مجله پژوهش های برنامه درسی
سال چهاردهم شماره 1 (پیاپی 27، بهار و تابستان 1403)

In today's world, in the education process, only paying attention to the growth and improvement of students' knowledge cannot achieve the goals of the curriculum alone. Paying attention to the emotional dimensions of learning, including students' emotions, feelings, attitudes, interests and preferences, is always considered an important part of the education process, and neglecting it leads to ignoring the students' capabilities and ultimately a weaker understanding of their all-round progress. But the results of some researches also indicate that the attention of curricula is more focused on the field of cognition and the emotional field is neglected. In other words; the role of emotions, motivation and excitement in the co-construction of knowledge is often neglected in favor of the cognitive aspect. By mentioning this introduction, this research aims to draw the attention of educational system officials, specialists and experts, parents and other stakeholders to the importance of students' emotions and feelings in the learning process, and finally get a clear understanding of all kinds of emotional problems of students in facing the curriculums. Research questions: The current research is trying to take an important step towards identifying the affective problems that students face while engaging with the intended curriculum by relying on the views and first-hand experiences of sixth grade teachers. It is also trying to identify the factors affecting the occurrence of these affective problems and their aggravating elements, and on the other hand, introduce the consequences of these affective problems, and finally; it seeks to answer this main question: What are the affective problems of sixth grade students in facing the curriculum?

The current research was conducted with a qualitative approach, and its method was grounded theory of the systematic type of Strauss and Corbin. This is an exploratory research method that provides the possibility for the researcher in different fields to formulate the theory and proposition by himself instead of relying on the existing theories. The participants of this research included the sixth grade teachers of Mohajeran and Arak cities, whose number was 669. The criteria for participants to enter the research included 7 years of teaching experience in public elementary schools. The sampling method was purposeful and criteria oriented until theoretical saturation. Interviews with 19 teachers reached theoretical saturation and no new information was obtained from the 19th person onwards. The data collection tool of the present study was an interview. It should be noted that the interview questions were designed based on an in-depth review of the theoretical foundations and the background of the research conducted in this field. The three-strain technique was also used to check the validity of the findings. To analyze the interviews, Strauss and Corbin's method was used, i.e. three stages of open, central and selective coding. In the whole research implementation process, compliance with ethical requirements was one of the priorities considered by the researchers.

In open coding, 59 primary concepts were extracted from the interviews, and in the second stage of coding, concepts were divided into 3 concepts related to factors affecting the occurrence of affective problems, 8 concepts related to obstacles and emotional problems and 3 concepts related to solutions to face these problems were coded. Finally, in this research, the typology of affective problems of sixth grade students in facing the curriculum was proposed and introduced. Based on the findings, individual and educational factors were identified as causal conditions, family and social factors as background conditions, and consequences related to peers and school were also identified as intervening conditions.

The result and consequence of the current research is to discover the theory of typology of affective problems of sixth grade students in facing the curriculum of this course, which refers to different types of these problems. Based on this theory, it can be acknowledged that three categories of factors affect the repetition of emotional problems of students in the context of schools, which are: educational factors, family structure and individual factors. It is obvious that as a result of the emergence and occurrence of these affective problems in schools and neglecting to investigate and resolve their causes, secondary consequences will be formed, and the findings of the present research refer to 8 types of consequences in this regard: 1- Consequences related to academic performance 2 - Consequences related to school 3- Consequences related to peer group 4- Psychological consequences 5- Consequences related to society 6- Consequences related to interaction 7- Physical consequences 8- Motivational consequences. It is obvious that the emergence and continuation of these consequences can face major problems in the flow of teaching and learning of students, as well as the success in the implementation of curricula. finally, three main solutions were identified and proposed to correctly and logically face these problems and destructive consequences in the way of education and learning of students, which are: 1- Using behavioral therapy techniques, 2- Empowering teachers, 3- Using family capacity.

In recent decades, in the field of education, various approaches related to educational processes have emerged. Brain-based learning is one of these theories that has attracted the attention of many education experts. By emphasizing the brain and how it works and linking it with learning processes, this theory has brought new topics into the educational field. Paying attention to the various dimensions of this theory and its connection with educational processes and, accordingly, progress in the field of education seems essential. The use of educational technologies cannot be effective without considering educational design patterns and educational approaches. Based on this, educational principles have always been considered in the design of the electronic learning environment. The training process should be designed and planned in such a way that it seeks to create changes in the brain and its scientific results can be observed in behavior. The purpose of this research was the effect of braincompatible electronic learning environment design pattern on the components of executive functions (cognitive flexibility, working memory and response inhibition) of students. Research questions: The research questions are: Does the design pattern of electronic learning environment compatible with the brain have an effect on cognitive flexibility؟ Does the design pattern of electronic learning environment compatible with the brain have an effect on working memory? Does the design pattern of electronic learning environment compatible with the brain have an effect on response inhibition?

The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population included all 5th grade students, 30 of them (15 in the experimental group and 15 in the control group) were selected as samples by cluster sampling. The experimental group was trained using the six-component model of electronic learning adapted to the brain (attention, Genrate, emotion, spacing learning, environmental factors and social factors) during six sessions in the Nearpod electronic interactive environment. Data were analyzed by covariance method. The data collection tool included Brief Executive Functions Questionnaire (2000). The components of this questionnaire included behavior regulation skills: response inhibition, cognitive flexibility, emotion control and metacognitive skills: planning, organizing materials, monitoring, working memory, initiation.

The findings of the research showed that the model of electronic learning environment compatible with the brain has an effect on the components of executive functions (cognitive flexibility, response inhibition and working memory) (p<0.001).

Based on this, it can be concluded that teachers can use the model of electronic learning environment in the design of different academic courses.

The basis of any transformation in society is defined in relation to the degree of transformation of the educational system. In this context, the teaching quality of the teacher, as the fundamental axis of development and progress, is considered the basis of transformation in education. For this purpose, the training of effective and efficient teachers is the starting point and one of the essentials of fundamental transformation.The problems of today's world demand authentic education from the teacher, but what we call "human education" does not always have the same meaning or occur at the same level. Perhaps the treatment of humans is similar to that of trained and domesticated animals, in that they are burdened without reaching the level of understanding and thinking, as if they are used as tools to achieve specific goals. With all this, we can truly talk about the education of man to reveal his human essence. From this perspective, true education is about drawing a person towards high human values so that he understands, accepts, loves, and uses those values. Thus, the transformation of a human being into a human depends on education, which means turning to true values.Therefore, this study seeks to understand what education is in the perceptual space of new teachers. Through this analysis, we hope to provide suggestions for policymakers and curriculum planners. Additionally, the results of this study can expand the attitudinal and intellectual dimensions of teachers as the most important level in the realization of reforms. Research Question: What is the understanding of new elementary school teachers about the concept of education?

This is a qualitative research study with a phenomenological design, conducted to critically analyze the understanding of new elementary school teachers about the concept of education. The research population in this study consisted of 15 individuals (7 women and 8 men) who were new teachers. The tool for collecting information in the present study was a semi-structured interview. The analysis of data was conducted using the Colaizzi method. Additionally, to achieve validity, four methods—credibility, dependability, confirmability, and transferability—were employed.

Based on the Colaizzi coding method, after compiling all the interviews, the findings were first categorized into codes. Then, by re-refining the findings, subcategories were obtained. To reduce the amount of data and provide a background for the meaningful concepts of the participants, subcategories were developed through constant comparative analysis. In the last step, the main category of participants' perceptions was calculated to identify the main dimensions of their understanding. The findings showed six ideas: religious education, ethical education, citizen-oriented education, conscious education, modern education, and discipleship education as subcategories. Finally, the main category of “Confusion in Theory - Anarchy in Practice” represents the understanding of new teachers regarding the concept of education. Discussion and Conclusions Various views, sometimes inconsistent with the real flow and original meaning of education, can be seen in the minds of new teachers; each of these views can lead to various speech and actions in the classroom. The fact is that we cannot expect correct methods of education from disturbed minds. If we accept that, in determining the teacher's educational policy, a kind of personal philosophy of education is formed in the teacher's existence, which may guide and determine the path of education, then we must consider the implications of incorrect ideas. If incorrect ideas exist in their minds, we can imagine the dangers that threaten the young generation of a country in the practical field of the classroom. Based on the findings of the present study, a lack of understanding of the meaning of real education may cause what is actually a means to be considered a goal in educational activities, halting growth along the way. Another idea of this study1 is to avoid simplistic thinking about the concept and practice of education. To prevent this damage, the subject of teacher training, both before and after starting teaching, requires a thorough and comprehensive approach

Higher education as the highest educational level of the society is of considerable importance; Because it plays an essential role in the growth and development of society in various technological, scientific, cultural, economic, social and political dimensions. In this regard, paying attention to the social and political needs of students is one of the most important steps of higher education to achieve its educational goals. Because students are an important part of citizens in the field of political and social activities, and the educational system plays an essential role in socio-political developments. Islamic Azad University, as a large university in the country, which is responsible for educating a large number of students in the country, has many programs in the field of political education of students, therefore, in this research, we decided to identify the current state of political education among the students of Islamic Azad University.

Research questions: 

What is the current status of the political education curriculum in Islamic Azad University?

The results of the research show twenty-four core concepts and nine selected categories, which in the form of a paradigm model include educational disruption in the political education program as a core category and causal conditions (skill weakness, attitude weakness, environmental challenges), contextual factors (university management factors and environmentalcontextual factors), facilitating intervention conditions (professional training and development of professors, accessibility, support and foundation of the university), limiting intervention conditions (organizational, environmental challenges, political interference and individual and executive obstacles), strategies (renew the approach to curriculum planning, designing a strategic plan in the field of FAVA application, use of incentive policies and assigning responsibility) and consequences (failure to achieve the intended curriculum goals and improper acquisition of the political education curriculum) were organized.

The results of the research show twenty-one core concepts and eight selected categories, which in the form of a paradigm model include the neglect of vitality in school curricula as a core category and causal conditions (weakness of school management, Weakness in educational culture of schools,weakness in social relations of students), contextual factors (social-cultural factors, organizational factors and educational factors), facilitating intervention conditions (personal and individual factors, content attractiveness of textbooks, Paying attention to individual differences and qualitative evaluation), restrictive intervening conditions (individual challenges, cultural challenges and school challenges), strategies (students' interactions and communication, making the classroom atmosphere intimate by teachers, paying attention to active teaching methods, dynamism of the atmosphere physical) and the result (increasing depression and academic frustration) was organized.

According to the results, the participation of all interested groups should be considered in the design and development of the political education curriculum. Pay attention to the combined approach in the curriculum planning of political education instead of the separate approach; The implementation approaches of the political education curriculum should be modified and turned to the approaches that students practice in the field of political education. Attention should be paid to the training and retraining of political education curriculum implementers and influential factors (teachers) and more attention should be paid to extraordinary programs in the field of political education for
students.

Because textbooks play an essential role in education and are one of the most important components of the educational system, they should be constantly reviewed and revised according to new research findings. One of the important components of textbooks is pictures. Numerous researches have shown that, whenever text and image are used simultaneously for education, the amount of learning is higher than when only texts are used; Therefore, in the present research, the images of high senior school Arabic textbooks (literature and humanities major) under the title "Arabic, the language of the Qur'an 1,2 and 3" are examined based on the theory of picture reading grammar by Kress and van Leeuwen. Van Leeuwen and Kress used Michael Halliday's system-based roleoriented grammar as the basis of their study and applied this theory to analyze images. Kress and Van Leeuwen changed the systematic grammatical meta-roles from the intellectual meta-role to the representational meta-role, from the interpersonal to the interactive meta-role, and from the textual meta-role to the composite one to use in their theory for the analysis and reading of images. In the "grammar of reading pictures" approach, the role of representation is equivalent to the role of thinking in language. This meta-role is related to the constituent parts of images such as objects, persons, and places. The new idea of reading images theory is to analyze images in terms of representational meta-role related to emphasis on the syntax of images as a representational source. Kress and van Leeuwen have divided these visual syntax patterns into two narrative patterns and conceptual patterns based on their function in creating meaningful connections between image components. In the interactive meta-role, the direction of looking at the participants in the image, the quality of placement of these participants and the message provided by the images, forms the interactive meta-role. In understanding the meanings by the observer, are influenced by three factors of contact, social distance, and attitude (viewing angle). Mixed metamorphisms are mostly used to analyze sources that use images and texts together to convey a meaning, such as newspapers, magazines and textbooks which contain both texts and images. Composite meanings integrate interactive and representational meta-roles to form a meaningful whole. Research questions: The research questions are: - How are the pictures of high senior school Arabic books evaluated based on Kress and Van Leeuwen's picture reading theory? - To what extent are the pictures of high senior school Arabic books compatible with the representational, interactive and hybrid role of Kress and Van Leeuwen's theory?

The current research was carried out using a qualitative and descriptive method of content analysis and based on the theory of Kress and van Leeuwen's picture reading grammar. The statistical population of this research is the high senior school Arabic books of the 10th, 11th and 12th grades of the literature and humanities field published in 1401. The units analyzed and examined in this research are the input and original images along with the text of each of the lessons of the mentioned books. Considering that 10th grade Arabic books include eight lessons, 11th grade includes seven lessons, and 12th grade includes five lessons, the research items include 20 such main pictures of the lessons along with the related text. The images of these books were analyzed from the perspective of representational, interactive and hybrid meta-roles of the above theory.

The findings of the research show that from the set of images, 16 cases equal to 80% have conceptual structure and only 4 cases equal to 20% have narrative structure. Most of the conceptual images are of analytical type (10 cases equal to 62.5%), which is in accordance with the goals of this type of images, i.e. introducing objects, places and elements represented without action. In terms of the contact pattern, most of the images (18 cases equal to 90%) are in presentation mode. In terms of distance, the images with a long shot view (12 cases equal to 60%) are more than the images with a medium shot view, and the images with a close-up view (1 case) are used very little. But the viewing angle of most of the images is from the front (13 cases equivalent to 65%) in terms of information value, about half of the images (9 cases equivalent to 45%) do not have information value patterns. In terms of the degree of relationship and fit between the text and image and the degree of connection between this meta-role and representational and interactive meta-roles according to Kress and Van Leeuwen's theory, in most of the images (13 cases equal to 65%) this link and perfect fit between the combined meta-role with representation and interaction and the relationship between text and image is not ideal.

The results of data analysis from the perspective of meta-representational role show that in terms of the visual pattern of meta-representational role, images with conceptual structure are much more than images with narrative structure. Therefore, in a balanced proportion, narrative and conceptual patterns have not been used in the images, and narrative images have been used very little. In terms of the interactive role of the images, it implies the distance and non-intimate relationship of the viewer with the components and elements of the images. The front view angle in the images conveys the sense of equality and similarity between the viewer and the represented components, but the long shot angle of view in most of the images greatly increases this sense of participation and It destroys the intimacy and in some way in these two patterns of interactive trans-role, there is a contradiction in the semantic equivalent of the images, which is one of the weak points of the images. In the combined role, because more than half of the images do not have informational value, it makes the learners unable to fully understand the subject and the educational purpose of the image due to the lack of prominence and proper placement of the elements, which is one of the weaknesses of the images. Also, a complete link between the text and the image is not established in most of the images. Therefore, according to the findings of the research, for the images to be more useful and efficient and, as a result, for the students to understand the text better, it is necessary to make changes in the visual patterns of the images and the relevant texts to form a complete link and interaction between the text and the image.

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for peo

Ethics is one of the basic competencies in the "Table of Detailed Objectives,". It is one of the core competencies of the principles governing the curricula of the education system, with special emphasis placed on educating students with these two characteristics. The importance of training ethics-oriented forces should be sought in different fields in the educational environment, including improving relationships among students, improving the quality of education, and increasing positive behaviors in the educational environment. These are issues that can be implemented through the application of a system of moral education in a practical way in the school environment. It seems that the most important feature of the field of moral education in the public formal education system is the characteristic of avoiding planning. Therefore, to fill this research gap and reduce this negative characteristic in the curriculum of moral education, the present study can play an important role in the development and promotion of the curriculum of moral education, especially in the secondary education system of Golestan province.

The goal of the present study is to present an applied model of ethics in the formal and public education system.

In the current study, a qualitative approach was used employing the grounded theory method to present and validate the applied model of ethics in the formal and general education system in Golestan province. The in-depth text interview method was used to collect data. Interviews were conducted with teachers and managers of education and schools in Golestan province, the output of which was to collect qualitative data to analyze information and identify and validate the applied model of ethics in the educational system. Based on this, a semi-structured interview was conducted with 13 managers. The research population in the quantitative part included the students of the first secondary school in Golestan province, and based on the Cochran formula, the sample size was estimated to be 383 people. Qualitative data analysis of the study was done through thematic analysis in MAXQDA software. In this plan, the steps of qualitative data analysis have been done through open identification and axial identification. Considering that in this study, the main dimensions and related components were identified, in the open identification stage, the concepts were identified and expanded according to their characteristics. In the quantitative part, according to the research questions, descriptive and inferential statistics methods were used. In the inferential method, Kolmogorov-Smirnov tests, SPSSv software, confirmatory factor analysis, and average variance from Smart- PLS were used. In the partial least squares technique, F2 effect size index, R2 determination coefficient, Q2 index, and GOF statistic were usually used.

The results of this study showed that in relation to the themes of the applied ethics-oriented model, there are a total of 397 themes in 7 domains, including the cognitive domain, the emotional domain, the skill and management domain, the planning and knowledge domain, the thinking and ability domain, the individual and personality domain, and the domain of attitude and religious beliefs. In the quantitative part (questionnaire), according to the predetermined components based on scientific theories, only eight components were confirmed: respect for others, striving for excellence and competition, seeking respect for social values and norms, social compatibility, personal compatibility, moral courage, honesty, and justice. In connection with Golestan province's actions, various things such as planning, setting goals, achieving ethics, education methods, enjoining what is good and forbidding what is bad, creating motivation, interactions, and responsibility have been introduced to apply ethical issues and components. Each of these includes the concepts that are described separately in the column related to the concepts. Also, the results showed that the independent components examined in the questionnaire have a significant relationship with the variable of the applied ethics model (dependent). This means that by improving the above components in the organization, the implementation rate of the applied ethics model will increase and improve.

The self-acceptance component was the strongest predictor of social components and beliefs and ethics; therefore, those who are more social, have stronger religious beliefs, and are more moral, have more acceptance towards their personality and have higher practical ethics. Also, the component of mastery of applied ethics is the strongest predictor of devotional, family, thinking, science, and financial components. In other words, paying attention to religious and financial actions based on lifestyle and having a supportive family, and paying attention to the issue of thinking and science and valuing it by teachers, increases their mastery over their surroundings and ultimately leads to more practical ethics in them. Religious beliefs as the axis of lifestyle have a positive role in practical ethics. In a general pattern, it can be stated that religious beliefs and practices of individuals as well as their families play an important and effective role in the well-being of their practical ethics, especially for people who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethicsple who have a sensitive, boring, and stressful job, and this issue can have a significant effect on reducing their practical ethics

The research results show that students face many challenges and difficulties in learning geometry, and many of these difficulties appear in solving geometric problems, especially problems that require the use of geometrical figures. To improve students' performance in solving geometric problems, it is necessary to study related theories. One of the theories presented to describe students' understanding of geometrical figures is the theory of figural apprehension. In this theory, the correct use of geometrical figures in solving problems requires perceptual, sequential, discursive, and operative apprehensions, whose strengthening improves geometry learning and fosters mathematical creativity. The current study aims to investigate the tenth grade mathematics students’ apprehensions of geometrical figures and also to examine the problems of the geometry textbook of this grade to compare the students' apprehensions with the content presented to them. Also, some of the students’ common mistakes in response to geometry problems are pointed out. Research Questions: How able are the 10th grade male and female mathematics students to solve geometric problems corresponding to each type of apprehension and what mistakes do they make while solving geometric problems? 2- To what extent do the 10th grade students' apprehension of geometrical figures correspond to the problems of the geometry textbook of this grade?

According to the research questions, the research process consists of two phases. In the first phase, the students' apprehensions of geometrical figures and their mistakes were investigated by survey method. The statistical population was male and female 10th grade mathematics students in Pakdasht city, and 235 of them were selected by cluster random method as the sample. To collect the data for this phase of the research, a descriptive test including eight problems was used. For its validation, face and content qualitative validity were examined. To check the reliability of the research test, first, the students' responses were assigned to three parts: correct, incomplete, and incorrect or no response, then scored and Cronbach's alpha coefficient was calculated. Descriptive statistics were used to analyze the data. In the second phase of the research, the content analysis method was used to examine the 10th grade geometry textbook. The statistical population was all the problems of the 10th grade geometry textbook published in 2023. The sample and the population size were considered the same. To analyze the textbook, first, all the problems were classified based on the four apprehensions. Content analysis forms were used, whose qualitative face and content validity were confirmed by several mathematics and geometry experts. To check the reliability of the data collection instrument to analyze the content of the book, one of the chapters of the 10th grade geometry textbook (the third chapter) was randomly selected and its problems were coded by two coders who were familiar with the research subject. Then the Holsti reliability coefficient was calculated and the value was 0.76.

According to the frequency of the students' responses to the test, the highest number of incorrect or no responses were related to discursive and operative problems, and there was no significant difference between the performance of girls and boys. Regarding the students' mistakes, the results show that many students are unable to recognize geometrical figures, draw them correctly by drawing instruments, make logical reasoning to justify geometric claims and make appropriate changes to the geometrical figures to find the solution to the problems. The results of the content analysis of the 10th grade geometry textbook also revealed that more than half of the problems in this book require discursive and operative apprehensions.

In the process of teaching and learning geometry, it is necessary to focus on all four apprehensions introduced in the theory of figural apprehension. In the present study, the 10th grade students' apprehensions and the geometry textbook have been investigated based on the theory of figural apprehension. The results of the present study indicated that in response to discursive and operative problems, the percentage of incorrect and no responses is more than the perceptual and sequential problems. On the other hand, the results of the content analysis of the 10th grade geometry textbook showed that solving more than half of the problems in this book requires discursive and operative apprehensions. Therefore, students' apprehension and the content presented to them in the textbook do not match. Also, the results of this research revealed some of the students' mistakes in response to geometric problems. The reason for these mistakes seems to be misunderstanding the concepts and characteristics of geometrical figures, relying on mere intuition, considering special situations in the process of proving, and sometimes considering geometrical claims as obvious without any need to be proved, etc. If teachers and professors get familiar with this theory, they can learn about the causes of the students’ common mistakes in solving geometric problems and its link to the four apprehensions. Also, they can organize teaching steps regarding the students’ weak points. The results of such research can also help textbook authors and educational planners to reform educational policies.

Physical education is one of the most crucial and practical courses that can effectively contribute to students' comprehensive education. Assessment is one of the most crucial elements of the curriculum. In educational literature, it is regarded as a vital aspect of curriculum and education. One term that has recently gained attention from educational science specialists is "Assessment literacy" among teachers. Research Questions: What are the dimensions of assessment literacy in physical education teachers? What are the subcategories within each dimension?

The research method was applied in terms of objective and qualitative in terms of data. The participants include 4 physical education experts (2 men and 2 women), 6 heads of the physical education course (2 men and 4 women), 3 university professors (1 man and 2 women), and 5 They were certified physical education teachers (1 man and 4 women). The research tool was semi-structured interview. To validate the research, some features such as credibility, dependability, and confirmability are used. Data analysis was done using the Thematic analysis method and using software Maxqda 20.

The results of this research show that for physical education teachers to provide quality physical education, there must be some assessment skills that are called assessment literacy. Under the theme of background awareness, there were sub-themes related to awareness of the content of physical education lessons, understanding of assessment principles, knowledge of related sciences, familiarity with assessment approaches, and awareness of types of evaluators. Under the skill processes axis, sub-themes included tool-making skills and statistical and measurement skills. Additionally, under the theme of interpretation and feedback abilities, sub-themes included interpretation and analysis abilities, as well as the ability to provide feedback.

Adequate mastery of the content of the physical education helps teachers to consider more accurate criteria in the assessment process. In addition, teachers should constantly revise and modify their current physical education assessment methods according to the characteristics and individual needs of students. Another important category is awareness of assessment goals. Assessment is done to strengthen teaching-learning processes by correcting students' mistakes, strengthening the performance of physical education teachers, and developing content or curriculum. Assessment is an integral part of the educational process and can provide valuable information to both students and teachers. Another category that attracted the attention of experts was having information in various sciences (sports physiology, psychology, pedagogy, etc.). It is obvious that assessment processes in physical education lessons require some competencies that require subject knowledge. According to the findings, key aspects of assessment literacy for physical education teachers include background knowledge, skill processes, and interpretation and feedback abilities. Proficiency in the content of physical education enables teachers to apply more precise criteria during the assessment process. Furthermore, teachers should continuously adapt and adjust their current assessment methods to suit the individual needs and characteristics of their students. Understanding the goals of assessment is another crucial factor. assessment aims to enhance the teaching-learning process by rectifying students' errors, improving the performance of physical education teachers, and refining content or curriculum. Assessment is an essential component of the educational journey, offering valuable insights to both students and teachers. Additionally, experts have highlighted the importance of possessing knowledge in various fields such as sports physiology, psychology, and pedagogy. It is evident that the assessment processes within physical education lessons demand competencies rooted in subject knowledge. The results also indicated that the sub-theme of skill processes included the skill of making tools and statistical and measurement skills. Making tools encompasses the teacher's abilities and competencies to creatively design various tools (rubrics, tests, etc.) for evaluating students in different areas of knowledge, attitude, and motor skills. Assessment should accurately measure the intended standards, be repeatable for accuracy, and be quick and trouble-free. Establishing measurable performance measures for students at each grade level enables physical education teachers to focus instruction on specific outcomes and determine which students have met learning expectations. The results revealed that interpretation and feedback abilities encompass two subthemes: interpretation, analysis, and judgment abilities, as well as the theme of feedback ability. Teachers need to interpret student information meaningfully, communicate it effectively, and maintain an ongoing dialogue about performance. When scoring, the focus should be on making judgments based on individuals' growth and providing a context for everyone to assess their performance and obtain the necessary information to reach their goals. Teachers offer feedback to help learners understand their current position and what steps to take next. Regarding feedback, experts suggest that it should be interactive, of reasonable quantity and scope, timely, and psychologically supportive, positive, and constructive to facilitate ongoing learning. Clarity is essential for students. Assessment literacy involves understanding, applying, interpreting, and critically engaging with assessment. It pertains to the abilities of teachers and students to interact with and utilize assessment methods and results to enhance learning. While assessment literacy is still a developing concept, it has the potential to help teachers effectively implement and interpret assessment results in an informed and valueoptimizing manner. There is a need for teachers to be well-trained in the category of assessment and to promote assessment literacy as a continuous process that is a prerequisite for quality physical education. The processes of empowering and improving assessment literacy in physical education teachers can be accepted through basic and in-service training. To have Assessment literacy, it is necessary to understand the quality of the assessment of student progress and the use of assessment that expresses clear, specific, and rich definitions of assessment. Also, rubrics have been considered as one of the quality assessment tools. Rubrics provide several keys to assessing each skill. In addition, some technological tools are also used in the developments. Various technology tools can help teachers to assess students specifically.

From time immemorial, history has been an integral part of the school curriculum, as it is seen as a means by which students learn civic lessons that influence them to become reliable and useful citizens. In general, history education plays a significant role in transferring desirable social attitudes, values, and behaviors (Pote et al., 2010). Traditionally, the focus of history education has been on the content and transmission of historical knowledge as facts. In this model, a fixed set of historical content is conveyed by textbooks and instructors, with teachers explaining concepts while students listen and learn. This conventional approach has often rendered history lessons boring, reducing the subject to mere memorization of important and unchanging facts and data from the past. However, in the past two decades, many researchers in the field of history education have advocated for a shift from "teaching facts" to "developing students' historical reasoning abilities". There is a growing consensus that learning history involves more than just recalling past facts; it requires engaging with the "how" and "why" of historical events (Hsiao, 2004; Van Derry, 2005; Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Monte Sano, 2008; Abbas et al., 2022). While mastering historical content remains essential, one of the primary goals of history education is to foster students' ability to think and reason historically. Students should not only learn what happened in the past but also critically engage with the context and significance of those events. This shift has opened new dimensions in the education systems of various countries, leading to international debates and controversies regarding the teaching of history in schools and universities. These discussions often relate the perceived lack of historical knowledge and engagement among young people to the curriculum and teaching methods employed. A closer examination reveals that these controversies signify a paradigm shift in educational thinking, particularly in history education. In this context, historical reasoning has emerged as a key construct for defining the goals of history education and the activities in which students should engage to learn effectively. Engaging students in historical reasoning is crucial for enhancing their understanding of historical events, situations, people, and developments. This engagement requires students to pose historical questions, comprehend context, think critically, and reflect on the causes and significance of events, as well as the potential outcomes of alternative courses of action (Van Sledright & Lim, 2006; Van Derry & Van Baxtel, 2008; Montesano, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Parks and Donnelly, 2014; Cartrow and Liu, 2014; Talin, 2015; Van Derry, Broxma, and Van Derry, 2015; Mendez and Tirado, 2016; Van Baxtel et al., 2018; Lewis & Rapanta, 2020). Historical reasoning can be described as the construction or evaluative assessment of processes of change and continuity, the explanation of historical phenomena, or the comparison of historical events or periods. This process involves utilizing central facts and concepts to create an orderly interpretive historical record, followed by analysis in relation to all aspects of that truth, allowing students to describe, explain, interpret, and support their views with well-founded arguments (Leinhart et al., 1994; Van Drey, 2005; Derry et al., 2005; Van Derry & Van Baxtel, 2008; Cartrow & Liu, 2014; Derry et al., 2015; Mendez & Tirado, 2016; Sandor et al., Kahn, 2022). Teaching historical thinking and reasoning emphasizes the "how" rather than the "what." Students learn to think critically about the past and historical events. The ability to reason historically is an important cultural practice within societies and is crucial for participation in a democratic society, contributing to the development of students' civic identity (Barça, Magalhas, & Castro, 2004; Van Derry, 2005; Van Derry & Van Baxtel, 2008; Lusk, 2008; Pote, Maarouf, & Teck, 2010; Van Baxtel & Van Derry, 2013; Sheehan, 2013; Mendez & Tirado, 2016; Hoijgen, et al, 2017; van Baxtel & van Derry, 2018; McGraw, et al, 2018). Despite extensive research in the field of historical reasoning, much of the literature reflects the contributions of Van Drey and Van Baxtel, with limited additional insights from other researchers. Furthermore, there is a notable scarcity of Farsi-language research in this area. These factors, along with obstacles to implementing this style of education—such as time constraints, inadequate educational resources, assessments focused on factual recall, and instructors lacking expertise in historical reasoning (Bain and Mairel, 2006)—have prompted the researchers of this study to analyze the competencies of historical reasoning in existing Farsi-language studies. Consequently, the present study aims to examine the historical reasoning competencies of history students. Mothod: This qualitative research was conducted using the seven-step method of Sandlowski and Barroso. The metacomposite team consisted of three lesson planning specialists and one expert in metacomposite research. Data analysis was performed using thematic analysis, with extracted factors considered as themes. These themes were classified based on concepts related to historical reasoning skills, resulting in the identification of a model comprising four foundational themes: historical awareness, awareness of transhistorical concepts and strategies, historical thinking, and historical skills. The reliability of the data was confirmed through transferability and alignment techniques, as well as through careful guidance of the information collection process and alignment among researchers.

The findings showed that historical reasoning skills help students to interpret and analyze historical events based on evidence, documents and wellfounded, reliable, reliable and first-hand sources.

Historical reasoning skills enable students to interpret and analyze historical events based on evidence, documents, and reliable first-hand sources. Additionally, these skills empower students to critically evaluate resources, minimizing the risk of errors in their practice.

Education and training play significant roles in the economy and social welfare of all countries. One of the primary objectives of high school education is the academic guidance of students, as the correct selection of a field of study leads to appropriate job choices. Academic guidance methods within the education system of any country are among the most crucial issues in education. Efficient academic guidance not only impacts students' future careers and satisfaction but also helps create a balance in the distribution of labor based on societal needs. Conversely, a failure to properly select a discipline increases the likelihood of school failure and can lead to job dissatisfaction in the future. Various factors influence the selection of fields of study and, ultimately, job choices. The multiplicity of factors affecting success in field selection complicates the decision-making process. Although advisers are available to assist students in selecting their fields of study, human cognitive limitations in processing and memorizing information prevent these consultants from considering all relevant factors simultaneously. Therefore, there is a need for a system that can account for all factors and aspects of the students' guidance program, thereby reducing the decline in educational quality. Given the researchers' emphasis on the necessity of utilizing intelligent systems in the student guidance process and the ability of these systems to enhance efficiency, this study has designed a decision support system based on a comprehensive set of criteria influencing field selection to assist advisers and students. Research Questions: What criteria are most important in choosing a student's field of study, and which will have a greater effect on the correct choice of field? 1. What is the effect of each criterion on the selection of a field of study? 2. What rules and regulations should be established for choosing a successful major in each field of study to provide a support system for decision-making? Method To address these questions, we first identified the effective variables for each discipline by examining the criteria influencing field selection through a review of the literature and interviews with experts. These criteria were categorized into three general categories: family-related factors, individual student factors, and educational variables. Family factors included parents' education levels, family social and economic status, and parental priorities regarding discipline selection. Individual student factors encompassed physical abilities, mental capacity for continuing education, and personal interests. Educational factors included the influence of educated individuals and educational advisers. After validating the criteria with experts, the final criteria were ranked using five different multi-criteria decision-making methods SAW, WASPAS, ARAS, CODAS, and MABAC. The best approach was then selected for use in the decision tree. In the next step, data were collected from twelfthgrade students via a questionnaire. The data were analyzed using RapidMiner software and applied to the decision tree, resulting in the identification of optimal rules for choosing fields of study.

To evaluate the accuracy of the decision tree rules across all disciplines, test data were also entered into the decision tree. Out of 40 test cases, only two did not yield the same output, with the discrepancy being a difference of only one code. With a correct prediction rate of 95% for the experimental data, this system demonstrates high efficiency and accuracy and can be utilized in schools as a support tool for advisers in guiding students.

The current study aims to comprehensively identify, integrate, and weight the criteria affecting academic guidance while providing a decision support system based on these criteria. The designed decision support system employs comprehensive criteria and sub-criteria for academic guidance, specifically tailored for each high school field. Another advantage of the system is its ability to prioritize (weight) the criteria and sub-criteria affecting academic guidance. While some other studies have designed decision support systems for academic guidance focused on limited high school fields of study, the system developed in this study encompasses all theoretical and practical high school fields. The rules derived from the decision tree have been used to create the model base of this decision support system. In addition to recommending the best choice for each student, this system can also predict their performance if they choose other fields. If any changes occur in the procedures of the educational system, it will be necessary to redesign the system; however, it seems that the structure of the system does not require alteration. Modifications can be achieved by simply adding or subtracting information received from users or adjusting certain rules.

The purpose of this study is to investigate why the postreconceptualization era of curriculum studies is a new wave in curriculum studies and to identify the discourses governing it. From the point of view of experts, the time of post-reconceptualization has arrived, or in other words, another wave for understanding in the river of reconceptualization. The transition from the paradigm of change and reconceptualization as a continuous and progressive process and not just as an event has provided the opportunity to think about what we have done so far, where we stand now and what we should do for the future. A new topic and question that is currently being discussed in the field of curriculum studies, and this study is trying to answer and explain, it is related to what is the era of post-reconceptualization and the design of topics, new concepts in the field of curriculum studies. In fact, it is high time to rethink our ideas and practices in light of changing economic, political, and cultural conditions that include movements, curriculum internationalization, technical innovations, and environmental sustainability among other issues and events. Research questions: 1- What is the meaning and concept of postreconceptualization? 2- What are the ruling discourses of post-reconceptualization?

The employed approach of this study is qualitative, which has been conducted using an interpretive hermeneutic method. The purpose of interpretive hermeneutics is to explain the nature of understanding. The basis used in this study is Gadamer's approach. Therefore, in this article the texts related to the meaning and goals of post-reconceptualization have been studied from the late 1980s to 2023, including 10 books and 12 articles.

From the results of the review of the works, 16 propositions were extracted and according to the propositions identified by the interpreter, 6 discourses were identified; they include: 1- Critical awareness discourse 2- Love and care discourse 3- Social justice discourse 4- The internationalization of curriculum studies discourse 5- Neoclassical discourse 6- Multiplicity and plurality discourse

Post-reconceptualization raises questions about the status of the field of curriculum studies after the reconceptualization trend of the 1970s. Specifically, this term gained importance after the 2006 conference entitled "Shaping the next (moment) era" and post-reconceptualization, which focused on examining contemporary research in this field, gained importance. What has become clear both at this conference and in the journal articles that have used the term Post-reconceptualization is that although the Post-reconceptualization movement has passed—and what remains are debates about its significance, the Post-reconceptualization itself is a place of discussion and debate because it is still being formed. By studying the existing texts and literature in the field of Postreconceptualization, six discourses were identified as the new wave of curriculum studies. The discourse of critical awareness with reference to currere and mental reconstruction is an effort to bifocalize self and work, which leads to the bond of friendship and synchronicity among differences in curriculum work and beyond. One of the reasons why the curriculum is considered a collective moral activity is that it is a collective project, and other curricularists can create better conditions to advance other parts of the text. Therefore, according to the missing link of the curriculum, which is love, in the discourse of love and care, people should make a change in their lifestyle and change their judgments to strengthen love so that they can take care from within. What is of interest in the discourse of social justice is that it asks the curriculum curricularists to deal with structural inequalities and systematic injustices such as gender discrimination, heterosexuality, racism, and to be committed to equality and social justice and to address a kind of discrimination. In this regard, we should mention the discourse of internationalization of curriculum studies, which is a big project for the present and future of curriculum studies. This means that all the potential available around the world should be used to improve the field, and all specialists and experts should cross their geographical boundaries and consider the cultural complexities and different social contexts to be able to develop the curriculum as an international text to understand and create a different voice in curriculum literature. Neoclassical discourse returns to curriculum development with the professional goal of sharpening and making the field more practical. In this way, in addition to understanding the curriculum, attention should also be paid to the field of practice, and a combination of theory and practice should be considered. In fact, curriculum development based on complex understanding should be used. Considering the multiplicity of voices, ideas, and complex debates that exist in the field of curriculum, which is a sign of the dynamism and vitality of the field, new theorizing styles and theoretical frameworks with a different reading in the post-reconceptualization era can lead to the birth of new ideas in the field. One of these new ideas is the Re/Multicontextualization of Curriculum Studies. This concept means to introduce, apply, and engage the curriculum studies in new fields, areas, and ecosystems with suitable theoretical and practical capacity in addition to the main or primary context (i.e., the educational system). In the end, it is necessary to mention that we have entered a new phase in theorizing curriculum studies, and through the curriculum, we have to choose what to believe about the present and what perspective and horizon we should consider about the future of the field.

Curriculum development to improve the scientific, communication and skills competencies of all medical students (including public health experts) under the comprehensive higher education program in line with general public health strategies and policies should be considered. Whereas the higher education curriculum is one of the sub-systems that plays a key role in the transformation of higher education and society. The approach of curriculum policymakers in the field of health has a very important role in realization, transformation and modification of public health programs and plans in the framework of implementation of universal health coverage. Therefore, the present study tried to highlight the curriculum and the role of the evaluation element by integrating two fields of public health and Master of Educational Sciences in the curriculum orientation Research questions: 1- What is the usefulness of public health curriculum in the three levels of knowledge, attitude and performance based on general health policies announced by the Supreme Leader? 2- To what extent is the attention of public health curriculum to comprehensive health education of a healthy person (physical, mental, family, community, and spiritual health) based on general health policies announced by Supreme Leader? 3- To what extent does the public health curriculum pay attention to establishment of interaction between traditional medicine and modern medicine based on general health policies announced by Supreme Leader? 4- To what extent is the attention of public health curriculum to efficient and competent health care according to the needs of different regions of country based on general health policies announced by Supreme Leader? 5- To what extent does the public health curriculum pay attention to technological teaching method to integrate it into the system of providing health-treatment services based on general health policies announced by Supreme Leader?

The present research was applied in a quantitative method and survey method with using a questionnaire that evaluates the bachelor’s degree curriculum of public health based on the objectives set out in the general health policy In this research, 60 faculty members of Public Health in Tehran universities of medical sciences have statistical population of current research. Sampling was not considered, and questionnaire was sent to all faculty members.

In evaluating the items of the researcher-made questionnaire in the field of basic science courses, the goal of the technological teaching method was 42.4% and the other four fields of health education, pathology, management in health planning and health skills training respectively with 40.6%, 48.4% and 51.6% scored the lowest in the interaction between modern and traditional medicine. Based on the findings, the change in each of three domains considered in first question, has a positive effect on awareness, perspective and performance of personal and social health. Therefore, it will lead to the formation of lifelong learning in curriculum of public health students. In addition, in the pattern of changes in paradigm of diseases and educational system and provision of health services, one of the paradigms is trend of moving towards traditional medicine among the people, and this fact has been accepted by World Health Organization. While considering this fact, the present study, as a curriculum evaluation, has set a goal in this matter. It should be added that the activity of health care workers in the health care system is not based on specific needs and is not limited to health and disease needs, and the health care system's view of public health problems and issues is included at all local levels up to the pandemic. Therefore, a health care person who is committed to providing services in a certain area must grow in the curriculum and try to develop and master in the path of work experience to maintain and increase his qualifications. At the end, findings showed that technological teaching method, a kind of constructivist view, in all curriculum elements could help health care workers in realizing this section of general health policies.

The basic sciences department has a low score in all five areas of research objectives and the pathology department has the highest score in the target area of the curriculum in 3 levels of knowledge, attitude and practice with a high score of 90.9% The present study, by establishing a link between the principles of curriculum and health policies and its promotion, can be a new and effective step in studies the field of curriculum evaluation It should be added that conducting this research with the focus of evaluation and its integration in various fields that includes the personal and social life of people who provide and receive services on both sides of the close relationship of the current world such as public health; It will be effective if it plays a role in correcting, changing and improving well in its field of application. Therefore, in present study, researchers tried to express the priority of prevention in education and activity under the definition of public health in another language in order to evaluate the current curriculum in cognitive levels, the interaction between curriculum content (modern and traditional medicine), technological teaching methods and training of competent health care workers, attention to universal health coverage in the shadow of the efforts of the health staff in line with the policies announced by Supreme Leader.