Showing 7 results for Curriculum
Tayebeh Mahrouzadeh, Soolmaz Nourabadi,
Volume 1, Issue 29 (10-2014)
Abstract
One of the main issues to be considered in the educational system is education. Education is the result of four elements which are interacting with each other. These four elements are: teaching, learning, structure and curriculum. Curriculum is a plan for action which forms the structure. Another issue is the status of knowledge and the way we can transform it into educational materials. In postmodern education, knowledge itself is not the target, and the “knowledge constructive discourse” is rather a target. For this reason the main concentration in the classrooms are on knowledge construction, understanding, cooperation and collaboration. The educational systems of the countries have to reconsider the targets, contents, materials, methods and also the educational opportunities and activities in order to educate independent and flexible students who have creative thinking. Curriculum planning and presenting various issues have been done for a long time. In early twentieth century, the scholars in education and training stepped into the realm of integrated curriculum. But the dominated trend in this century has been based on single discipline approach, plurality of subjects, and Discipline-based curriculum. Integration means making compatibility and coming together which is in contradiction with specializing and separating courses. Integration is based on holistic view which tries to make relations between education and daily life. The present study aims to explain integrated curriculum, declare the types of it, and the way to integrate science and technologies in the primary school courses. This research enjoys analytical- inductive methodologies. In this way, first we declare the curriculum and explain integration, and then we refer to the samples of integration in area of content, like integration of fundamental issues and knowledge, and integration of information technology and communication with all areas of knowledge. Based on the studies and analysis, we can conclude that: integration of science and technology with curriculum in general and specifically in primary education, the learning rate and the possession of students on organized content will increase and students can work out what they have learnt in real life.
Ms Mina Ahmadian, Dr. Mehdi Sobhaninezhad,
Volume 2, Issue 31 (2-2016)
Abstract
The most fundamental move to enhance the quality of critical thinking in students is the improvement of motivation to think, as the key to success in life and study. This is because acquiring the skills involved in critical thinking, in the process of official curriculum, cannot guarantee the development of these skills, and consequently, their application in different situations. Therefore, one of the most useful steps with this regard is the enhancement of the attitudinal aspects of critical thinking, paying attention to the function of hidden curriculum in higher education-something which could be in the opposite direction to official curriculum. Thus, the present study, by benefiting from the method of documentary analysis, while clarifying the position of hidden curriculum in higher education and studying its relation to critical thinking, offers the analysis of the apparatus of effects and the use of hidden curriculum in the development of critical thinking. With this regard, it is discussed that the function of hidden curriculum in higher education is due to the fluctuation in the official curriculum-which by itself is due to: lack of a complete legislation of this program in higher education, relation between hidden curriculum and the dimension of critical thinking and attention paid to hidden curriculum in liberal education with an inclination towards critical thinking. In addition, the hidden curriculum, developed out of a dialectical methodology is studied to investigate the development of critical thinking of the learners.
Marjan Kian, Yazdan Mansourian, Esmaeel Karamshahi,
Volume 4, Issue 34 (5-2017)
Abstract
The purpose of this study was to determine the role of sixth grade curriculum in encouraging students to study. Qualitative research method is in the form of analyzing qualitative content and basic theory as process, not as a product. The population of the study was all sixth grade elementary school textbooks in 2012-2013 and sixth grade elementary school teachers in Karaj. The informants were 9 textbooks by census method and 19 teachers from the sixth grade by purposeful sampling and observing theoretical saturation. The research tool is a semi-structured content analysis checklist and interview. The findings suggest that sixth-grade textbooks encourage students to directly and indirectly study. There are concepts in the textbook that asks students to study and collect information from a variety of sources. Teachers sometimes encourage students to study but they do not consider the process. Varied resources and materials that encourage students to study in elementary schools.
Ali Sattari,
Volume 7, Issue 40 (3-2020)
Abstract
From the perspective of a principal, Jalal al-Ahmad looks at the educational issues of school and community together and seeks to solve the problems of community and school in relation to each other and from within the school. The article seeks to explore his thoughts and ideas in school principal of solving community problems from within the school. For this purpose, a descriptive-analytical method was used. The results showed that in the field of thinking, the elements of godliness, heresy and religious spirits have influenced Al-Ahmad's management style in school. Jalal al-Ahmad's epistemology, in his view of the objective and real issues of the school and the society around it, is reminiscent of social realism, which blends in with his critical approach. His view of man can be explained from the two perspectives of the existing man and the desirable man. The existing human being suffers from aimlessness or, in the path of the goal he pursues, loses his original identity and needs to be reformed. In his view, the desirable man is diligent, demanding change, and devoting himself to discovery, along with a desire to revive indigenous traditions. Value components include a tendency toward conscience, responsibility, purity, and traditionalism, which are crystallized in school management. In the light of these ideas, his general purpose is to establish a relationship between tradition and modernity and to reform society through the small school community. To achieve these goals, he emphasizes motivational and content-based curriculum content and community teaching methods, in which educational evaluation is conducted continuously and out of the context.
, , , Parvin Samadi, ,
Volume 8, Issue 42 (3-2021)
Abstract
Purpose of this study is to extract the components and elements of the home-school sex education curriculum. Research method in this research, is the synthesis of related research works taken from databases in the period of 2010 to 2020. 376 scientific researches were identified and after the necessary studies, 19 researches entered the first stage of synthesis; using the Suškevičs, Hahn and Rodela synthesis method, an optimal combination of their results was presented. An appraiser was used to recode the findings, clearly state what has been done, and show the usage of certain and defensible indicators for selecting input studies. According to the findings of synthesis, in the home-school sexual education curriculum, 12 entries were identified including: 1. Vital Arteries of Health, 2. harassment to rape: From prevention to treatment, 3. Growth, Development and Maturity in Human Life Cycle, 4. Human Communication Network: me exponent us, 5. Welfare skills, 6. Value driving and role-playing spirituality, 7. Sexual act, 8. Sexuality and gender identity, 9. Information-media highway, 10. Organizational empathy and cooperation, 11. Right, on the scale of justice, and 12. the reflection of socio-cultural norms on sexual issues. Among the elements of the sexual education curriculum to participate, were identified teachers, parents, students, and then specialists and religious scholars.
Zahra Akbarzadeh, Vahid Fallah, Esmat Rasoli,
Volume 9, Issue 43 (12-2021)
Abstract
The purpose of this study was to identify the null aspects of the curriculum acquired at Farhangian University of Educational Sciences. The present research approach is a qualitative approach of phenomenology. The statistical population of the study consisted of neo-teachers in the educational sciences of the university in the academic year of 98-99. Purposive sampling continued until theoretical saturation. The study involved 16 (5 men and 11 women) neo-educators. In-depth semi-structured interviews were used to gather information. Seven stages of Colaizzi method were used for data analysis. The findings of this study were finally presented in 7 main themes (Lack of practical training in the document of fundamental change, lack of Islamic professional identity of the teacher, lack of how to cultivate creativity, lack of content knowledge, lack of pedagogical knowledge, lack of sociological knowledge, lack of knowledge of Islamic psychology, lack of eclectic art) or The same dimensions and 23 components were finally presented in the form of a concept map. Paying attention to this concept map can be a point of reflection for those involved in the curriculum of educational sciences to rethink the curriculum of Farhangian University.
Mr Rasol Safarzai, Phd Hossein Momeni Mehmoui, Phd Ahmad Akbari, Phd Torj Falah Mehne,
Volume 12, Issue 46 (9-2023)
Abstract
The teaching of the Holy Qur'an forms an important part of the curriculum of primary school students. This important role, in addition to its role in establishing the religious identity of the students, leads to the realization of other educational goals in the educational system. Knowing the components and indicators of the recitation education curriculum and providing the context for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the components of the curriculum model for recitation and recitation of the Holy Quran. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (134 articles) that have been presented in specialized and scientific databases since 2012 and 2019 regarding the curriculum components of reciting and recitation of the Holy Quran. The sample of the research is 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 74%. The components of the curriculum model for reciting and recitation of the Holy Quran were identified in 5 dimensions, 18 axes and 76 categories, including educational approach components, methodological components in education, teacher-related components, environmental requirements and evaluation.
