فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 77 (تابستان 1402)

The present article examines and identifies the dimensions of teaching in the subject of subatomic particles in the chemistry book, 10th grade, based on the pedagogical content knowledge model (PCK) of Magnuson, Krajcic and Burko (1999). In this research, two components "Knowledge of educational strategies" and "Knowledge of students' understanding of science" were selected and investigated. The research approach of this study based on mixed-methods sequential exploratory design is carried out using Delphi method in three rounds. The group of research participants is consisted of 33 chemistry teachers selected through “theoretical sampling” and then “Snowball sampling”. The first step involved semi-structured interview (round 1) and the acquired results of interview analyzed by “Open Coding” and “Axial Coding”. In the second round, a closed-answer questionnaire was designed according to the results obtained from the first round’s coding. Then the designed is provided for experts and the answers were investigated by means of Q factor analysis. In the third round, with the elimination of redundant questions, the edited questionnaire was assigned to the experts for the second time. Finally using the Q factor analysis, the following 8 dimensions were achieved: “Image symbolization"; "Learning activities"; "Practice of mathematical skills"; "Interactive-expository strategies of teaching"; "The origin of misunderstandings"; "Misunderstandings of the nature & stability"; "Resolving misunderstandings " and "prerequisites".

The overall purpose of the present study was to design and validate a mathematics education model based on multiple solutions to develop creative thinking in high school students using a mixed exploratory research approach. In the qualitative section, the statistical population consisted of experts, experts and teachers of mathematics, 12 people were selected by purposive non-random sampling. Data collection tools were in-depth and semi-structured interviews based on the foundation data approach. Delphi technique was used to analyze the data, survey method was used for validity by the interviewees and retest reliability methods were used to calculate the reliability.Qualitative data analysis identified 16 themes. Among the themes, the main themes of selective procedure include solution of non routine problems (open - ended), multiple solution tasks and problem posing. In the quantitative part, to confirm the conceptual model, confirmatory factor analysis was used using Smart PLS software. The results showed that the degree of fit of the measurement model indices was optimal.

Learning theories help to design the desired educational programs. Wittrock developed the theory of generative learning, which is one of these theories. In different educational systems, little attention has been paid to the new methods of mathematics education, and one of these methods is education based on the theory of generative learning. The main objective of this research is to develop an educational program for teaching mathematical concepts to first-state secondary school students that will help the students develop a thorough understanding of the educational content of mathematics and in which the student actively participates in the learning process, creates meanings and relationships, and the teacher only serves as a facilitator. Metacomposition and a synthesis-research approach based on the seven-stage Sandelowski-Barroso model were used in this study to look into the research that had been done in this direction. The study area included 57 research articles according to the intended purpose, among which 19 articles and one thesis were selected using the Glynn tool. Concepts extracted from this study were summarised by the open coding method in the form of 131 concepts and 32 sub-categories, which finally resulted in 9 main categories. Then, according to the results obtained, a special math curriculum was designed for the first state secondary school. The content validity of the mathematics education curriculum was obtained using the Laushe method (P = 0.05).

This study aimed to identify the examples and frequency of symbolic violence in the Iranian elementary school curricula according to teachers and school staff in order to help change the existing curricula by raising and critically addressing this problem. The statistical population comprised teachers and staff of elementary schools in Tehran in academic year 2021-2022. Based on Morgan’s table, the sample size was calculated as 384 people who were selected via stratified random sampling. The data were collected via a researcher-made questionnaire. The content validity of the questionnaire was confirmed by experts through content validity ratio (CVR) of 0.62-1 and content validity index (CVI) of 0.79-1. Its construct validity was confirmed via confirmatory factor analysis, and its reliability was 0.70 based on Cronbach’s alpha. The data were analyzed via tables, figures, and one-sample t test. The results revealed that, according to the respondents, different types of sociocultural, ideological, economic, political, and non-physical symbolic violence are widely common in elementary schools and can be imposed through all elements of the curricula. Its frequency was very high in the content of the elementary school curricula, high in the setting, the time of instruction, teaching-learning strategies, assessment methods, and the social atmosphere of schools, and to some extent in the goals of the curricula, teaching sources and materials, and teachers.

The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.

The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.

Considering the current environmental challenges, the aim of the current research is to design and validate an education model for optimal energy consumption in elementary school textbooks. For this purpose, in addition to quantitative content analysis (categorical) of elementary courses from the perspective of optimal energy consumption and evaluating the energy literacy of students in Kermanshah city, based on the foundations, components and assumptions of a desirable model of education and combining the opinions of experts and curriculum experts in it, a model for education of energy consumption in elementary school textbooks has been designed and validated. This research is practical in terms of purpose and exploratory mixed research in terms of method. Domain for analyzing the content of textbooks include all primary school books, for measuring the level of energy literacy including all primary school students in Kermanshah city, and to validate the model, It includes primary school teachers, education specialists, and textbook authors and the purposeful and criteria-based sampling method was used until reaching theoretical saturation (number of 19 people) from experts in energy education and education. The tools for collecting the information required for the design of the model were documentary studies, interviews and questionnaires, and for the purpose of validity and reliability, the theoretical triangulation method was used.The results of the content analysis of the textbooks showed that among the elementary school books, the most attention was paid to the category of consumption patterns in Persian books and experimental sciences of the fifth and sixth grades, which are mainly based on cognitive and functional components. Also, the results showed that the energy literacy of primary school students was low in cognitive aspects and therefore it had an impact on their performance.Bottom of Form Finally, the ideal model of energy consumption education including curriculum elements such as goals, content selection and organization, learning activities and teaching methods, learning resources, grouping, time, place and evaluation was designed. Accreditation review from experts in curriculum studies and environmental education showed that the designed model is acceptable with a high degree of confidence. Based on this, it is suggested that the pattern of optimal energy consumption, its components and how it is taught, which is designed in this research, should be included in the topics and educational programs in the elementary school.

The present research was conducted with the aim of identifying and validating the model of factors affecting learning agility in e-learning in the education system.. The studied community includes members of the faculty of educational technology, experts and researchers in the field of curriculum planning, experts in educational technology and computers, and experts in the field of education. The data collection tool was a semi-structured in-depth interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The data obtained from the interviews were prioritized in the qualitative part by thematic analysis, analysis, and in the quantitative part by the structural equation test. The findings showed that the themes include environmental agility, passion for learning, educational support, innovative programs, knowledge and information, educational agility, agile organization. collaborative learning, educational flexibility, creativity in education, rules and regulations, orientation of education. All these themes were categorized into three overarching themes of requirements, processes and consequences. Based on the findings of the quantitative part, all positive and significant relationships and appropriate model fit were reported. Based on the findings, the conditions for improving learning agility should be created through attention and focus on the requirements and processes of learning agility in order to achieve its desired results.

The purpose of the present study was to investigate the experiences of teachers about the place of art and the challenges of teaching it in the era of virtual education. The qualitative research design was descriptive phenomenological type. The participants of the research were 21 art teachers in the academic year 1401-1402, who were selected with a purposeful sampling approach. In-depth semi-structured interviews were used to collect research data. The method of data collection was semi-structured interview and the criteria of acceptability and reliability of qualitative data were used to measure the initial validity of the data. According to the analysis of the conducted interviews, three themes of position, challenge and solution were extracted. The first theme was related to the place of art in the era of virtual education, and in this theme, four socio-cultural categories, educational, psychological and economic importance were extracted. The second theme was the challenge, which included the four categories of lack of a comprehensive approach in art education, weak social luck, weakness in the teaching-learning process, and weak infrastructure and facilities and the third theme is the solution, the three categories of using motivational approach, competency-oriented and the supportive approach was extracted from the interviews. In line with the obtained results, it is suggested to overcome the challenges of art education in the era of virtual education, to improve the status of this subject in the eyes of the beneficiaries of the art curriculum (parents, students, teachers, etc.) He acted through culture building and used motivational and support approaches to improve the state of art lessons.

The goal is to analyze the content of elementary school textbooks based on Communication skills and adaptive coping. The research is of a qualitative type using the content analysis method. The research population is Persian books, Persian writing and experimental sciences. The measurement tool was a checklist made by the researcher based on the background whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability). The data from the content analysis were analyzed using the three Shannon entropy steps. The unit of analysis is the phrase. The highest attention with 182 frequencies (32.6%) is related to the skill of "ability to establish adaptive interpersonal relationships" and the lowest attention with 108 times (19.3%) is related to the skill of "ability to cope with stress". Then, 148 times (26.5%) the skill of "ability to communicate effectively with others" and 120 times (21.6%) the skill of "ability to cope with emotions" have been considered in elementary school textbooks, respectively. In the above books, the highest importance factor is related to the skill of "ability to communicate effectively with others" (0.1739) and the lowest importance factor is related to "ability to cope with stress" (0.1465). The most attention to the total life skills is related to the book "Persian" with 214 frequencies (38.4%) and the least attention to the total life skills is related to the book "Persian writing" with 155 frequencies (27.7%). Based on the findings, The reviewed books have taught adaptive coping and communication skills, but there is a difference between the amount of attention paid to each component of the skills and in different books.