mahdi vahedi; mehrnaz gohari
Abstract
The research examines the civil rights enshrined in the Charter of Citizenship Rights in the fourth elementary social studies book. The method of research is content analysis of each separate content and the statistical society of the fourth elementary school of social studies published in 1393-94. The ...
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The research examines the civil rights enshrined in the Charter of Citizenship Rights in the fourth elementary social studies book. The method of research is content analysis of each separate content and the statistical society of the fourth elementary school of social studies published in 1393-94. The content analysis checklist was used to collect data and its validity was confirmed by experts. Examples of indicators include the right to life, health and quality of life, the right to dignity and human equality, the right to freedom of thought and expression, the right to citizenship, residence and freedom of movement, the right to organize, assembly and march, the right to a fair trial, property rights And the right to participate in destiny determination. Findings The research shows that in this book the index of the right to health, life and quality of life (46.6%) and the right to dignity and human equality (26.3%) are higher than other indicators. Another part of the research findings suggests that the index of ownership and fair litigation in the book is limited. Given that the teaching of the above rights can provide a suitable basis for citizenship education, inclusion in the fourth elementary social studies book is a necessity. According to the findings of this research, reviewing the social sciences curriculum of the secondary school in order to pay more attention to the components and indicators of less attention is necessary.
aboosaeed davarpanah; aboosaeed davarpanah
Abstract
The present study has been conducted with the aim of analyzing the content of religion and life textbooks in the second year of high school from the perspective of paying attention to the mystical education approach. The research method was descriptive and qualitative research and applied research approach. ...
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The present study has been conducted with the aim of analyzing the content of religion and life textbooks in the second year of high school from the perspective of paying attention to the mystical education approach. The research method was descriptive and qualitative research and applied research approach. The research population was the books of religion and life of the secondary school in the academic year 1398-99, which were purposefully considered as the books of religion and life of the secondary school along with the pre-university. Data collection tool is a sample of textbook content analysis based on indicators and principles of mystical education based on Sinai wisdom and adapted from Beheshti and Nazer Hosseinabadi (2012).. The results showed that a total of 643 times axles and components related concept is the Gnostic Education. that 170 in the first year of high school, in the second 165, third 240 and the pre-university year is 68 times; In pre-university education to the mystical elements of attention has been paid, but a central element of the law in general and especially in the first grade (4 times), was the least attention. Central element of the training elements of gnosis and distinguish the real from the other.
sedighe shirani; Zahra sabbaghian; baharak azami
Abstract
The aim of this study is to "qualitatively analyze the content of the National Document of Iran's Curriculum Based on UNESCO's Ten Skills for 2020".The research method is qualitative and based on content analysis. The statistical population of the research consists of upstream education documents, ie ...
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The aim of this study is to "qualitatively analyze the content of the National Document of Iran's Curriculum Based on UNESCO's Ten Skills for 2020".The research method is qualitative and based on content analysis. The statistical population of the research consists of upstream education documents, ie the national curriculum document. In the present study, the sample size of the study is equal to the statistical population. And the entire text of the National Curriculum Document is selected as an example for qualitative content analysis.In this study, a researcher-made checklist was used to collect information to analyze the text of the National Curriculum document. To determine the validity of the content, the checklist was provided to several experts and its validity was confirmed.Comparative content analysis method was used to interpret and analyze the data. The categories in this study are the ten UNESCO skills desired and the items created for each skill are the criteria (component) of text analysis.The research findings indicate that the emphasis on all ten UNESCO skills items in the National Document of Iran's Curriculum is not the same. The results of content analysis showed that all aspects of meta-cultural competence skills, transcendental skills, computational thinking skills, social intelligence skills, design thinking skills have been considered in the document of Iran's national curriculum. But in other skills, there was a mismatch in emphasizing the novelties of innovative and adaptable thinking skills, virtual participation, meaning finding, new media literacy, and cognitive management in the National Document of Iran's Curriculum
javad jahan; marzban adibmanesh; mohammad pakseresht
Abstract
The purpose of this study was to identify and explain the elements and components of curriculum of Deliberative Inquiry and its analysis based on relevant sources and related texts. Qualitative research method and research method included documentary h community included all the texts and resources related ...
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The purpose of this study was to identify and explain the elements and components of curriculum of Deliberative Inquiry and its analysis based on relevant sources and related texts. Qualitative research method and research method included documentary h community included all the texts and resources related to the subjective Deliberative Inquiry curriculum analysis and content analysis. The researc and the sample included texts and resources related to the field of curriculum vitae action available, of which 80 sources were available on the basis of available sampling method. The checklist (elements and components of the curriculum) are used to collect information from the checklist. Measurement tools, cheat form and content analysis checklist were researched. The findings of the research show that the curriculum of Deliberative Inquiry is subjective, with emphasis on the epistemological and theological aspects of the four elements of goals, content, teaching and evaluation, and each of these components is one of the components that the element of teaching methods with 24 elements, element of goals with 18 components; element of evaluation with 16 components; content element with 8 components, respectively, have the highest and least attention. Based on this, problem solving, creativity, imagination, arts and aesthetics, perception, reflection, attention to emotions, skills and professional development, self-assessment and self-understanding and the correct understanding of reality are the most important of these components. Applying these components to curricula can facilitate the path to realization of educational goals.
fateme abedi
Abstract
This study aims to assess and analyze the adjustment of indicators over educational textbooks during the high school: Religion and Life 2 and 3. The study is a descriptive one based on a qualitative research with an applied research approach. All the books of Religion and Life, taught during high school, ...
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This study aims to assess and analyze the adjustment of indicators over educational textbooks during the high school: Religion and Life 2 and 3. The study is a descriptive one based on a qualitative research with an applied research approach. All the books of Religion and Life, taught during high school, are considered as the study population in the academic year of 2015-2016 and the Religion and Life 2 and 3 are taken as examples. The instrument applied in this study is prepared by the documents that used as textbooks during high school years. The content analysis method is realized the better way of extracting information. The results showed that: 1- The books of “Religion and Life 2 and 3” are written based on three general themes: knowledge, attitudes and desires, and actions and behavior. 2- The total number of conceptual elements in Religion and Life 2 is 313 and in Religion and Life 3 is 243, which is the highest frequency components based on knowledge and the lowest frequency of the elements of Axis tendencies. Overall, the findings emphasize that the special interest of the authors between the pages of the books tries to increase people's understanding of the fundamental and subsidiary principles of religion but the matter of discussing tendencies has received little attention.