Hence, a total of 17 articles were identified. The findings showed that the teacher is the most important factor in the integrated education of STEAM. The knowledge of teacher is the key to the implementation of STEAM integrated education, but teachers in the field of STEAM education are still unaware of the content of STEAM. Therefore, STEAM teachers must immediately have in-depth knowledge of STEM content to ensure successful implementation of STEAM integration.

Using a collaborative approach, this qualitative research aimed to facilitate the learningof the history of the earth in the fifth grade of elementary science with a lesson study approach. Thestatistical population of the present study included 12 female students of the fifth grade of BaranPrimary School, Javanroud City, Zelan Village, Kermanshah Province. The data were collected throughsemi-structured interview and observation made by the members of the research team in two stages toreach theoretical saturation. The team reviewed the lesson plan and its implementation in two stages inthe form of the first and second teaching sessions. At the beginning of the work, the members of thegroup chose a lesson from the history of the earth and evaluated the initial lesson plan and itsimplementation during several meetings. According to the evaluation of the first teaching, theyexplained the plan for the second lesson and implemented it. The process of data analysis was done byopen coding, axial coding and selective coding schemes. 122 open codes were obtained, and the secondstage after removing and merging, the codes resulted in 15 main codes and finally by categorizing themain codes in more general categories, 3 selective codes of space management and educational tools,knowledge of pedagogy and psychological skills were obtained. The results of open coding and theirclassification in core codes showed various factors such as active teaching method, participation andinteraction, communication skills, creativity and innovation. They are effective in facilitating the learningof a lesson on the history of the earth.