Showing 3 results for Karami
Mr. Amin Babadi, Dr. Bakhtiar Shabani Varaki, Dr. Maghsoud Amin Khandaghi, Dr. Morteza Karami,
Volume 6, Issue 12 (3-2019)
Abstract
Nowadays, there is a growing interest in transdisciplinary approach to university curriculum development,
transdisciplinary Studies are about the realms, goals, and goals of the transition field. The early phases of transdisciplinary in higher education curriculum can be complex and so there are challenges to the definition and operationalization this approach to the university curriculum. In this paper, in respect to the different perspectives on the subject, the conceptual framework and the model of the curriculum based on the causal layered learning are explained and the challenges and obligations of the subject are conceptualized based on four different types of curricular issues: Philosophical and pedagogical considerations, issues and responsibilities affecting the teaching process, issues and responsibilities affecting students learning, issues and responsibilities affecting course design and issues and responsibilities affecting learning assessment.
Mr. Sadegh Zaresefat, Dr. Marzieh Dehghani, Dr. Rezvan Hakimzadeh, Dr. Morteza Karami, Dr. Keyvan Salehi,
Volume 7, Issue 13 (3-2019)
Abstract
| This research is based on the experience of the faculty members of the College of Mathematics, Engineering, and Basic Sciences (STEM) at Ferdowsi University of Mashhad in 2017 in implementing professional development curricula. The data of this research were extracted from a qualitative and descriptive phenomenological method with semi-structured interviewing tool. Data is analyzed through coding and categorization. Sampling in this section was targeted through a criterion type and a total of 21 people participated. To credited, Delphi technique was agreed by the experts and experts on issues. Given the research structure and the four areas in the curriculum, researchers' perceptions of the themes and concepts related to each field were referred. A total of 37 categories and finally four general categories including design, implementation, field and evaluation in three areas of strengths, leading issues and desirability of curriculum. The results of this study showed that a great deal has been reported between the design and implementation of the programs, as well as a conceptual model based on the life experiences of the faculty members and, finally, suggestions were presented. |
Mr. Sayyed Ali Ghaderi, Dr. Behrooz Mahram, Dr. Mahmoud Saeedy Rezvani, Dr. Mohsen Noghani Dokht Bahmani, Dr. Morteza Karami,
Volume 7, Issue 13 (3-2019)
Abstract
The goal of this study was to identify and develop an appropriate theoretical framework for designing curricula in crises. In this regard, first, by document analysis and ampliative criticism methods, the consequences of crises on the society and the educational system were extracted and used as a basis for criticism and drawing a conclusion. Then, relevant taxonomies in curriculum theories were studied, and based on some criteria such as comprehensiveness and efficiency in answering the research questions, the taxonomy of Miller was selected and its expounded theories on crises were analyzed. Based on results, given the special psychological and social conditions of people who have been involved with crises, it was recognized that the guidelines of the social humanistic theory are more appropriate than the others for designing a curriculum which would help increase people's resilience and cause their faster return to normal conditions.
