Showing 4 results for Shabani Varaki
Ms Azam Zarghani, Dr Maghsood Aminkhandaghi, Dr Bakhtiar Shabani Varaki, Dr Nematollah Mosapour,
Volume 4, Issue 8 (2-2017)
Abstract
The aim of this study was to increase understanding of how to change theoretical and practical knowledge of primary school teachers. The research approach was qualitative. The data were collected through focus group interviews. The sample size was obtained after the saturation phase including 25 teachers. The data were analyzed using content /thematic analysis. Two techniques were used for increasing the trustworthiness of data including member check, and peer review or debriefing. The findings were labeled in three categories comprising the quality of theoretical and practical knowledge change, the change channels of theoretical and practical knowledge of teachers and the factors influencing the change of teachers' theoretical and practical knowledge. These categories embraced the sub-categories. As sum, the results revealed that the low quality of teachers' in-service curriculum bring the unimportant change in theoretical and practical knowledge of teachers. Design and development of teachers' in-service curriculum, needs change in instrumental perspective of designers and executives of curriculum-making toward change phenomenon in teachers.
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. Hosein Sharafi, Dr. Bakhtiar Shabani Varaki, Dr. Mohammad Saeid Abdekhodaei, Dr. Ali Moghimi,
Volume 7, Issue 14 (10-2019)
Abstract
The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.
Mr. Alireza Hooshmand, Prof Bakhtiar Shabani Varaki, Dr. Maghsood Amin Khandaghi, Dr. Ali Moghimi,
Volume 8, Issue 15 (3-2020)
Abstract
Curriculum theorizing is the methodology of the theory development. We recognize, two approaches to curriculum theorizing; explanation and understanding. Explanation resemble the processes of theorizing like natural scientist does and understanding is an approach to theorizing with its personal engagement consideration, uniqueness evolve from the complexity of and unrepeatable educational phenomena. In this article, two main ideas, objectivism-reductionism, subjectivism-mystrianism and a branch of the second idea so called; conceptualism are examined. It is argued that all three ideas are corresponding with the explanation or understanding and so their deficiency in human life is determined. It is argued that neurophenomenology could be considered as a remedy for the fragmental deficiency and incompetence of the current dominant positions in curriculum theorizing. We called the neurophenomenology inspired theorizing as; "understanding explanation" and explain it in reference to the Varrellas, Varela's methodology of reciprocal constraints.
