saber abdolmaleki; Mahboubeh Khosravi; mostafa ghaderi; hassan maleki
Abstract
Play is one of the significant components and indicators of educating system in early childhood, which is an unclear concept and act especially in the classroom because of its ambiguous definition.The goal of current research is identifying free play components in children educating – learning ...
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Play is one of the significant components and indicators of educating system in early childhood, which is an unclear concept and act especially in the classroom because of its ambiguous definition.The goal of current research is identifying free play components in children educating – learning process. The qualitative research method is research synthesis study.The research universe includes all of the scientific resources in the field of free play during 1950-2019.The sampling method was purposive that includes the sources with enough indicators and to reach to theoretical saturation 59studies were perused.These studies are synthesis with Sandelowski and Barroso(2007)method.At last considering these researches we can provide twelve components for free play:voluntary choice , Child-centered .(active),Flexibility of the rules,Without a specific purpose, .Uncertain,Process oriented,safety,Intrinsic motivation,imagination,Deep physical and mental conflict,Enjoyable and fun,Individual and group.play, free play,. child learning.Identifying .the components of free play during Teaching-learning process in early childhood.play, free play, child learning learning
Nasrin Alipour; Darush Noroozi; Mohammed Nourian
Abstract
The purpose of this research is to systematically study the characteristics of a learning environment that are considered in all aspects of the teaching-learning process in the curriculum and its practical implementation. This environment is influenced by culture, tradition, technology and richness in ...
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The purpose of this research is to systematically study the characteristics of a learning environment that are considered in all aspects of the teaching-learning process in the curriculum and its practical implementation. This environment is influenced by culture, tradition, technology and richness in design and construction. The approach of this research is quantitative. In the designed model, the components of learning environment that were identified using content analysis in 7 dimensions are: learner, teacher, teaching-learning process, curriculum approaches, teaching content, learning environment physics, and evaluation.This model was validated by a researcher-made questionnaire. In the first part, the exterior model of the study is evaluated using first-order confirmatory factor analysis, presenting the results of convergent validity and divergence validity, and after establishing the validity condition, structural equation modeling using second-order measurement model is presented. For convergent validity, mean extracted variance (AVE) and reliability (CR) were calculated and Lisrel software was used to evaluate the designed model based on X2 indices of freedom, fitness index (GFI), adjustment index. Fit (AGFI), Soft fit index (NFI), Soft fit index (NNFI), Incremental fit index (IFI), Adaptive fit index (CFI), and Root estimation of second root estimation error (RMSEA) were used.
ali mohebbiarr
Abstract
Abstract The purpose of this research is to study the factors affecting the institutionalized curriculum of Islamic Thought Course. The research is descriptive of a survey type. The statistical population consisted of students at the University of Police, manner. Using a relative classified sampling ...
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Abstract The purpose of this research is to study the factors affecting the institutionalized curriculum of Islamic Thought Course. The research is descriptive of a survey type. The statistical population consisted of students at the University of Police, manner. Using a relative classified sampling method, 150 individuals including 53 students from the police college and 72 ones from the Department of Traffic, and 25 ones from the Kosar college, who have gone through Islamic Thinking Courses 1 and 2 and three months have passed since their end of the semester period. They were selected as statistical samples. The main instrument for collecting data is a questionnaire of 64 items that is an indicator of the institutionalized curriculum and the factors that affect it. To assess the validity of the tool, content validity method was used. The tool was evaluated acceptable from the view of experts, and to assess the reliability of the curriculum and the effective factors, Cronbach's alpha was used and their values were 0.74 and 0.79, respectively. For analyzing the data, Pearson correlation coefficient and regression were used as inter and independent T-test. The results showed that the effect of educational factors, social factors and individual factors on the institutional curriculum of Islamic Thought was significant while geographical factors did not show a significant relationship. On this basis, it can be said that educational, social, and individual factors explained the variations of the curriculum for as much as 29%, 55% and 23% respectively
alireza assareh; Bahram Saleh sedgh poor; ahmad arabi
Abstract
The main purpose of this study was to investigate the relationship between language learning curriculum and elementary components of social intelligence in elementary school students in Shahrekord.The present study is interdisciplinary in terms of research type. A researcher-made scale was used to collect ...
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The main purpose of this study was to investigate the relationship between language learning curriculum and elementary components of social intelligence in elementary school students in Shahrekord.The present study is interdisciplinary in terms of research type. A researcher-made scale was used to collect data. The validity of the questionnaire was evaluated through experts 'and experts' opinions, and the reliability of the questionnaire was estimated using PLS software and composite reliability method of 0.85 and convergent validity was 0.83. The statistical population in the quantitative section consists of 13682 elementary school students in Shahrekord. Using a Morgan sampling table, 375 people were selected through cluster random sampling as a statistical sample. The qualitative part of the phenomenology method was used by 40 contributors among teachers through targeted sampling and semi-structured interviews for data collection. The main results of the research in the quantitative part showed that there is a significant relationship between linguistic curriculum and social intelligence components of students. Also, the results of the qualitative section indicated that, according to teachers, the highest priority of the effect of "linguistic curriculum enhances the skills of dating, decision making and self-awareness."
Reza Mohammad Beygi; Alireza Faghihi; Faezeh Nateghi
Abstract
Nowadays, curriculum is considered as the heart of educational systems. Curriculum at primary school is an opportunity for children’s personality development in different education dimensions. Sex education is the important dimension of education. The present study aimed at designing an optimal ...
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Nowadays, curriculum is considered as the heart of educational systems. Curriculum at primary school is an opportunity for children’s personality development in different education dimensions. Sex education is the important dimension of education. The present study aimed at designing an optimal model for sex education curriculum in primary school. In this research, qualitative phenomenology research method has been used in 1395. The statistical population of the study, including professors and faculty members of educational sciences and psychology department of University of Tehran, Allameh Tabataba'i University and Bu-Ali Sina University of Hamedan, were selected by sex education experts in Hamedan province. Targeted sampling was used for sampling. So, interviews were conducted with 17 people, and the work progressed to theoretical saturation. The tool used is a semi-structured interview with experts. For analyzing qualitative data, interpretive analysis method was used. The findings indicated that the themes of the sexual education curriculum rely on three main structures (cognitive, attitudinal, and skillful). In the field of educational content, attention should be paid to the values and philosophy of sexual education, attention to value-based resources (Quran, tradition, intellect, nature), attention to the principles governing education, attention to sources of content development, sexual education curriculum. In the educational section, the principle of difference in religious law and duties, teaching methods, and in the educational evaluation section, the use of the features of other elements of sexual education curriculum, the use of two basic criteria of the Qur'an and the Sunnah of the Prophet were identified. Finally, it was concluded that the curriculum designed to pay attention to various aspects of the curriculum, including purpose, content, method and evaluation. The basics of the curriculum, including its psychological, social and philosophical foundations, are based on the philosophy of the community. In fact, the present plan reflects the cultural and social values of society.
Ali Ziyaeemehr
Abstract
Text books, as the main components of education, can play important roles in fostering students’ creativity and creative thinking. This study aimed to assess the alignment of six graders Thinking and Research textbook content to Plsek’s (1997) Directed Creativity Model. Data were sourced ...
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Text books, as the main components of education, can play important roles in fostering students’ creativity and creative thinking. This study aimed to assess the alignment of six graders Thinking and Research textbook content to Plsek’s (1997) Directed Creativity Model. Data were sourced and analyzed using all the exercises from the Thinking and Research textbook for newly developed sixth grade students in primary schools. Various researcher developed forms as data collection tools to analyze the selected content. Results showed that 61% of the analyzed content was congruent to Plesk’s first principle- attention (the preparation stage). Alignment to the second principle, escape (imagination and development stage) was around 39%. But the third principle- movement (practice stage) was totally ignored (0%) throughout the exercises designed to promote students’ creativity. It is worth mentioning that the principle of movement is considered as a key stage in fostering creativity according to Plsek. These finding might be of salience for curriculum developers in reviewing and re-crafting the Thinking and Research textbook for sixth grade students in order to betterment of nurturing students’ creativity through the curricula.
Vahideh Alipour; Samira Bakan; Rahim Moradi
Abstract
The main purpose of this research is the qualitative analysis of the Secondary School English Learning Curriculum based on Wayne Stein and Faint Straw Model. The research method is qualitative. For collecting data, unstructured interview was used. The population of this research included all the mall ...
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The main purpose of this research is the qualitative analysis of the Secondary School English Learning Curriculum based on Wayne Stein and Faint Straw Model. The research method is qualitative. For collecting data, unstructured interview was used. The population of this research included all the mall and female English teachers in Karaj. The sample was determined by theoretical saturation criterion, that after interviewing with 25 teachers, interview was saturated. The findings of data analysis included "Grounded Theory" that based on which the following factors such as: outdated English textbooks, foreign textbooks content are not good and enough and Foreign curriculum doesn't focus on four language skills (listening, reading, writing, speaking), unexperienced teachers who do not master new teaching method, grammar–based content, uninterested students in learning foreign language, grammar translating method instead of learning through communication, are effective in influencing learning English.
Volume 11, Issue 37 , October 2015, , Pages 33-50
Abstract
This study aims to study developing English curriculum in the first period (grades1-3) of primary schools in Iran. The method is descriptive which was carried out by collecting data from successful Asian countries in teaching English as a foreign language. Then the viewpoints of national experts on the ...
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This study aims to study developing English curriculum in the first period (grades1-3) of primary schools in Iran. The method is descriptive which was carried out by collecting data from successful Asian countries in teaching English as a foreign language. Then the viewpoints of national experts on the subject were collected through three researcher made questionnaires by Delphi method. All “absolutely agree” or “relatively agree” viewpoints were selected. In the third pause of the questionnaire confirmed views were evaluated and viewed. Average, standard deviation and one sample T-test was conducted for 5 point rating scale of the questionnaire. Due to the research results most of the experts (average of 4/64) believed that teaching English in primary school is essential and the aims of teaching English as well as language skills were determined from the experts’ viewpoints. Since there is a growing tendency from parents to learning English in the early years of primary schooling it seems that implementing English education to primary curriculum can support the establishment of an equanimity education for all the students.
reza shakorzadeh; hassan maleki; mahdi ghasabi
Volume 10, Issue 34 , January 2015, , Pages 67-92
Abstract
The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study ...
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The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study which had a statistical population of all post-graduate students and professors of the department of Psychology and Education Sciences in the academic year 2013-2014The 165 students and 53 teachers are.Morgan with a sample size of 114 students and 46 faculty members were estimated The sampling was carried out using the stratified proportional-to-size method. Content-face validity test was performed to ensure the validity of the questionnaire. The reliability of the questionnaire which consists of 68 questions was calculated to be 94% on a thirty-member group using Cronbach’s alpha coefficient. To analyze the results of the questionnaires, a one-sample, independent t-test was used. The findings of the present research, according to the components of the curriculum, show that for the students, the objectives, the content, and the assessment strategies of the curricula have fallen short of meeting their needs and expectations, and for the professors, operational strategy and assessment strategy were the two components that were, to some extent, effective in meeting their needs and expectations, but objective and content components failed to be so. In addition, there was no significant difference between the demographic features of the students and the professors.
hamideh pakmehr; hossein karshki
Volume 10, Issue 34 , January 2015, , Pages 112-126
Abstract
Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic ...
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Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic population consisted of all humanities students in Bafg PNU (460). 146 students were selected through stratified and sample size formula. They completed Ricketts’ critical thinking disposition (2003) and Schommer’ epistemological belief (1998) questionnaire’s. The findings showed that (1): There was significant difference between the two groups of students with complex and raw epistemological belief’s to critical thinking disposition .2- Most students were complex epistemological beliefs. 3. The students’ critical thinking disposition was not desirable. According to the results, change on the raw beliefs into complex beliefs, can be used to strengthen critical thinking and advanced the higher education goals.
Ali Jalali Dizaji
Volume 10, Issue 31 , April 2014, , Pages 25-60
Abstract
Background: University education is an essential for library and information science with the aim of training skilled human forces for information centers. The present research aims to study the undergraduate curriculum of the field library and information science for identification of the necessary ...
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Background: University education is an essential for library and information science with the aim of training skilled human forces for information centers. The present research aims to study the undergraduate curriculum of the field library and information science for identification of the necessary revisions to be made in regulatory and optional bachelor courses at Allameh Tabataba’i University. Method: This was a descriptive library research with a comparative study design. The data was collected from sources of ATU LIS curriculum, Iranian Undergraduate LIS program documents, Iranian LIS Association, and undergraduate LIS programs of the universities abroad. Results: The results showed that the curricula of LIS have been revised in both Iran and world to become consistent with social and technological developments and improve human forces’ skills. Ferdowsi University of Mashhad, University of Tehran, Shahid Chamran University of Ahwaz, and Alzahra University have all made some changes to their curricula. There was a difference between ATU and the mentioned universities in their LIS curricula from 2003 to 2010, and the centralized new LIS program at ATU was carried out in the first semester of the year 2010-2011. University of North Texas and American Catholic University have jointly presented the minimum courses with 57 credits, and Hawaii University offered the maximum courses with 126 credits; while the Iranian LIS programs offer a total of 80 credits. This difference lies in universities’ various educational policies, and their program’s flexibility is originated from their needs. The course ‘an introduction to reference and information services’ rated first among courses offered by abroad universities getting highest frequency of 11, while the courses ‘information and communications technology’, ‘teaching information technology literacy’, ‘database content evaluation’, ‘interpersonal communication skills for librarians’, ‘data security’, ‘marketing of information products and services’, ‘vocabulary design’, ‘preservation management’, ‘introduction to cognitive science’, ‘introduction to multimedia technology and resources’, and ‘introduction to archival management’ jointly ranked eighth. 41 required specialized courses, and 7 optional specialized courses, i.e. a total of 121 credits regardless of public and basic courses, were suggested. The proposed LIS program with 35 additional credits is expected to create a balance between undergraduate and graduate programs.
DARYANAZ PAHLAVANI NEJHAD
Abstract
The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research ...
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The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research method is a correlation type and based upon measuring form. Statistical population of this thesis includes Payame Noor University, Tarbiat Modarres Tehran, Shahid Beheshti and Science & Industry of Iran University. Statistical population includes 3039 university students at electronic learning courses. We used random sampling method in this research. About 385 persons were selected randomly from among all students in electronic learning courses. Data collection tool was a questionnaire with Cronbach alpha equal to 0.98. All data were measured by the use of statistical analysis resulted from a questionnaire and by the help of LISREL software. Research proposed model was tested by the use of model making method of structured equations. According to the results, there is a powerful and significant relation among content, technology, teacenvironment and satisfaction in electronic base. Furthermore and according to the regression standardized coefficients (process analysis coefficients) it is obvious that environmental factors have the highest grade, information quality has second grade and educational quality has third grade, technical quality has fourth grade, content has fifth grade, professor has sixth grade, services quality has seventh grade and technology has eight grade of importance accordingly.her, quality (technical, educational, content & information, services),
morteza karami; mojtaba tajri
Abstract
Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and ...
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Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and pretest-posttest control-group design. The statistical population consisted of students who attended the anger management courses held by the Counseling Center of the University of Mazandaran. There was significant differences between the two methods, namely constructive teaching and current, regarding their impacts on the attitude of the two groups towards learning environment and mode of education (F(46,7)=5.07, P=0.000, Wilks' Lambda=0.564), as well as the satisfaction of the two groups of the course (F(50,3)=16.40, P=0.000 Wilks' Lambda=0.504). The group receiving anger management training with constructive method had more positive attitude towards anger management and expressed higher satisfaction of the course. Moreover, other findings showed that the group trained using constructive method learned anger management better than the other group (F(51,1)=15.65, P=0.000). The results of the study showed that teaching in constructive environments was more effective in anger management due to its higher flexibility and ability to foster deeper learning. Therefore, it is recommended to apply this approach in developing life skills curricula
Atiyeh Shohoudi; Farkhondeh Mofidi; Hamid , Alizadeh
Volume 9, Issue 28 , July 2013, , Pages 2-14
Maqsood Amin Khandaqi; Maliheh Rajee
Volume 9, Issue 28 , July 2013, , Pages 16-40
Abstract
Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the ...
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Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the academic year of 2010-211 by using Morgan's formula and completed "learning styles" and "teaching styles" questionnaires. The results show that many subjects are inclined towards active teaching style and have assimilation and convergent learning styles. In addition, students preferring active teaching style have often divergent learning style. It is suggested that instructors use active teaching methods and consider various techniques when designing their instructions in order to make students skillful in various learning styles and provide opportunities for their academic achievements.
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.
Khadijeh Aliabadi
Volume 8, Issue 26 , January 2013, , Pages 46-67
Abstract
Recent information surge has turned curriculum revision into a vital necessity in all university majors. As academic circles are expected to be among the first entities updating their information, they have no choice but to reconsider and revise their curricula. Educational technology is no exception, ...
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Recent information surge has turned curriculum revision into a vital necessity in all university majors. As academic circles are expected to be among the first entities updating their information, they have no choice but to reconsider and revise their curricula. Educational technology is no exception, which has to be pioneer in innovation and using new methods and facilities. This research was conducted to (1) study the current curriculum, and determine the credits for pre-university, general, basic, core, specialized, elective, and pre-requisite courses, and (2) determine the course syllabuses for pre-university, elective, and specialized courses. To accomplish the first objective, educational technology curriculum was studied. The following measures were taken to meet the second objective: (a) library and internet research to collect information on educational technology curricula of world’s prestigious universities, (b) surveys to ask academic experts’ opinions, (c) surveys to ask MA students’ opinions, (d) surveys to ask educational technology students’ opinions, (e) assessment of different educational research conference findings, (f) assessment of minutes of Supreme Council for Educational Planning. The results were finally used to design a curriculum.
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.
hosein jafarisani; hamideh pakmehr
Abstract
Background: Many students believe that Physics' teaching is an abstraction that is difficult to learn. Therefore, this is necessary for learners' utmost good faith to their ability to solve problems in Physics. Objective: This study aims to probe the effectiveness of searching model on students' self-esteem ...
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Background: Many students believe that Physics' teaching is an abstraction that is difficult to learn. Therefore, this is necessary for learners' utmost good faith to their ability to solve problems in Physics. Objective: This study aims to probe the effectiveness of searching model on students' self-esteem beliefs in solving Physics problems. Method: This study is quasi-experimental design of pretest-posttest with two control groups. The statistic society includes all the basic high school male students of Fariman town in Khorasan Razavi province, in the academic of year 2011-2012. Results: Paired t-test results on the effectiveness of the pattern on the search showed that the rate of self-efficacy scores between the pretest and posttest in experimental group is significantly different from (t= -4.44, p<0/001), so knowledge of self-efficacy scores of experimental group and the other components of the test scores were higher in pre-test. Conclusion: Given the above findings, we conclude that the search pattern, self-esteem of students in their ability to solve problems in Physics teaching, was increased. Therefore, employing this model in teaching high school students is recommended
masud moradi; hashem fardanesh
Abstract
Approaches, models, and methods of teaching, among other factors, are important factors in any educational system. Teaching is an endeavor that is at the crossroads of all the activities in the classroom, and is the most important activity enacted by teachers that prepares the context for student learning. ...
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Approaches, models, and methods of teaching, among other factors, are important factors in any educational system. Teaching is an endeavor that is at the crossroads of all the activities in the classroom, and is the most important activity enacted by teachers that prepares the context for student learning. Teaching is the process of facilitating student learning. There are different methods for teaching different kinds of contents. Kinds of content refer to the kind of knowledge that comprises it. According to the information processing psychologists there are three different kinds of knowledge; declarative knowledge; procedural knowledge; and images. Procedural knowledge has three kinds; pattern recognition; action sequence; and heuristic procedures. Teaching procedural knowledge requires special steps that is different for steps necessary for teaching declarative knowledge. Recognizing the kind of knowledge that one intends to teach is therefore essential for a successful teaching. A model for teaching different kinds of procedural knowledge in presented in this article
ali mohebi; nematolah musapur
Abstract
The Experienced Curriculum” is one of the curriculums performed in the educational systems on which several different studies have been done. “The Experienced Curriculum” is of different levels whose first one is the hidden curriculum. This curriculum can be affected by different factors ...
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The Experienced Curriculum” is one of the curriculums performed in the educational systems on which several different studies have been done. “The Experienced Curriculum” is of different levels whose first one is the hidden curriculum. This curriculum can be affected by different factors which have been categorized into four categories namely, educational, social, and geographical in this study. Despite the plethora of studies done on the experienced curriculum, a few field studies have been done on the effective factors in the curriculum. The present study aims at exploring the effective factors in the hidden curriculum of “Islamic Thoughts” course for B.A. students. The required data have been collected by questionnaire. 210 students have been randomly selected as the statistical sample from among 650 students studying at one of Tehran’s universities in 2010-2011 semesters. The Pearson statistical test has been used to analyze the collected data. The findings of the study demonstrated that all educational, social, and geographical factors and their related subsets have significant relationships with hidden curriculum of “Islamic Thoughts” course, but the results of the total Regression only proved the following significant relationship: educational factors and teacher, content and evaluation variables; social variables and the family media, friends and classmate variables; social variables and study, satisfaction of religious education; and the geographical variables with the residential place variables. The findings also proved that “satisfaction of religious education”, “teachers of the religious course”, “friends and classmates”, “media and religious studies” have the most significant relationships with the hidden curriculum of “Islamic Thoughts” respectively.
Mohammad Reza Nili (PhD)
Volume 5, Issue 14 , July 2009, , Pages 74-101
Abstract
Higher education has a great responsibility in considering society various needs, such as economical, cultural, and political ones and tries to meet them. In universities, this mission has not fully been completed, especially in terms of curriculum development. The main aim of this study was to ...
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Higher education has a great responsibility in considering society various needs, such as economical, cultural, and political ones and tries to meet them. In universities, this mission has not fully been completed, especially in terms of curriculum development. The main aim of this study was to investigate the possible applied aspects of Educational Technology field (a) from students' points of view and (b) by analyzing MSRT approved curriculum. The collected data were analyzed and the results showed that: (a) there was not any necessary consistency between the objectives and the contents of many special courses of the field with its practical credits. (b) The applied aspects of the field were also assessed to be relatively good or good.
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.
