Showing 3 results for Niknam
Ms. Nasrin Mahdavi, Dr. Zahra Niknam, Dr. Mohammad Attaran, Dr. Nematollah Mousapour,
Volume 9, Issue 17 (3-2021)
Abstract
The idea of pedagogy content knowledge in the three dimensions of "collectivepedagogycontent knowledge", "personal pedagogy content knowledge" and "in acted pedagogy content knowledge" is a window into the realm of educatorchr('39')s professional knowledge. The purpose of this study is to identify and investigate the components of personal pedagogy content knowledge that provides an important role in the understandingandeducationalorientationofeducators in real classroom status. In this study, a qualitative approach was used to identify and investigate the components of personal pedagogy content knowledge and11educators were selected in a targeted manner.Data collection and analysis were done simultaneously through interviews and class observations. Findings showed that the elements and components of educatorchr('39')spersonal content knowledge include five main components: thepurposeofcontent pedagogy, content realm, content and pedagogy, content and curriculum, content and valuation. The educators were classifiedintotwogroups, discipline-based and context-oriented, based on the educatorchr('39')s interpretations of the identified components
Nasrin Mahdavi, Zahra Niknam, Mohammad Attaran, Nematullah Musapour,
Volume 11, Issue 21 (3-2023)
Abstract
ThepurposeofthisresearchistoanalyzetheprofessionalactionofprofessorsintheprimaryeducationdisciplineofFarhangianUniversityinthecontextof pedagogycontentknowledge.In this research,aqualitativeapproachwas used and seven professors of Farhangian University were selected in a purposeful method. Data collection was done through interviews andclassroomobservation at the same time. Based on the professors' interpretation of the pedagogy content knowledge componentsthe professors were classified into two groups of context-independent and context-dependent. The context-independent Professors consider the aim of content pedagogy as how to represent the subject matters purposefully. Whatmakesmeaningfulthe main belief of the professorsin the formation of content pedagogy is the learning opportunities that they plan for the students in a prescriptive way and from the outside, the mission of the professor and the university system is to convey how to represent the concepts and facts. In contrast, the main belief of context-dependentprofessorsistocreateaneffectivelearningspacetocritiquethewrittencurriculumand equallearningopportunitiesforstudentswiththeaimofcreatingtransformative experiences.This belief is formed in student-teachersthatthey have the abilityto create knowledge and can provide opportunities for elementary students to think beyond the subject matters and the experts advice
حمیده Hoorfar, Zahra Niknam, Majid Malekan, Effat Abbas,
Volume 11, Issue 22 (9-2023)
Abstract
This study analyzes Iranian research on science education curriculum focusing on the nature of science.How the nature of science has been addressed in Iranian research on science education curriculum is question. This study was conducted with a qualitative approach and by reviewing Iranian studies. 32 documents were examined and analyzed. The review and analysis indicate that Iranian studies have mainly focused and pay a lot of attention to the intended curriculum, at the expense of sidelining the implemented and acquired curricula.There is little field research from classrooms and a huge gap in interpretive research Also, there is almost no research on teaching the nature of science to primary students.Classroom activities and learners' experiences in educational environments are an integral part of the curriculum, therefore, it is necessary to conduct qualitative field research, such as ethnography, for gaining a deeper understanding of the implemented and experienced levels of the curriculum.
