نشریه نظریه و عمل در برنامه درسی
پیاپی 23 (بهار و تابستان 1403)

چکیده [English]In the past, scholars and thinkers would publish their ideas after they had reached conclusions that convinced them of their problem-solving capabilities or of outlining new horizons. This was typically done through oral narration, discussion in scholarly institutions, and presentations by those interested in science and thought. They would engage in debates, disputes, and discussions, and after refining their ideas and verifying the results, these ideas be documented. The purpose of documentation was not only for public good but also for education and the continuation of research — a "necessity of existence for sages and scientists. By making these writings accessible, valuable intellectual nourishment was provided for other seekers of knowledge. They would engage with these ideas critically—analyzing, commenting on them—and teaching them in schools or scholarly institutions while fostering their advancement through discussion and dialogue.
Thus, the goal of any form of dissemination within the vast civilization of Greater Iran and within Iranian-Islamic culture was primarily to familiarize seekers of knowledge with the latest scientific achievements so that those findings could be applied to improve human life. Furthermore, by sharing ideas without discrimination or restriction to those pursuing knowledge, a foundation created for scientific exchanges. By facilitating both oral and written publication of completed works, they aimed to keep the flame of science alive while contributing to its advancement.

for senior high school students in the experimental sciences. Utilizing a descriptive content analysis, the research scrutinizes three volumes of biology textbooks published in 2018. The analytical framework employed is the Family Resemblance Approach by Erduran and Dagher. Textbook sentences were coded according to eleven categories of the Family Resemblance Approach, and data analysis was conducted using descriptive statistics and Shannon’s entropy. The findings reveal that out of 4,912 units of analysis, the Cognitive-Epistemic System (comprising aims and values, methods and methodological rules, practices, and knowledge) dominates with a frequency percentage of 97.49%. In contrast, the Social-Institutional System (including social certification and dissemination, professional activities, scientific ethos, and social values) accounts for 2.25%, and the Institutional Systems Aspect (encompassing political power structures, financial systems, and social organizations and interactions) constitutes a mere 0.24% of the analyzed units. Overall, the analysis indicates that high school biology textbooks predominantly emphasize the cognitive-epistemic components of science over the institutional-social aspects. The findings suggest that high school biology textbooks significantly prioritize the cognitive-epistemic components of science, potentially underrepresenting the social and institutional dimensions, which may impact students’ holistic understanding of the nature of science. Therefore, it is necessary to address other components of the nature of science in textbooks in a balanced manner.

In the current research, the content of the sixth-grade science textbook and related teacher's guide was analyzed to identify the current situation of teaching science process skills. After developing the coding scheme, the content analysis of the books was done with the Theme registration unit using the Shannon entropy method. The validity and reliability of the content analysis tool was confirmed with the help of experts and Kappa values between 0.627 and 0.871. According to the obtained results, operational definition with a weight of 0.4315 and 0.4708 and space and time relationship with a weight of 0.2158 and 0.4708 are the most important skills, and deduction with a weight of 0.0042 and 0.0015 and communication with a weight of 0.0014 and 0.0035 have been neglected in the textbook and teacher's guide respectively. The results of content analysis indicate a lack of balance in the coverage of science process skills in the curriculum.

The purpose of this research is to identify the factors affecting the choice of humanities field. Parallel to this aim, the narrative-research method of the autobiography type was used. The source of data was the researcher's memories and narratives during his studies. Data analysis was done according to thematic analysis. In total, four main themes (educational, individual, family and environmental factors) and 19 sub-themes in two axes were identified. Findings in the first section include not belonging to school, the role of teachers, the effect of academic grades, academic guidance, achieving successful results, possessing literary talent, fear of failure, purposefulness, interest and desire, Family support, family educational background and Career prospects. Also, in the second section, obtaining successful results, receiving positive feedback, forming an identity, reducing motivation, doubt, parental satisfaction, high expectations, and misconceptions were obtained, which indicate the positive and negative consequences of this choice.

The current research was conducted with the aim of designing and validating the sustainable development curriculum model in Farhangian University and investigating its antecedents and consequences. The research method was applied according to the objective, based on the nature of the qualitative data of the content analysis type. The participants included academic and organizational experts. To determine the sample size, 20 interviewees were selected using non-random sampling method. Semi-structured interviews were used to collect research data. The validity and reliability of the tool was measured and confirmed. The method of data analysis was thematic analysis including basic, organizing and comprehensive themes. In this research, the elements of the sustainable development curriculum including the goal, content, teaching method and evaluation; Antecedents include organizational, educational and environmental factors; Outcomes included learning and professional development. Finally, according to the identified factors, the research model was drawn, which had favorable validity.

The purpose of this research is to investigate the current model of lifelong learning in Farhangian University. This research was conducted with a qualitative approach and using the grounded theory method. The statistical population included all the professors, students and administrators of Farhangian University of South Khorasan province, and 29 people were selected to participate in the research with a purposeful and criteria-based sampling method. The data collection method was a semi-structured interview, which was used to analyze the data using an open, central and selective coding method. In order to validate and ensure the validity and reliability of the research findings, the four criteria of Lincoln and Guba were used. The results of the research showed twenty central concepts, which according to the paradigm model of Strauss and Corbin (2008) in the form of the central phenomenon of the research, causal conditions, strategies, contextual and intervening factors.

Designing and Validating a Conceptual Framework of the Financial Literacy Curriculum for the 1st Cycle of Secondary Education in IranAbstractThe aim of the current research was to design and validate a conceptual framework of the financial literacy curriculum for the 1st cycle of secondary education in Iran. The research approach was qualitative, and the data collected through relevant documents according to the research key words in the time interval of 2000-2020 in which, 90 documents were classified. After identifying the components of the financial literacy framework, via a focus group including 15 specialists in different fields related to literacy and finance, the designed framework was validated. The finalized framework included six main components and 38 sub-components. The six components consisted of earning, purchasing of goods and services, savings, using of credit, financial investment and protection and insurance. Keywords: Conceptual Framework, Financial Literacy Curriculum, 1st Cycle of Secondary Education, Components of Financial Literacy, Qualitative Approach, Document Analysis.

The purpose of this research was to investigates the impact of teaching mathematics through open-ended problems on enhancing students’ mathematical modeling skills. The study was conducted using a quasi-experimental method, with two experimental and control groups. The sample included 64 Grade 8 students in one of the cities of Alborz province during the 2022-2023 academic year. The students were divided into two homogenious classes of 32, based on their first mathematics exam scores as pre-test. The research conducted at the end of school year and after the curriculum was covered fully. The experimental group participated in five sessions using open-ended problems that required mathematical modeling skills. The control group received five sessions of solving routine mathematics problems. The data collected at the post-test via a mathematical modeling problem. Students’ solutions were evaluated based on Blum’s (2011) modified modeling cycle. The results showed that students who worked on open-ended problems that required modelling skills, performed better and employed more creative strategies in solving the post-test mathematics problem. Thus the research concludes that open-ended problems could contribute to enhancing the Grade 8 students’ mathematical problem-solving and their modeling skills.

The aim of this study was to examine the quality of students’ understanding of mathematical concepts and skills at the end of the first cycle of primary education, affected by the challenges of the virtual education during Covid-19 pandemic crisis. For this purpose, first, basic mathematical concepts and cognitive skills were extracted from grade 1 to grade 3 mathematics curriculum and textbooks and validated in a focus group consisting of experts with related and diverse backgrounds to identify the core curriculum to be used as the framework for this study. The data were collected through a test that was designed to measure students attained mathematical knowledge at the end of the first cycle of primary education. Based on the nature of the study, the mixed method was employed. The population of the study was the 4th grade students at public schools across the country, who had started primary education in the first grade of the academic year of 1398-1399, at the same time as the pandemic crisis started. The sample of this study was selected from students of seven provinces. Totally, 1186 students who were studying in the 4th grade in the academic year of 1401-1402, participated in this study. Findings of the study showed most of the participants did not attain the basic mathematics concepts, as expected. In the end, based on the results obtained from the students’ performance, some suggestions for curriculum reform are proposed.

The purpose of the current research was to compare the shadow curriculum with hidden curriculum. For this purpose, the concepts of shadow curriculum and hidden curriculum were examined using a qualitative approach and speculative essay method. The analysis of the literature revealed that at the three levels of policy making of education system, school and classroom, hidden curriculum has no visible place, and stakeholders might not be aware of it, as opposed to the shadow curriculum that its existence is visible at all three levels and could stand against formal curriculum. However, the decision makers use the potential of hidden curriculum for different educational purposes. On the other hand, students and teachers might be aware of the existence of the shadow curriculum and even defend it. Another difference is that the shadow curriculum mostly appears in the form of experience, action, plan and social behavior, as opposed to the hidden curriculum that exists implicitly within the formal curriculum.

The main aim of this research was to identify the components affecting the survival or non-survival of a curriculum in higher education. The research approach in this study was synthesis research, and its method was evaluative review. Based on this, keywords including curriculum evaluation, curriculum quality, curriculum survival, and curriculum viability were searched in reputable Persian and Latin databases. Ultimately, 31 sources were identified. After analyzing the content of these sources, a framework for curriculum survival was designed consisting of two organizing themes: facilitators of curriculum survival (or the standards for quality and accreditation of the curriculum) and barriers or inhibitors to curriculum survival (or obstacles to achieving curricular quality). The credibility of the data was confirmed using three techniques: credibility, transferability, and conformability; while trustworthiness in the data was ensured by meticulously guiding the information collection process and aligning researchers.

This paper is reporting on a research that its purpose was to design a  science curriculum for elementary education based on Bhaskar's transcendental realism philosophy of science. The study used deductive method. Based on Ontological realism, epistemological relativism and rationality of judgment as the central core of transcendental realism, the  main components to design science curriculum for  elementary education were inferred. The findings showed that the goals of science  education include the improvement of students' perceptions of the nature of science, to cultivate their critical thinking, and to promote the process skills in students, while emphasizing on science products. Moreover, while the scientific knowledge is subject to modificatinion, the scientific facts have their own merit and needs to be considered in designing elementary science curriculum. Learning is a process of active construction using prior knowledge and through social interactions and become meaningful in the real world. In this approach, teacher acting as facilitator and evaluation of students' learning is considered a systematic, comprehensive and complementary of learning.

In the last two decades in Iran, the number of students willing to choose mathematics as their major has decreased significantly. On the other hand, during the covid-19 pandemic, students had access to learning resources without mediation from teachers and moved towards personalized learning. In addition, the fast development of digital technologies and artificial intelligence transformed the job market. In this paper, I used autobiography as my research methodology. The biography included my living experiences as researcher, teaching several courses and doing innovative assessments virtually for university students, conducting about 40 webinars for university faculties and mathematics teachers across country focusing on paradigm change and disseminate my voice using different means. Through my research, I gathered enormous research evidence regarding the implementation of STEM approach for school and university mathematics. The findings revealed that students’ beliefs towards learning were changed fundamentally. As well, all aspects of new AI-based job market evolved and became extremely compatible, unstable, demanding and requires higher-order thinking skills. Thus, the traditional mathematics curricula do not capability of preparing students for the new jobs. The conclusion is that STEM education might be a suitable choice to overcome the crisis of mathematics education in public and higher education.