نشریه علوم تربیتی
سال سی و یکم شماره 1 (بهار و تابستان 1403)

A crucial objective of education is to enhance the cognitive functions and deepen the knowledge of learners. This is accomplished by strengthening higher mental functions and fostering cognitive development through engagement in complex thinking. Activities such as exploration and problem-solving play a significant role in facilitating cognitive development among learners. The Norman Webb Depth of Knowledge (DOK) framework enables teachers to elevate the cognitive complexity of learners.

This study aimed to introduce a curriculum model grounded in the Depth of Knowledge (DOK) framework to enhance the cognitive complexity level of learners. The research employed document mining and categorical content analysis methods. Various databases including Science Direct, Google Scholar, Springer, Taylor & Francis, Eric, and Emerald were scrutinized for relevant literature published between 1997 and 2014. Initially, specific keywords and terms such as  of knowledge of Webb, complexity of learners, of depth of knowledge, of cognitive complexity articles and texts. A total of 65 documents were identified, with 30 of them aligning with the research objectives. Through content analysis, primary and secondary themes were extracted from the resources, leading to the development of a knowledge-based curriculum model. To ensure validity, the model was reviewed by experts, and their feedback was used to calculate the Content Validity Coefficient (CVR), indicating the model's acceptance among experts.

The research findings in this model introduce four levels of recall and reproduction, skills and concepts, strategic thinking, and extended thinking. These levels predict elements of objectives, method of action, activities, and evaluation appropriate to each level. The curriculum model, based on the depth of knowledge, aims to strengthen skills such as analysis, reasoning, judgment, decision-making, leadership, problem-solving, critical thinking, flexible thinking, and creative thinking. The content based on in-depth knowledge aims to prepare learners to confront complex and ambiguous situations in life. The assessment aligned with in-depth knowledge adjusts the level of questions and activities from low to high complexity.

In the knowledge depth model, learners participate in exploratory and problem-solving tasks, often acquiring knowledge through mental exertion and engagement. Involving students in activities such as interpretation, prediction, inference, classification, analysis, reasoning, critique, invention, design, execution, participation, research, synthesis, self-monitoring, production, and presentation contributes significantly to their cognitive development.

The present research has analyzed the ideal pattern of organizational training for water and electricity engineers based on the teachings of the professionalism approach. The purpose of the research is to identify the important elements of the ideal pattern of organizational training for engineers from the perspective of curriculum planning and to express the characteristics of each of these elements.

This qualitative research employs a phenomenological approach. Data was gathered through semi-structured interviews with 20 lecturers and industry employers, following the principle of theoretical saturation and utilizing purposeful sampling along with a snowball technique. The seven-step Colaizzi coding method was used for data analysis.

The findings show that, the desirable process of training engineers in the four basic elements of goal setting (clear and based on competence dimensions; attainable; based on interest and job and managerial needs and a forward-looking view of today's technologies), content design and compilation (comprehensiveness of content; based on job needs and skills; attractiveness and appropriate organization and based on the principle of usefulness), teaching and learning strategies (active teaching method; use of technological platforms; participation in learning and suitability to learners' conditions) and Evaluation and revision of the program (standardization of the evaluation tool, emphasis on the types of goals and variety of evaluators and corrective feedback and design of the rehabilitation program) can be abstracted.

The findings suggest that the elements of the organizational training model, ranked in order of importance; include goal setting, program evaluation and revision, content design and formulation, and teaching and learning strategies. Attention to the characteristics of these elements can guide the design and development of customized organizational training programs based on the professional competence of engineers.

This research aims to explore the potential for achieving epistemological tolerance through the constructive elements of Gadamer's philosophical hermeneutics and to discuss its educational implications.

The research employs conceptual analysis to clarify the meaning of concepts by examining their relationships. This method provides a detailed interpretation of Gadamer's views, uncovering his philosophical assumptions about epistemological tolerance, leading to educational implications.

Resalts:

The study investigates the construction of epistemological circuits based on Gadamer's hermeneutics. Through conceptual analysis, it elucidates his philosophical assumptions about these circuits and their relationship to epistemological tolerance. While the concept of epistemological tolerance can be ambiguous, this research provides a clearer understanding. Gadamer's hermeneutics is seen as beneficial for fostering epistemological tolerance. In today's educational landscape, cultivating epistemological tolerance through Bildung is crucial for comprehension.  A cohesive social education system should acknowledge the mutual rights of individuals. Gadamer's ideas prompt us to consider different viewpoints, encouraging constructive dialogue for seeking truth.Keywords: epistemological tolerance, bildung, Gadamer, understanding, dialogue.

Teaching is an experience that involves careful and sensitive listening to others. We are present in a world where we create each other, and a teacher who looks at the differences of students with an open mind transforms the teaching process. The teacher builds a bridge to provide the necessary space for learning from others and moving from the concept of "I" to "we". Therefore, teacher education and training should be considered a hermeneutic relationship that is a productive relationship, which is necessary for transformative learning based on epistemological tolerance. Gadamer's philosophical hermeneutics introduces us to strategies that will lead to students' understanding and acceptance of the other.

This article aims to analyze and explain the relationship among the concepts of education, instruction, and thriving, drawing inferences about their roles within the educational system.

The research employs an inferential analytical method, reviewing classic and contemporary educational texts to examine these concepts and their application within education.

The result indicates that education, instruction, and thriving, though distinct areas, serve specific roles. Education encompasses processes aimed at achieving mastery with understanding. A lack of understanding leads to mere instruction. Thriving focuses on realizing growth and unique traits (genius), with challenges arising from failing to differentiate these concepts. Education emerges when instruction and thriving fulfill the necessary condition of intrinsic worthwhileness, which values the outcomes of both processes as signs of an educated individual. Furthermore, worthwhileness energizes instructional activities. Key findings include: 1) Instruction and thriving underpin education; without them, education cannot occur. 2) Education acts as a guiding framework for the other two, preventing a purely instrumental approach devoid of humanity and spirit.

Recommendations from this research for educators, trainers, and educational program managers include: differentiating understandable from non-understandable subjects, recognizing the significance of both active and passive teaching methods, clarifying concepts of growth versus transition in thriving, ensuring education guides instruction and thriving to avoid instrumentalism, integrating understanding, mastery, and interest in instruction and thriving, fostering interaction between effort and interest, and distinguishing between learning and training.

Life skills are essential in most educational systems, as they assist individuals in navigating daily challenges and improving personal and social well-being. This research aims to develop an effective model for enhancing students' life skills.

The research aimed to develop a model using an exploratory mixed-methods approach to enhance students' life skills. In the qualitative phase, semi-structured interviews were conducted with 16 researchers and experts through purposeful sampling until theoretical saturation was achieved. For the quantitative phase, a sample of 424 students was selected from a population of 139,701 at the Islamic Azad University of Tehran in the 2023 academic year, using Cochran's formula and simple random sampling. Qualitative analysis involved inductive content analysis and coding at three levels: open, central, and selective. The quantitative component utilized a researcher-made questionnaire based on qualitative findings. Content validity was assessed by professors, and construct validity was confirmed through confirmatory factor analysis. The tool's reliability was determined using composite reliability. Quantitative data were analyzed through factor analysis and structural equation modeling using Smart PLS software.

The qualitative findings revealed that improving students' life skills involved four main dimensions with 14 components. By integrating these findings with prior research and expert insights, an initial conceptual model emerged. These dimensions include the educational environment (supportive structure, intellectual and motivational settings, and supportive rules), professors' characteristics (scientific and practical expertise, and professional interactions), teaching and learning skills (knowledge, specialized skills, general skills, spiritual skills, cognitive skills, and metacognitive skills), and the development of individual skills (personal, thinking, emotional, cognitive, and social skills).

The model for enhancing students' life skills encompasses four dimensions: the educational environment, professors' characteristics, teaching and learning skills, and individual skill development. It is recommended that this model be considered in educational, student, and cultural planning regarding students' life skills.

Reflection and teaching are two inseparable concepts and the combination of these two has led to the formation of the concept of reflective teaching. In reflective teaching, teachers think about the entire teaching-learning process that takes place in the classroom. The purpose of this study is to explore different aspects of teachers' reflective teaching at school.

This study was conducted using Qualitative approach and Meta-Synthesis method. In the Meta-Synthesis, the seven-step method of Sandeliski and Barroso (2006) was used, which includes some processes like; setting research questions, systematic review, finding out and selecting basics, extracting and analyzing findings, analysis and synthesis, quality control and presenting meta-synthesis.

The research findings showed reflective teaching mainly has three aspects. One of them is the various dimensions of reflective teaching, including reflection before the act of teaching, during the teaching, and after the teaching. The second aspect refers to reflective teaching strategies like; observing own self-performance of teaching, students' feedback, action research, journalling, using portfolio, and collaboration with colleagues in teaching. The third and last aspect is related to the requirements of reflective teaching, which is included professional, personal, and socio-cultural factors.

The meta-Synthesis showed that teachers' reflective teaching in school is a complex and multi-dimensional practice. Teachers' reflection in reflective teaching is not limited to reflection before teaching, they reflect on the teaching and learning process during and after teaching. By using different strategies, teachers look at teaching and learning from different perspectives, including themselves, students, and colleagues. Of course, reflective teaching of teachers in school needs requirements such as personality factors, professional factors, and socio-cultural factors. For reflective teaching, teachers must have unique personality traits such as patience, criticism, and flexibility. Professional factors related to teachers' reflective teaching also include things such as how to face teaching and learning issues, providing learning opportunities, and how to communicate with students. Socio-cultural factors are another requirement of reflective teaching, which is related to the existence of a suitable social and cultural atmosphere for the interaction of teachers with students, the interaction of teachers with each other, and school staff.

Research teaching is a professional development approach where teachers collaborate to develop lesson plans, implement them, observe, and analyze outcomes to enhance student learning.

This study examines the effect of research teaching on the career enrichment of elementary teachers using a semi-experimental method with pre-tests, post-tests, and a control group. The participants included all primary school teachers in Kohdasht during the 2001-2002 academic year, both those involved in the teaching-research process and those not participating. The independent variable was teacher participation in the process, while career enrichment and its components served as dependent variables. The teaching-research sessions lasted 90 minutes each and were held twice a week over nine sessions. The sample comprised 45 participants in the experimental group and 45 in the control group, selected through available sampling. Data was collected using Hockman and Oldham's (1975) career enrichment questionnaire, which was validated by experts and yielded a Cronbach's alpha ranging from 0.58 to 0.62, with a total alpha of 0.724 for the five factors examined. Data analysis was performed using SPSS software, employing descriptive statistics for mean and standard deviation, and multivariate covariance analysis for inferential statistics.

The research findings indicated a significant difference in career enrichment scores between teachers participating in the teaching-research process and those who did not (p=0.000). This suggests that research teaching effectively enhances teacher career enrichment.

Teaching research is a new approach to enhancing teachers' careers and improving classroom learning. Key components of an effective research teaching program include providing learning opportunities, knowledge of learning theories, utilizing teaching aids, fostering a desire to enhance knowledge and job skills, and motivating students. This approach has been successfully applied in group work. Implementing programs that promote cooperation and consensus among educators and focus on exploring scientific topics can significantly improve educational quality.

Nowadays, attention to the environmental approaches of social responsibility is more important, therefore, many higher education centers are trying to be more socially responsible and less harmful to the environment due to environmental pressures from society. Social responsibility is of great importance and has strategic for organizations in all industries, universities and higher education institutions are no exception. Today's higher education industry has become increasingly competitive. As a result, the organization’s social responsibility activities contribute to social welfare and enhance the university's reputation. Social responsibility as a strategy affects the performance of an organization in general and is expected to increase the equity value of a brand in particular. However, few studies specifically address the relationship between social responsibility and branding in higher education. Given this research gap, the authors aim to investigate how social responsibilities impact brand value and loyalty in this sector.

This descriptive survey study involves students from the Shahid Chamran University of Ahvaz. A sample of 229 students was selected and surveyed. Data were gathered from field and library sources, and a standardized questionnaire was used for this goal. The field data was analyzed using the PLS-SEM method.

This research highlights the importance of social responsibility in fostering brand confidence in higher education. Increased trust in an educational brand correlates with greater loyalty among individuals. Thus, establishing and maintaining reliable, long-term relationships is crucial for a brand's success in the competitive higher education market.

University presidents should work to enhance the university's relationship with industry and society, alongside financial aspects, to boost overall community satisfaction and foster a positive, responsible image of the higher education brand.

The purpose of the current research is to explain the situation of education and training, which has been investigated and studied from the perspective of John Dewey and the theoretical foundations of the fundamental transformation of Iran's education system.

George Brady's comparative research method, which includes four stages of description, interpretation, comparison, and comparison, has been used. The primary source of information collection is the writings of John Dewey and the theoretical foundations of the fundamental change document, and the secondary sources are the articles that have been explained and investigated on this issue.

The findings of the research show that; The philosophical antecedents of situation orientation in education and training are based on John Dewey's view based on the rejection of any pre-determined basis and rule, the position implies a general and comprehensive matter, which is of intuitive understanding and cannot be explained by reasoning, but the situation in the basics The theory of the transformation document is subject to criteria and is not based on pre-determined rules in the process and results, and in fact, it draws a unified and monotheistic vision in a situation-based pluralistic process for education. The theoretical foundations of the transformation document are It seeks the connection between the making,finding and geing situation. The common point in Dewey's point of view and the theoretical foundations of the transformation document is the rejection of any presuppositions and predicted rules, as well as attention to the holistic view of the concept of situation, but what can be pointed out as a point of distinction and difference is the theoretical foundations of the transformation document. It has a trans-situational, unitary and monotheistic approach, also the situation is subject to criteria in the basics, but John Dewey's view lacks a trans-situational view and is enclosed in the empiricism approach.

According to the results presented in the comparative study of the situation from the point of view of John Dewey and the theoretical foundations of the document of transformation, at the end of the article, references were made for the education system of Iran.

The main goal of the current research was to analyze the problem of private tutoring and the associated challenges in Yazd. The research also expands the theoretical perspectives on private tutoring. The findings of this research can be beneficial for teachers, educational institution planners, parents, and students in practical applications.

The research methodology employed in this study was qualitative and based on Grounded Theory principles. The target group was the parents of students who applied for private tutoring in the academic year of 2001-2001 in Yazd. Using the purposeful sampling method, 12 parents participated in the research. Sampling continued until the theoretical data saturation stage. The research tool was semi-structured in-depth interview. The data was analyzed by Strauss and Corbin (1998) open, axial and selective coding method. In order to ensure the accuracy of the findings, based on "Triangulation" techniques, matching by members, peer review, collaborative research, and researcher rethinking were used.

Finally, 29 sub-categories were classified in the form of 6 components of the systematic grounded theory. Causal factors with 5 subcategories, background factors with 5 subcategories, intervening factors with 5 subcategories, positive consequences with (5) subcategories and negative consequences with (9) subcategories and (1) central phenomenon were identified. The results indicated various favorable outcomes, including enhanced student performance in examinations, improved results in entrance assessments, better overall test performance, job opportunities for special educators leading to increased income, and the alleviation of educational deficiencies through compensatory actions. Various strategies have been proposed to address the challenges and negative impacts associated with the prevalent practice of private tutoring among families and students. These strategies encompass a range of approaches, including conducting private tutoring sessions at home or within school premises, offering private counseling services, integrating private tutoring with formal educational programs, addressing issues and assessments within educational institutions, improving the quality of education in mainstream schools to tackle deficiencies, reducing the societal emphasis on entrance examinations, guiding students towards technical fields, and increasing oversight of educational activities in such contexts. The adverse effects of private tutoring include limitations on creativity and critical thinking, neglect of skill development and vocational training, commercialization and elitism in education (in conflict with the principles of inclusive education), psychological and physical harm to students leading to anxiety, stress, and depression, perpetuation of social stratification, and maintenance of educational inequalities.

Research findings indicate that various internal and external factors contribute to the development of private tutoring, influencing both its supply and demand. It is recommended to study this phenomenon from diverse viewpoints to guide micro and macro-level decision-making and policy formulation for efficient administration.

Organizational culture plays a crucial role in shaping the identity of an organization and, consequently, that of a nation. While society is influenced by various economic, political, industrial, and military factors, a strong and effective culture is essential for establishing a distinct identity. At the core of organizational culture are the mental images individuals uphold, which symbolize a face of authority. In this context, authority is synonymous with efficacy. These mental images affect emotions, assessments, interpretations, communication patterns, choices, and decisions. They serve as cognitive representations that shape and empower behaviors. Understanding these mental images is imperative for guiding organizations towards excellence. Universities can achieve this excellence by appointing the most suitable candidates for each position based on these mental images. This study seeks to analyze concepts within the university education system and align them with the principles of the Holy Quran, facilitating the incorporation of a competence-driven organizational culture in the nation's universities.

This research employed an interpretive paradigm within Glazer's Grounded Theory methodology, involving unstructured interviews with 35 full-time faculty members from public universities in the country. The interviews were purposefully conducted in alignment with relevant verses and traditions, often spanning multiple sessions for in-depth exploration. The participants included three distinguished professors, twelve full professors, fourteen associate professors, and six assistant professors, all possessing more than ten years of professional experience. The interviews generated primary themes identified through an open coding process, resulting in the extraction of categories.

This study aimed to improve a competency-based organizational culture by identifying six components in the enhancement dimension and seven in the return images of this culture within universities.

The general model is approved, which can be used and exploited in the form of circulars and regulations, a theoretical and practical solution for all universities looking for a competence-based organizational culture.

Teachers play a crucial role in the educational environment, serving as the backbone of educational systems worldwide. The quality of education relies heavily on teachers, highlighting the importance of effective teacher training for improvement. This research aims to explore the competencies of effective primary school teachers from the perspectives of both teachers and students.

This qualitative study utilized an interpretive paradigm and theoretical sampling. Data were collected through semi-structured interviews with 15 primary school teachers and 18 students in Chaharmahal and Bakhtiari province. The interviews were transcribed, coded, and analyzed. Initial codes were generated, followed by focused coding to identify more frequent and comprehensive codes. Ultimately, research categories were extracted through constant comparative analysis.

The findings identified three main categories of personality competencies, environmental perception competencies, and professional competencies are effective aspects of a teacher's existence.

The study shows that students value teachers' caring and supportive qualities, while teachers prioritize scientific and technical skills. This research suggests a need to reassess teacher training methods.