نشریه توسعه برنامه درسی
پیاپی 2 (پاییز و زمستان 1401)

The present study aimed to develop and validate the evaluation of a course scale for humanity courses for universities. In the present study, an exploratory mixed-methods approach was used. The qualitative case study method was used in the qualitative part of the study. The research population included curriculum experts in the field of evaluation. The data was collected through a semi-structured interview, which was conducted with 20 people using the purposeful sampling approach and focal person's method. The thematic analysis method was employed in the qualitative section to analyze the data. A descriptive survey method was used in the quantitative section of the study. The statistical population, including 360 people, was a small part of university undergraduate students selected through the multi-stage cluster sampling method. In the quantitative part, confirmatory factor analysis was employed to analyze the data. The findings of the qualitative section indicated that the evaluation of a course scale consists of seven main categories, including goals (with ten components), content (with 12 components), teaching-learning methods (with 14 components), evaluation (with ten components), teaching and learning activities (with ten components), learning environment (with nine components), and time (with eight components). The quantitative section also revealed that based on the results of the Second Order Confirmatory Factor Analysis (CFA), the category and related items correctly measure the evaluation of a course model. To sum up, it can be stated that the scale designed in seven main categories and 73 components is a valid and reliable scale for evaluating humanities courses in universities, which can be the basis for policy-making and revision in the curriculum of courses and evaluation of courses by Students.

The purpose of this study is to evaluate the content of the elementary school’sfourth-grade mathematics textbook according to the Timss test indicators. Thedescriptive research method and target population included the content of thefourth-grade mathematics textbook. The sample size included all the content ofthe textbook. To collect data, a researcher-made checklist was used to comparethe content of the fourth-grade math textbook with the TIMSS test documentsin both content and cognitive domains. The face validity of the degree ofconformity of the content of the math textbook in the fourth grade with thedegree of content and cognitive growth and the mental capabilities of thelearners of that grade was confirmed with the indicators of the TIMSS test. Thecorrelation coefficient was 0/84, and reliability showed the degree ofcompliance. The collected data was analyzed using percentage and frequencyindicators. Results revealed that there needs to be more concordance betweenthe content of the fourth-grade math textbook in Iran and the content dimensionof the TIMSS test, and all the sub-sections need to be covered. The section ofnumbers and its sub-sections fully present arithmetic computational andnumbers in the textbook. However, the materials in the geometric shapes andmeasurements section, especially the material related to data representation inthe textbook, could be presented better. Moreover, the other findings of thisresearch in the cognitive dimension showed that the content of the mathematicstextbook in the cognitive field is mainly devoted to the topics of knowledge, thento applications, and finally, a small part of it is dedicated to reasoning, and it doesnot fully comply with the contents of the Timss test.

The current research was conducted to analyze the identity of the highereducation curriculum in the era of the Fourth Industrial Revolution. Theresearch method was a qualitative case study. The potential participantswere expert professors and specialists in the fields related to theresearch topic. Eighteen participants were interviewed using thepurposeful sampling method. Brown and Clark's thematic analysismethod was used to analyze the data obtained from the interview.According to the results of the interview, the six organizing themes of thefirst stage are the transformation of curricula in line with the era of thefourth industrial revolution, technology, social innovation, the necessityof curriculum discourse with Industry 4.0, the convergence of disciplinesand interdisciplinary atmosphere, and fluid and organic curriculum.Based on the current research findings, universities and higher educationcenters should redesign and rethink their curricula to meet therequirements and atmosphere of the fourth industrial revolution andalign with the aforementioned characteristics.

This research aimed to recognize the benefits of the "School as a Neighborhood EducationalCenter" project from the perspective of the cooperative groups of elementary schools inMahabad County. The present research was carried out using a qualitative approach and aphenomenological method. The participants of this research were the cooperative groupsof elementary schools in Mahabad County, 10 of which were selected through targeted andsnowball sampling and interviewed in this research. The research tool was a semistructured interview, the validity of which was obtained through a long engagement,individual review by members, and obtaining information from the homogeneity. Thereliability of the interview was also calculated through the preparation and application of awritten framework for the interview. This framework was used in all interviews afterexperts approved it and ensured its effectiveness in covering the objectives. The thematicanalysis method was used to analyze the data. The results of the interviews from thesupport groups of elementary schools in Mahabad County regarding the benefits of theschool plan as a neighborhood educational center revealed that there are twenty-six basicthemes and six organizing themes, including social development, improving the connectionbetween the school and the neighborhood, improving the quality of learning, increasing theproductivity of the neighborhood, the growth of the school's effectiveness, and thepromotion of the financial cycle. Moreover, regarding the factors affecting the optimalimplementation of the school plan as a neighborhood educational center, thirty-three basicthemes and three organizing themes were found, namely human factors, structural factors,and extra-organizational factors. Additionally, regarding the implementation problems andchallenges of the school plan as a neighborhood educational center, nine basic themes andfour organizing themes, including lack of extra-organizational support, structuralobstacles, cognitive problems, and the challenge of connecting the school and theneighborhood, were obtained. The general result of this study indicates that this projectstrengthens the connection between the school and the neighborhood and improves thelearning and educational capacities of the school and the neighborhood

The main purpose of this research is to investigate the effectivenessrequirements of technical-engineering internship courses. In terms of itspractical purpose, this research is one of the qualitative and meta-compositestudies, which was carried out using Sandelovski and Barroso’s seven-stepmethod. The sources of data collection were five foreign and two Persiandatabases. At first, 27 papers were extracted, and by using the screening patternand removing irrelevant titles, unrelated abstracts, and then unrelated texts, 13relevant articles became the basis of the analysis. In this research, six Englishdatabases, including Scopus, Emerald, Site Direct, Spiringer, and Web of Science,were selected for foreign studies, and two Persian databases, including "KashreJournals Database" and "University Jihad Scientific Information Database", werechosen for domestic journal. To search for articles in these databases, thekeywords "internship" and "engineering technique" were used and related articleswere collected from 2018 to 2022. Data analysis was done with the thematicanalysis method, which resulted in the extraction of a model consisting of threeorganizing themes: the role of learners (professional development andresponsibility), the role of social organizations (standardization of engineeringeducation activities and response to job demands), and the role of professors(organizing and planning engineering and designing real internshipenvironments). The validity of the data was confirmed by using the techniques ofreliability, transferability, and alignment of data. The reliability of the data wasalso confirmed by the accurate guidance of the flow of information collection andalignment of the researchers. The results showed that both internship anduniversity education help develop engineering students’ skills.

It is essential to update the educational fields and make changes to thecurriculum in accordance with the diverse needs of learners in differentdimensions. The purpose of this study was to analyze the Sport Sciences BachelorCurriculum Content based on students' needs. The study was applied anddescriptive in terms of purpose and method. The research design was acombination of qualitative and quantitative approaches. Students’ academic,personal, social, and occupational needs were selected from the results of studiesavailable in reliable scientific databases. The statistical sample in the qualitativesection was 16 sports science professors with a professor's degree. The statisticalsample in the quantitative part was the senior bachelor students in various sportssciences majors in the state universities in 1401. Due to the lack of accuratestatistics on their number, based on the table of Karjesi and Morgan for theunknown population, 384 people voluntarily completed the questionnaire as aresearch sample from 18 public universities. The questionnaire was designed with36 questions in four components. Its content validity was confirmed usingCronbach's alpha test (0.93) after asking the opinions of 8 professors and expertsin sports sciences while carefully examining the research texts and literature.Descriptive statistics methods (mean and standard deviation) and inferentialstatistics methods were used for data analysis. The results showed that thecontent of the sports science bachelor's course curriculum is less than theaverage level of academic, personal, social, and occupational needs of thestudents and does not meet the needs of the students in relation to the labormarket and their expectations. Moreover, there was a difference between thetheoretical courses offered in the undergraduate course and students' needs.

This qualitative research used Eisner's Educational Connoisseurship and Criticism method to evaluate ninth-grade virtual mathematics education in the form of a case study and studied how to teach geometry in three stages, including description, interpretation, and evaluation. To collect data, a first secondary school was selected using the purposive sampling method. The research data was collected over one month during 20 teacher training observation sessions in the context of the SHAD program, as well as semi-structured interviews with 12 mathematics teachers and 50 ninth-grade students. The results showed that ninth-grade math teachers in virtual education conditions in the SHAD platform reached the book’s goals to some extent, but always with many problems such as low internet speed, SHAD software problems, reduced teaching time, and students’ lack of attention. In addition, teachers faced problems such as not paying attention to intelligent and late-comprehending students during teaching, providing insufficient feedback, and not paying attention to curriculum integration.