Khatere Tafazoli; Ali Mohammad Mohammadi
Abstract
This study evaluates the 10th-grade Din va Zendeghi textbook, which is used in Iranian high schools to teach Islamic education, using Masuhara’s (2013) framework for pedagogical content analysis. The objective was to examine the textbook’s goals and teaching/learning activities and to assess ...
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This study evaluates the 10th-grade Din va Zendeghi textbook, which is used in Iranian high schools to teach Islamic education, using Masuhara’s (2013) framework for pedagogical content analysis. The objective was to examine the textbook’s goals and teaching/learning activities and to assess the extent to which these activities align with its stated educational philosophy—one that emphasizes moral development, rational inquiry, and student-centered learning grounded in Islamic teachings. The analysis was conducted in two stages: an external evaluation, which focused on introductory messages addressed to teachers and students, and an internal evaluation, which examined selected teaching/learning activities in terms of design, cognitive demand, and educational purpose. To ensure and guarantee the scientific reliability and trustworthiness of the analysis, two experienced religious education teachers independently reviewed 20% of the data and confirmed the researchers’ assessments. The findings indicate a high degree of alignment between the textbook’s intended objectives and its teaching/learning activities. The analysis was conducted in two stages: an external evaluation, which focused on introductory messages addressed to teachers and students, and an internal evaluation, which examined selected teaching/learning activities in terms of design, cognitive demand, and educational purpose. These activities include scriptural analysis, personal reflection, moral reasoning, and experiential engagement—all of which contribute to fostering a coherent Islamic worldview and the development of ethical agency among adolescent learners. Several educational implications are proposed at the end.
ّFahimeh Mahmoudnia; Azam Gholami
Abstract
In the verses of the Quran, the subject of human creation is raised with the aim of familiarizing mankind with the wonders of creation and knowing God. One of the important topics in biology lessons is the subject of reproduction and development of the fetus, which is of great interest to students. From ...
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In the verses of the Quran, the subject of human creation is raised with the aim of familiarizing mankind with the wonders of creation and knowing God. One of the important topics in biology lessons is the subject of reproduction and development of the fetus, which is of great interest to students. From the perspective of the belief, worship, and religious aspects of the document of transformation, this subject has a high potential for educating teachers and students. The purpose of the present study is to compare the stages of development of the human fetus in the Quran with the findings of embryology and to provide suggestions for teaching the topic of fetal development. The method of this study is a qualitative method of content analysis in terms of its applied purpose and the method of data collection. The content of the topic of reproduction in the 11th grade biology book has been examined in terms of its compliance with the verses of the Quran. According to the verses of the Quran, the stages of development of the human fetus include seven stages: zygote, embryo, placenta, the formation of bones, the growth of flesh, entry of the soul, and finally birth. After these stages, the child enters the world with the arrangements that the Creator has made. The advancement of embryology and cellular-molecular sciences has provided a basis for better understanding of the points that the Quran has brought in the field of human creation.
mokhtar zakeri
Abstract
The purpose of this study is to investigate the lived experiences of sixth grade teachers and students from the work and technology curriculum. The research has been done with a qualitative method and an inductive coding system. The analysis of information shows that, in response to the first question ...
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The purpose of this study is to investigate the lived experiences of sixth grade teachers and students from the work and technology curriculum. The research has been done with a qualitative method and an inductive coding system. The analysis of information shows that, in response to the first question of this research regarding the challenges of teaching work and technology books, 15 categories include the lack of facilities and equipment needed to implement the work and technology curriculum, the lack of allocation of the required budget, the heavy volume of sixth grade books. , The lack of necessary variety and efficiency of book activities, the lack of appropriate processing to the needs and characteristics of learners, the lack of interest and motivation in teachers and learners when faced with workbooks and technology, the lack of knowledge and skills of teachers in implementing the curriculum of workbooks and technology, lack of attention and sufficient importance to work and technology lessons, weakness in the monitoring and evaluation process of work and technology lessons, weakness in the basic English language required for learning work and technology books, incompatibility of the time allocated to teaching work and technology lessons with the volume of the book, Weakness in the design of coherent and practical content of work and technology books, failure to hold effective and practical training programs for teachers, lack of alignment between school and family, and lack of effective incentive packages for teachers and learners in work and technology lessons were found.
Mohammadhassan Hassani; Haiedeh Ashouri; Fatemeh Ahmadbeigi,; Marzieh Ramezani
Abstract
The main goal of the current research is to study the qualitative consequences of the responsive curriculum in the undergraduate course of educational sciences. To achieve the goal of the research, the researcher used the qualitative research method of content analysis. The participants of the research ...
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The main goal of the current research is to study the qualitative consequences of the responsive curriculum in the undergraduate course of educational sciences. To achieve the goal of the research, the researcher used the qualitative research method of content analysis. The participants of the research were expert faculty members and experts in the field of curriculum planning and experts in the field of higher education and university planning, of which 18 people were selected as a purposive sample. The data collection tool was a semi-structured interview. Thematic analysis coding method was used to analyze the data and King and Harrocks method was used to validate the data. The results showed that a total of 61 primary codes, 11 basic themes, 4 organizing themes, and the overarching theme of responsive curriculum outcomes. Based on this, the consequences of the responsive curriculum included: personal development, academic development, social development, and theoretical development of the field of educational sciences. Curriculum and learning objectives are generally compiled based on three sources: individual, society and knowledge, therefore, in order to develop a responsive curriculum, each of the above sources must be included in the curriculum in a balanced manner.
Mojdeh Kiani
Abstract
Flexibility in E-learning is one of the most significant concepts in education that which received more attention with the change in the style of education during the corona virus era. The sudden change in the teaching method from face-to-face to online became the biggest challenge to the quality of ...
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Flexibility in E-learning is one of the most significant concepts in education that which received more attention with the change in the style of education during the corona virus era. The sudden change in the teaching method from face-to-face to online became the biggest challenge to the quality of education. The present study was carried out using the qualitative method of the phenomenological interpretive approach in 2024. The aim of this research is to study how to define and interpret the challenges and flexibility in e-learning in Payame Noor University. This article demonstrates how phenomenology can be used to understand the concrete expressions of critical thinking and e-curriculum. The participants include 17 Bachelor's and Master's degree e-learning students aged 19 to 55 in psychology and social sciences . The sampling method was theoretical. Data were collected through 50 in-depth interviews and online focus group interviews. Data saturation was achieved after 50 interviews. In the data analysis process, 6 main categories were formed: "Professor flexibility challenge", "Lack of flexibility of educational resources", "Lack of flexibility of electronic assessment", "Lack of flexibility for practical lessons", "Student- professors' interaction challenge", "Technology challenge". In the process of focus group interviews and data analysis, the students' shared understanding of the "challenge of professor flexibility," "lack of flexibility of educational resources," and "challenge of technology" was represented. While theories in the field of E-learning emphasize "flexibility," the challenge for students at Payam Noor University is the inflexibility of professors, educational resources, and the challenge of technology.
shahla bahrami; alireza sadeghi
Abstract
New teachers, along with the many opportunities they create for students in the field of teaching, can always face challenges in this field that need to be examined. For this purpose, this study was conducted with the aim of examining students' lived experience of teaching new teachers and within the ...
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New teachers, along with the many opportunities they create for students in the field of teaching, can always face challenges in this field that need to be examined. For this purpose, this study was conducted with the aim of examining students' lived experience of teaching new teachers and within the framework of a qualitative research method and a phenomenological design. The participants in this study were 20 students from the fifth and sixth grades of elementary school, whose teachers were in their first year of teaching, who were selected purposefully and participated in semi-structured interviews. The analysis of the interviews was conducted using the Claise model. The research findings led to the identification of 55 codes and 4 categories of new teacher interactions with students, the design and implementation of appropriate teaching opportunities, teaching challenges, and solutions. Based on the findings of the study, it is suggested that classroom management and teaching planning training courses be held for teachers, and that these teachers benefit from the experiences of older teachers, and that new teachers should practice continuously and, by reviewing their experiences, identify their strengths and weaknesses so that they can improve. These exercises can include model teaching, observing the teaching of others, and analyzing their own teaching.