Rezvan Hakimzadeh; fahimeh abbasi; tayyebeh zamani
Abstract
The purpose of this study was to investigate teachers' perceptions of the opportunities and challenges of the School-Specific Curriculum. This study was conducted using a qualitative approach and phenomenological design. Using purposive sampling, data saturation was obtained after 24 semi-structured ...
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The purpose of this study was to investigate teachers' perceptions of the opportunities and challenges of the School-Specific Curriculum. This study was conducted using a qualitative approach and phenomenological design. Using purposive sampling, data saturation was obtained after 24 semi-structured qualitative interviews with teachers. Analyzing teachers' perspectives identifies eight strengths, including: students' practical familiarity with different types of skills, increasing students 'motivation to learn, increasing students' social skills, providing a basis for recognizing students 'abilities, creating a basis for lifestyle modification, increasing students' creative thinking, increasing Teachers' job motivation, encouraging teachers to acquire information about professional skills appropriate to local conditions, as well as six challenges, including: time constraints, lack of executive facilities in suburban and rural areas, restrictions on multi-grade classes, and the reluctance of some teachers to perform. There were inconsistencies in the program implementation process and problems related to evaluating the achievements of the curriculum. The findings of this study contribute the authorities in expanding and strengthening school-based curriculum as a strategy in decentralizing the country's curriculum system.
Hosein Abedinifar; Amin Ansari
Abstract
Background: Nowadays, the effect of active teaching method in real education is less questioned, traditional or face-to-face teaching method with issues such as passive learning and neglect of learner participation, ignoring differences and needs of learners, ignoring Problem solving and critical thinking ...
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Background: Nowadays, the effect of active teaching method in real education is less questioned, traditional or face-to-face teaching method with issues such as passive learning and neglect of learner participation, ignoring differences and needs of learners, ignoring Problem solving and critical thinking have been criticized and have been associated with important consequences such as academic burnout, decreased motivation, feelings of inefficiency, and so on.Objective and Method: In this article, using a quasi-experimental method, we examined the effectiveness of "WebQuest" as an alternative to the quality evaluation system of primary school. The number of 50 elementary school male students in one of Tehran schools in the first half of the 99th academic year - 98 students were selected as a statistical population. In this study, two main indicators of students' learning and retention in the two groups with a pre-test and two post-tests were examined.Results and Findings: Considering that the difference between the mean of control and experimental groups was calculated using t-test, it was found that training by WebQuest was effective. By analyzing the variance within and outside the group, the results obtained in t-test on the significance and non-significance of the difference between the means of the groups were analyzed. With the results of pre-test and post-test in two groups, it can be said that training with the help of WebQuest has been effective compared to the quality evaluation system.
Shima Ebrahimi; Faribasadat Panjtani
Abstract
The present study aims at evaluating two versions of the content of the coursebook Reading Persian, developed for the third grade of elementary school. The book was first published for the academic year 2012-2013, and it was then revised and updated for the academic year 2019-2020. The descriptive content ...
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The present study aims at evaluating two versions of the content of the coursebook Reading Persian, developed for the third grade of elementary school. The book was first published for the academic year 2012-2013, and it was then revised and updated for the academic year 2019-2020. The descriptive content analysis—developed by William L. Romey—and involvement coefficient were employed to analyze the book content. The analysis consists of gauging the involvement coefficient for the text components, including the questions and illustrations. The results show that in contrast to the older version of the book, published for the academic year 2012-2013, the newer version has failed to consider the adequate standards, and demanded writing a decent coursebook. As a result, it seems that revising the coursebook is a must to meet the expectations. Given that the illustrations of the two books failed to promote active learning strategies and interactive items, the book's authors are invited to include images that facilitate understating of the book content and encourage students' reflection. The results also indicate that the questions employed in the newer version of the textbook are more engaging and increase students’ level of involvement with the learning process.
reza malmir
Abstract
The purpose of this study is to identify how elementary teachers react to curriculum change in the fourth elementary math. Given the recent changes in math textbooks at different grate of elementary, is necessary to consider the reaction of teachers as the main implementers of such important changes. ...
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The purpose of this study is to identify how elementary teachers react to curriculum change in the fourth elementary math. Given the recent changes in math textbooks at different grate of elementary, is necessary to consider the reaction of teachers as the main implementers of such important changes. This study has been done with a qualitative approach. The participants were 20 primary school teachers in the city of Hamedan in the academic year 2010-2011 who were sampled by snowball. The data collection tools were semi-structured interviews and classroom observations. The data of this study were analyzed by coding and categorization method and using the four elements of Tyler, at the levels of knowledge and attitude. The findings showed that teachers are generally aware of, accept, and implement math curriculum changes. The reason for this is that recent changes have improved the math curriculum for a number of reasons, including: creating interest in students and preventing laziness in learning math, updating and making activities within the book more attractive. In addition, they have good knowledge, awareness and understanding in the face of change and have positive and negative attitudes in dealing with the content, teaching method and evaluation, and the changes have been favored by teachers and in order to accelerate, improving their performance has been able to take a new and successful step.
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
parisa zare; Rahmatollah Marzooghi
Abstract
The purpose of the research was to identify and explain the null curriculum in the Primary school. The research method was an explanatory sequential mixed method with follow-up explanations model. At first according to the validated sample of null curriculum(Marzooghi et al., 2017), a scale developed ...
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The purpose of the research was to identify and explain the null curriculum in the Primary school. The research method was an explanatory sequential mixed method with follow-up explanations model. At first according to the validated sample of null curriculum(Marzooghi et al., 2017), a scale developed to determine the existence of null curriculum in elementary school. the mentioned questionnaire distributed by descriptive survey method in among primary school teachers across the country the schools of all over the country through multistage cluster sampling in 9 provinces , 730 teachers' questionnaires. The gathered data was analyzed by one-sample T test. The results showed that in general, according to viewpoint teachers in the elementary school, the degree of existence of the null curriculum in the elementary period is close to Mean. In the qualitative section, by using the targeted approach and applying the theoretical saturation criteria a deep semi-structured interview was conducted with the teachers of the four districts of Shiraz in order to track and follow the quantitative section data. Then, the obtained data analyzed by using Nvivo(8.8) software and through thematic analysis . Based on the findings of the qualitative section have been identified seven types of Null curriculum in the Primary school, from the viewpoint of teachers are more likely to happen unintentionally.