Abstract
The aim of this study was to explained the Inquiry-based curriculum with an emphasis on nature, necessity, components and educative strategies. The method used in this study, according to the nature of the subject is descriptive documentary research (library) . To achieve valid data content by analysis ...
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The aim of this study was to explained the Inquiry-based curriculum with an emphasis on nature, necessity, components and educative strategies. The method used in this study, according to the nature of the subject is descriptive documentary research (library) . To achieve valid data content by analysis method used in the research process by taking notes conducted To extract texts and concepts from all sources such as books & magazines. In this way the process was carried out Inquiry based Approach to explain the nature and necessity in education, in the end, also were discussed to identify the components of the solutions arising from this approach and its application in education. The findings showed that because of people, especially students face the world today, with an agent of change and transformation, traditional-style training does not work anymore and be sure students are equipped to leverage the thinking and creative thinking , while thinking skills and problem solving, capable to respond to changes in their environment. An approach that has emerged in recent decades to promote this important approach is Inquiry based approach ,The need to explore the environment and the opportunities it brings for students and accumulation of information, rather than the mind, learning how to learn. This approach features is such as dynamics, collaboration, development of knowledge and skills, questioning, critical thinking, problem solving and strengthen the cognitive structure.
yaghoob azizi; Alli reza Sadeghi; Hosein Abdollahi
Abstract
The present study aimed at assessing the intrinsic quality of the teachers and students of undergraduate courses in public universities was conducted in Tehran. In this regard, the curriculum consists of four basic elements (objectives, content, teaching methods, evaluation) were evaluated. The method ...
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The present study aimed at assessing the intrinsic quality of the teachers and students of undergraduate courses in public universities was conducted in Tehran. In this regard, the curriculum consists of four basic elements (objectives, content, teaching methods, evaluation) were evaluated. The method used in this research combines methods (quantitative - qualitative). The statistical population included all of Tehran University students and faculty at these universities are public. The sample consisted of 20 professors and 384 students were selected based on Morgan, In analyzing the data, the analysis of qualitative (descriptive analysis), using descriptive statistics (mean, standard deviation, frequency and distribution), inferential of (t test for independent samples) to compare students and teachers used is located. The findings represent the consensus of the majority of students, curriculum elements lessons to the public, Expressed in a questionnaire responses made, indicates that the status quo in terms of public education elements such as goals, content, teaching methods and evaluation of the curriculum is not desirable, The objective element of general education courses at the intermediate level students and teachers' point of view implies an optimum level.
Akbar Hedayati
Abstract
Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential ...
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Developing and validating of the competency-based curriculum model for MA in curriculum course The aim of this study was to develop and validate the competency-based curriculum model for MA in curriculum course. In this study, methods of qualitative content analysis, documentary research and descriptive-inferential were used. The sample for data collection is 9 curriculum experts and 45 documents in relation to competency-based curriculum that were purposefully selected. Data collection techniques were the individual semi-structured interviews with experts and the qualitative document analysis. The findings showed competency-based curriculum elements features according to the objectives, content, learning activities and evaluation methods, then primary model of competency-based curriculum designed. So the process, procedures and how to providing competency-based curriculum model, resulted from the preceding studies on the subject.This model was validated by experts and mediators that have been done. The results of this study could be used in designing competency-based curriculum Keywords: model, competency-based curriculum, MA.
Abstract
The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical ...
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The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical and to obtain valid data of "document review" interest is taken. A total of four main question for this study based on their design and research process is formed. Therefore, the process is also first explained the origin and cause theories of social reconstruction, then its main propositions extracted and then introduced the pioneers of this theory, explain its implications for the curriculum. Babadsty documents on the one hand and providing a review and evaluate the advantages and disadvantages of Western scholars view them from the perspective of the next section of the article is formed. In the end, we tried to provide a fairly comprehensive discussion of the possibility of such an approach in the formal education curriculum with Iran to be paid more attention. Results showed that the operation of those statements that comply with the reformist vision of social reconstruction of the country's documents, can create movement in the design of the curriculum. But should the extreme view of this theory, especially the decentralization plan, the centrality of the role of teachers and students in the school and induction exaggeration avoided creating fundamental changes in society.