نشریه چشم انداز برنامه درسی و آموزش
سال دوم شماره 3 (پیاپی 7، پاییز 1401)

The main objective of this research is to know the content status theses and dissertations of Tabriz University in Educational Psychology, Curriculum Planning, Human Resources Education and Improvement in order to determine the subject trend and methods used in each field  from 1376 to 1395. The present research is applied in term of objective which has done using content analysis method. Out of 405 theses and dissertations in the field of educational sciences that were available in the library of the Faculty of Educational Sciences and Psychology at the time of the research, 195 cases were selected as sample. A researcher-made check-list was used to collect data. The findings of the study showed that in the field Human Resources Education and Improvement theses were in 9 subject areas, with the highest frequency in the ​​"performance evaluation" subject area (4 cases); in the field of Curriculum Planning, theses were in 11 subject areas with the highest frequency in the ​​"learning and teaching theories" subject area (20 cases); In the field of Educational Psychology, theses were in 14 subject areas with the highest frequency in the subject area of ​​"study and learning strategies" (14 cases); In the field of Educational Psychology (doctoral degree) dissertations were in 6 subject areas, with the highest frequency in the "behavior modification and change" and "new methods teaching and learning" subject areas (5 cases). Furthermore, the most used research method at the theses and dissertations of educational sciences was the correlation method. The results showed that gender had no effect on the subject area of theses and dissertations, however the grade had a direct effect on the type of research method used. Determining the research priorities in each of the fields of educational sciences in both master's and doctorate levels, as well as teaching various research methods in order to enrich theses and dissertation in this field, is necessary.

In the age of technology, the learner must see the application of what he has learned in life. Due to the benefits of integrated curriculum, many education systems have turned to integration. In the curriculum design of Iran, integration is theoretically proposed in the national curriculum document, if it should be implemented at the classroom level. For this purpose, it is necessary for teachers to acquire sufficient knowledge and skills regarding integrated curriculum. Therefore, this research is trying to take a step towards increasing the awareness of teachers about the implementation of integrated curriculum by compiling the integrated curriculum practice guide.In this research, qualitative approach and content analysis method were used. The research community was textbooks and teacher's manuals of the fourth grade. In order to validate, a semi-structured interview was used. The research population was the fourth grade primary teachers of Golestan province, Kalaleh city. 12 of these teachers were selected by purposive sampling method. After conducting the interview, the findings were provided to the teachers to confirm the validity of the conducted interview.The obtained themes are: be able - us and others - data classification and comparison - beautiful world - measure - be creative - know the merciful God better - dear Iran - scientific, literary and religious names - small economist - neighborhood - be healthyAccording to the opinion of the teachers, it is possible to implement the action guide compiled in the classroom and it can help to deepen learning.

The general goal of the current research was to design a multicultural curriculum model for the second year of secondary school. In terms of its purpose, this research is one of applied research and according to the nature of the data, it is mixed. The sample in the qualitative section consisted of 18 experts and specialists in the field of curriculum, all of whom had doctorate degrees in curriculum planning and had 10 years of teaching experience at the university. Also, the statistical population in the quantitative section included the teachers of the five districts of Tabriz city who taught in the second period of secondary school in the academic year (2019-2020), and 274 people were selected as a sample. The findings of the research identified 9 factors that had a characteristic value greater than 2 and had the ability to predict more than 60% of the variance of the questionnaire score. The extracted factors in order of priority were human communication, collective experience and promotion of participation, creation of pluralistic curriculum, growth of peace and understanding, development of justice and equality, increase of multicultural knowledge, duties of the ruling system in Multicultural society, multicultural education strategies, acceptance of cultural diversity. Therefore, in order to design a multicultural curriculum model, the main dimensions of the model and the components of each dimension were extracted based on the findings of the qualitative and quantitative stages of the research.

One of the issues that has attracted a lot of attention today is the discussion of well-being and vitality in the educational environment. Because experts believe that relationships in the educational environment so that students feel alive and valuable, play a very vital role in promoting desirable social behaviors and their success. Therefore, the current research was conducted with the aim of the effectiveness of academic vitality education on the social desirability and social adjustment of secondary school students..

The research design was semi-experimental and pre-test-post-test design with a control group. The statistical population of secondary school students of Ahar city in the academic year 1401-1400, from this population, 40 students were randomly selected and placed in 2 experimental (20 people) and control (20 people) groups. The students of the experimental group were subjected to academic vitality training for 12 sessions and did not receive any training in contrast to the control group. To collect data, social desirability questionnaires of Crown and Marlow (1998) and social compatibility questionnaires of Sinha and Singh (2001) were used. Data analysis was also done with the statistical method of multivariate covariance analysis.

The average scores of social desirability and social compatibility in the post-test in the experimental group were 15.05 (1.27) and 23.15 (2.62), respectively. The results showed; Academic vitality education has an effect on the social desirability and social adaptation of students and increases their social desirability and social adaptation (P≤0.01).

The present study aims at analyzing the content of the text, exercises, and self-tests of the sociology textbooks of second grade of high school based on Guilford's creativity factors, including cognitive memory, convergent thinking, divergent thinking, and evaluation thinking.

The method of the present research is content analysis,The study population comprised Sociology Textbook(I), Sociology Textbook(II), and Sociology Textbook(III) published in 2020. Regarding the data collection, the study employed a researcher-made content analysis form based on Guilford's creativity index.

Investigating the degree of the text's content matching with Guilford's creativity factors showed that the level of cognitive memory is the most important factor, explaining 83.8 percent of the content of the textbooks, followed by convergent thinking with 8.33 percent, divergent thinking with 4.51 percent, and evaluation thinking with 0.13 percent. Regarding the conformity of the exercises and self-tests with the model, cognitive memory enjoyed the highest conformity with 56.98%, followed by divergent thinking with 24.30%, convergent thinking with 52.7%, and finally evaluation thinking with 0.86%.

Thus, it can be concluded that in all the three areas, namely text, exercises, and self-tests of sociology textbooks, cognitive memory has received more attention and creativity levels has received less attention.

The present study was conducted with the aim of investigating the effectiveness of virtual teaching of math lessons on self-efficacy, creative thinking and responsibility of eighth grade female students. The research method was semi-experimental. The target population of this research included all eighth grade students in Karaj city in the academic year of 1401-1402. A staged cluster sampling method was used and 30 students from one of the schools that were randomly selected were randomly replaced in two experimental and control groups.The intervention program was implemented with the virtual training of mathematics lessons for the experimental group during eight sessions, The obtained data were analyzed at the level of descriptive statistics by calculating the mean and standard deviation and at the level of inferential statistics of covariance analysis that the scores of the variables of self-efficacy, creative thinking and responsibility of the students in the experimental group and the control group were statistically at the level of (P>0.05) had a significant difference. The results of the research showed that the virtual teaching of math lesson was effective on the self-efficacy, creative thinking and responsibility of the students of the experimental group, and the virtual teaching of the math lesson had a significant effect on the sub-scales of self-efficacy, creative thinking and responsibility of the students. Therefore, it is necessary that the use of information technology with the design of different software for teaching math lessons in different levels of education should be taken into consideration by educational officials and planners.