Mahboubeh Khosravi; Kourosh Fat'hi Vajargah; Hassan Maleki; Darioush Norouzi
Volume 9, Issue 27 , April 2013, , Pages 136-168
Abstract
The present study presents an appropriate model for examining curriculum innovations and provides pathology of innovation in different models of curriculum innovation. This research aims to investigate curriculum innovations at the stage they are implemented. For this purpose, the factors effective on ...
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The present study presents an appropriate model for examining curriculum innovations and provides pathology of innovation in different models of curriculum innovation. This research aims to investigate curriculum innovations at the stage they are implemented. For this purpose, the factors effective on acceptance of curriculum innovations in the higher education system in Iran were examined. Then, 179 faculty members of different universities in Tehran, who involved in higher education curriculum revision program, were surveyed. Analysis of the data indicated the National Curriculum Revision Bylaw was not accepted in practice. Moreover, the research results showed that in implementation of higher education curriculum innovations, several factors should be considered.
Hassan Malaki; Ali Delavar; Gholam Ali i Ahmad; Mohsen Hajitabar Firouzja’i
Volume 8, Issue 26 , January 2013, , Pages 106-154
Abstract
The present research aimed to probe into the degree of correspondence among intended, implemented, and attained curricula of social studies in the first year of Tehran high Schools. It was an analytical–descriptive research, and the studied population of the research comprised the members of social ...
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The present research aimed to probe into the degree of correspondence among intended, implemented, and attained curricula of social studies in the first year of Tehran high Schools. It was an analytical–descriptive research, and the studied population of the research comprised the members of social studies curriculum planning council, school administrators, teachers, heads of educational groups, and students in the first year at high schools in the city of Tehran. The sample size was consisted of 20 school administrators, 200 school students, 19 heads of educational groups of social studies, 60 students as the representatives of student groups and 52 teachers in Tehran high schools. The sampling method used for teachers, administrators, students, and representatives of students was a randomly clustering multi-stage sampling. To collect the required data, in addition to the analysis of all related documents, views of the members of the social studies curriculum planning council, school administrators, teachers, the heads of educational groups, and students were sought. Moreover, 20 social studies classrooms across the city of Tehran were observed and the students therein were tested based on administering knowledge, attitude and skill tests, and finally the mean of end-course (summative assessment) and through the course (formative assessment) scores was computed. Despite the fact that social studies curriculum planning was appraised as well-planned, and that the results from the present research shed a clear light on social studies curriculum planning at three mentioned stages, they would probably be an indicative of many factors developers might have to deal with such as inadequate teacher training, insufficient facilities to facilitate learning, the difficulty level of contents, and so on at implementation stage. Besides, results of students’ scores during a schooling year and results from three tests including knowledge, skill, and attitude tests revealed that students’ performance in knowledge test was good and in skill test satisfactory, but their performance in attitude test was found to be weak. Given that lots of weaknesses were observed in implemented curriculum planning accompanied by not achieving skill and attitudinal goals, it is essential that the social studies curriculum planning council, school administrators, and teachers make further attempts to lessen discrepancies in three curricula, namely the intended, the implemented, and the attained related to social studies in first high school year through applying appropriate methods.
hasan maleki
Abstract
In developing textbooks and curricula. Knowledge generation should be considered as a very important strategy. instructional materials have a crucial role in learning and also in enhancing thinking skills. Thinking skills, therefore , nwwd to be taken intro account, while designing and producing sush ...
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In developing textbooks and curricula. Knowledge generation should be considered as a very important strategy. instructional materials have a crucial role in learning and also in enhancing thinking skills. Thinking skills, therefore , nwwd to be taken intro account, while designing and producing sush materials. In addition eight processes for thinking namely , concept forming , principle forming comprehension problem solving decision making researching and integrating ,play a fundamental role in knowledge generation . among these , problem solving skill because of its close relation to knowledge generation , will be taken intro account in the present paper.
