فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 80 (بهار 1403)

Creating the groundwork for worthy education of students who are capable, active, knowledgeable and independent and respect values ​​and cultures is one of the most important concerns of knowledgeable trustees in educational systems. The approach of assessment as learning as the newest approach, by targeting and providing suitable conditions, provides the basis for the formation and strengthening of students' competencies as independent, flexible and critical citizens. The current research was based on the qualitative research approach and descriptive phenomenological method with the aim of identifying the criteria and indicators of assessment as learning in multi-grade classes. For this purpose, using the criterion sampling method and semi-structured interviews with 14 participants, the data was collected and analyzed using the colaizzi method. In order to make the findings believable, three methods of external audit, review of results by informants and long-term engagement were used. The results of the research led to the identification and classification of 3 criteria and 17 indicators for the approach of assessment as learning in multi-grade classes of elementary school. It seems that the criteria and indicators identified for multi-grade classes can provide the necessary basis for making a suitable tool for measuring the assessment as learning approach in determining the performance quality of multi-grade teachers and providing improvement solutions.

The Aim of this research was to synthesize biology teaching methods with an emphasis on deep learning. This research was done with the mixed method of sequential exploratory design. In the qualitative part, the synthesis research method was used based on the model of Gough et al (2012) and in the quantitative part, the descriptive-survey method was used. The research community included articles in the field of identifying educational reforms in the field of revising biology teaching methods with an emphasis on deep learning in the years 2006 to 2021, and 67 sources were selected as samples using a targeted method. The results were coded and categorized based on the four levels of Fullan's deep learning theory, and the model was then designed. The results showed that the existing teaching methods at four levels need educational reforms; The first level of global competencies includes character development, citizenship and social belonging, creativity/imagination enhancement, critical thinking/ problem solving, collaboration enhancement, and communication enhancement; The second level is the elements of educational design and includes the use of appropriate educational methods, increasing learning participation, modifying learning environments and using digital expression and modern technologies. The third level of educational conditions includes identifying the weak points of schools and determining the problem in policy making. Finally, the fourth level of joint research includes investigating teachers' problems in implementation and evaluation. This model had the required validity. Therefore, experts are suggested to use the designed model in order to apply educational reforms in biology teaching

The current research aimed to evaluate the impact of gamification of classroom activities on the learning quality of tenth-grade students in the chemistry curriculum. The research method was a quasi-experimental design with a pre-test and post-test control group. The study's statistical population consisted of all tenth-grade chemistry students in the experimental sciences field in Tehran's District 10 for the 1401-1402 academic year. A convenience sampling method was used to select the sample. Two classes of tenth-grade chemistry students in the experimental sciences field were chosen, each comprising 35 students. One class was randomly assigned as the control group, and the other as the experimental group. The research data were collected in the field through tests. To determine the level of students' learning quality before and after implementing the independent variable (conducting classroom activities through games), tests were conducted in the form of collaborative games, review games and exploratory games based on Bloom's cognitive levels. The collected data were analyzed using one-way ANCOVA. The findings indicated that there was a significant difference in the learning quality variable between the students of the experimental group and the control group, and it was determined that the use of gamification methods led to an increase in the learning quality of the experimental group students. Furthermore, the results showed that collaborative activities (Let's Think Together), review activities, and exploratory activities based on games in the chemistry lesson positively impacted the learning quality of the tenth-grade students.

The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.

The aim of this research was to design and validate a media literacy curriculum for parents of elementary school students. The study employed qualitative and synthesis research methods, focusing on reference texts related to media literacy education for children. In order to verify the validity of the findings, 10 experts in curriculum planning, primary education and communication in Isfahan were selected purposefully. Lawshe's method was used to assess the content validity of the curriculum components (CVR> 0.6) and the developed program (CVR= 0.926). The results indicated that the program's overall goal is to enhance children's media literacy through parental involvement. This was pursued through the specific objectives of increasing parents' media literacy and equipping them with a model for teaching media literacy to children. The program content includes familiarity with various media, developing parents' media skills (Including critical understanding, ability to analyze, evaluate, group, infer, compare, combine and summarize), content production, media use, communication skills, and addressing issues like cyberbullying and Internet addiction. The program also provides a model for teaching media literacy to children. Learning-teaching strategies were identified as dialogue-oriented, cooperative/ interactive, and empathetic. The evaluation process consisted of assessing parents' prior media knowledge and children's media literacy which is done with a questionnaire. Grouping was based on parent-child pairs, primarily for evaluation purposes. The program also recommended media literacy-based films and books as resources. This curriculum is intended to be delivered over one semester in elementary schools for parents.

The purpose of this research was to identify the effective factors on children's executive functions when faced with educational and non-educational television programs. This research is a qualitative method and has been carried out using a meta-synthesis qualitative design. In meta - synthesis; Five databases, including PsychInfo, Psychology and Behavioral Sciences Collection, Scopus, Science Direct and Web of Science, were examined based on the six-step method of Sandlowski and Barroso, and 51 related research sources were used as the basis for analysis. The results showed that the factors affecting Children's Executive Function can be classified into three main themes of technology, content and context. Given the limited cognitive resources children have available at a given time to process media, Further research is needed to reveal exactly what television content is implicated, what underlies television's effect on executive function, how long the effect lasts, and who is affected. Cognitive research of this type by ensuring the alignment of the information flow with the way the brain processes information can help designers to optimize the sequential processing of the information hidden in the child's programs in order to advance their design goals.

The present study was conducted with the aim of identifying the components of streamlining higher education curricula. The approach of the present study is qualitative and its method is synthesis research. The scope of the study was all articles and scientific resources in the field of streamlining curricula in higher education. The research sample included 46 scientific works in this field. This number was selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from qualitative analysis of the documents studied. The components of the streamlining model of higher education curricula have 11 components, which include: developing a curriculum based on the needs of stakeholders, achieving educational justice, reviewing content, science and technology, streamlining the curriculum based on future jobs, social justice, developing participation and sustainable development. The results of this analysis and then their combination identified a conceptual framework in this area through aligned programs, the importance of the role of human resources (students) adaptation, attention to the role of the university, and attention to the framework of social expectations and students' needs and its impact on their persistence and academic success in the country's educational system, reforming university functions, and the emergence of social justice and participatory development planning in university educational programs.

The present study was conducted to investigating effectiveness of optimal experience educational package based on csikszentmihalyi's theory on interaction and self-confidence of primary school teachers. The research method of the present study was quasi-experimental with pretest, posttest, control group design and two-month follow-up period. The statistical population of the research included 2831 primary school teachers in Isfahan city in the academic year of 2020-2021. 30 primary school teachers were selected by purposive sampling method and randomly assigned to experimental and control groups (15 teachers in each group). The teachers in the experimental group received the optimal experience educational package based on csikszentmihalyi's theory during seven weeks in seven sessions of 90 minutes. The applied questionnaires in this study included teacher interaction questionnaire (TIQ) and teacher self-confidence questionnaire (TSCQ). The data from the study were analyzed through variance with repeated measures via SPSS23 statistical software. The results showed that optimal experience educational package based on csikszentmihalyi's theory has effect on the dimensions of interaction (Leadership (F=30.01, Eta= 0.51, P≤0.001), helping behavior (F=20.67, Eta= 0.42, P≤0.001), understanding (F=17.17, Eta= 0.38, P≤0.001), responsibility (F=27.03, Eta= 0.49, P≤0.001), uncertainty (F=30.39, Eta= 0.52, P≤0.001), dissatisfaction (F=25.12, Eta= 0.47, P≤0.001), punishment (F=7.51, Eta= 0.21, P≤0.001) and strictness (F=7.77, Eta= 0.22, P≤0.001)) and self-confidence (F=46.23, Eta= 0.62, P≤0.001) of primary school teachers. According to the findings of the present study it can be concluded that optimal experience educational package based on csikszentmihalyi's theory can be used as an efficient method to increase interaction and self-confidence of primary school teachers through employing reconstruction of awareness and activities, mental understanding of challenges, control of mental energy and targeting of activities.

The current study was conducted with the aim of validating the components of foreign student attraction in universities with the aim of curriculum interchangeability using the Delphi technique. The research was conducted in terms of practical purpose and qualitative method. The semi-structured in-depth interview research tool and interviews up to 12 cases were completed and theoretical saturation was achieved. The data analysis method was the Delphi technique, which collected data during consecutive rounds and using spss software. The findings include 5 dimensions and 18 components. The results of the research showed that it is necessary to pay attention to the components of attracting foreign students in universities with the aim of exchanging the curriculum and it seems necessary to spread the curriculum beyond the geographical borders. The results of this research help managers and planners of educational organizations to identify the changes, developments and challenges affecting the recruitment of foreign students and use them to improve the recruitment of foreign students in universities with the aim of exchanging the curriculum.

The present study was conducted with the aim of comparing the quality of electronic learning and learning styles of secondary school students of public and private schools. This research is practical in terms of purpose; In terms of its nature, it was descriptive and in terms of its method, it was causal-comparative. The statistical population of all secondary school students of non-profit schools and public education schools in Qaim Shahr city and in the academic year 2021-2022, which is 400 people (200 people from non-profit schools and 200 people from public schools) in a sample way Available samples were selected as samples. The tools of data collection were Hakimzadeh & Afandedeh electronic learning quality questionnaires (2013) and Towler and Deepboy's (2003) learning styles. The data were analyzed using multivariate analysis of variance (MANOVA) and t tests for independent groups at a confidence level of 95% (α = 0.05). The findings showed that there is a significant difference between the variables of electronic learning quality and learning styles in non-government and government school students. So, the students of non-government schools were higher than the students of public schools in terms of individual learning opportunities, content, experiential learning style and structured learning style