مجله پژوهش های برنامه درسی
سال سوم شماره 1 (پیاپی 5، بهار و تابستان 1392)

One of the factors that plays an important role in the success of the virtual education is the students’ sense of presence in the virtual environment. The sense is affected by various factors، one of which is the instructors’ educational beliefs. This study aimed to investigate the role of instructors’ curriculum orientations in students’ sense of presence in virtual courses. The study benefited from a mixed-method approach. The research population included all the students and instructors in Amir Kabir، Elm-o-San’at، Khaje-NasiroddinToosi، and ‘Elm-o-Hadith Universities. In the quantitative phase of the study، 714 students and 63 instructors were selected through stratified random sampling. In the qualitative phase، 16 participants were selected through purposive sampling based on theoretical saturation. In the quantitative phase، the data was collected by the use of Curriculum Orientation Questionnaire and Sense of Presence Questionnaire. The collected data was then analyzed through descriptive and inferential statistics using SPSS software. In the qualitative phase، semi-structured interview was employed in collecting the required data and then the collected data was analyzed through qualitative content analysis and interpretative approach. MANOVA، Lewin and Tukey post-hoc tests were also used for data analysis. The results indicated that there was a significant relationship between the instructors’ curriculum orientations and students’ sense of presence in virtual courses. Multiple regression analysis showed that the instructors with humanistic، social reconstructive and Schwab eclectic curriculum orientations had students with higher sense of presence as compared to the instructors with other orientations. The study calls for due attention to be paid to the significant role of the instructors’ curriculum orientations in the students’ sense of presence.

This study aimed at comparing extracurricular activities in primary schools of Iran with those of America، England، and Malaysia in order to provide insights into improving the educational system in Iran especially regarding extracurricular activities. The study was comparative and benefited form Breai method. America and England were selected because they are the leading countries and among the most successful countries in extracurricular activities. Malaysia was also selected because as a Muslim country it has structured extracurricular activities. The results of the study indicated that the countries under study had various objectives in extracurricular activities. In Iran، most of the objectives are general and focus on the areas of attitude. The other countries focus on familiarity with different religions and different local، regional and global cultures، understanding the traditional values of one’s and others’ culctures، boosting tolerance in dealing with the opposite values، etc. But such objectives have been paid less attention in Iran. The extracurricular activities in Iran enjoy less variety and are mostly geared toward religious activities. The major difference between Iran and other countries in terms of practicing extracurricular activities is that there is no planning for the time of such activities in the Iranian schools. Furthermore، the teachers in other countries cooperate more in having such activities. Finally، evaluation of these activities in such countries is based on the students’ performance and work report. The study provides some suggestions for the improvement of the educational system in Iran in terms of extracurricular activities.

In line with the investigations on effective factors in the process of teaching and learning، the present study was an attempt to focus on the professional ethics of the professors، as one of the curriculum elements، at Shiraz University from the postgraduate students’ perspectives. A comparison was also made concerning different dimensions of professional ethics from students’ perspectives between the professors from the Schools of Humanities and Sciences. Also، male and female students’ perspectives were compared in this regard. To this end، 216 professors were randomly selected through stratified random sampling. The researcher-made questionnaire for the evaluation of professional ethics (including 5 dimensions of education، research، manner and behavior، human relations، and organizational relations) was filled out by 875 students. The reliability of the questionnaire was checked through Cronbach''s Alpha and Split-half method. As for validity، face validity and content validity through item analysis were considered. The data collected was analyzed through one-way repeated measures ANOVA and independent-samples t-test with Bonferroni correction. The results indicated that: 1) There was a significant difference among all the aspects of professional ethics except for human and organizational relations; and 2) There was no significant difference between the male and female students and also between the students of the Schools of Humanities and Sciences concerning their perspectives toward the five dimensions of the professors’ professional ethics.

This study aimed at investigating the relationship between the type of structure and classroom climate desirability at Shiraz University based on students’ views. The research population consisted of all the BA students at Shiraz University. Through multi-stage cluster sampling، 201 students were selected and given the research instruments. Overall، 188 completed questionnaires were returned back. The data was analyzed using paired t-test، one sample t-test، path analysis، repeated measures ANOVA، post hoc Bonferroni test، and MANOVA. The results indicated that: 1) The participants believed that the dominant structure type at Shiraz University was hindering; 2) The overall classroom climate desirability was below average; 3) Enabling structure was the positive significant predictor and hindering structure was the negative significant predictor of the classroom climate desirability; 4) There was a significant difference among the classroom climate dimensions at Shiraz University in terms of desirability; and 5) There was a significant difference among the classroom climate dimensions in different fields of study in terms of desirability.

The main purpose of this study was to examine views of the science students about the science education curriculum based on nature of science components. A total of 277 undergraduate students from different fields of study including Physics، Chemistry، Biology، Geology، and the related fields participated in this study. The research method was descriptive. A researcher-made questionnaire was the instrument used to collect the required data. The reliability of the questionnaire was found to be 0. 81 through Cronbach’s Alpha. The major aspects of the nature of science that were examined in this study included tentativeness، empirical basis، creativity، subjectivity، socio-cultural issues، observation/interpretation and theory/law. These components were examined regarding the four basic elements of curriculum، namely، objectives، content، implementation and evaluation in current and desired states. The results indicated that from the students’ perspectives none of the curriculum dimensions was based on the nature of science components in the current state. However، in their opinion، curriculum objectives were closer to the desired state in terms of having nature of science components. Also، evaluation was furthest away from the desired state in this regard. The participants argued that more than any other elements، science curriculum objectives should be based on the nature of science components in the desired state. Based on the students’ opinions، for a curriculum to be in line with the nature of science components، after curriculum objectives، it must have the most attention paid to implementation and evaluation.

The main purpose of this research was to study the relationship between students'' perception of experienced curriculum effectiveness and their development of leadership competencies through structural equation modeling approach. The research method was descriptive-correlational. The statistical population of the study included all the students of bachelor degree at Shiraz University. Through cluster sampling، 18 classes of seniors from different fields of study with a total of 284 students were selected. The research instruments used to collect data included the researcher-made scale of experienced curriculum effectiveness and leadership competency development questionnaire. The instruments were checked for their reliability and validity and were then distributed among the participants. The collected data was analyzed through one sample t-test، Pearson correlation coefficient and SEM using SPSS16 and LISREL8. 54. The results indicated that: 1) There was a significant relationship between the variables of experienced curriculum effectiveness and leadership competency development; 2) The effectiveness mean scores for assignments and assessment were below average; 3) The mean scores for self-awareness، teamwork and partnership with the community were above average but below the desired level; and 4) Effectiveness of students'' experienced curriculum was the significant and positive predicator of their leadership competency development.