فصلنامه مطالعات برنامه درسی
پیاپی 39 (زمستان 1394)

Abstract: The present study analyzed the concept of Critical Mathematics Education (CME) and introduced the prominent theorists with the purpose of recognizing and explaining the key elements of CME curriculum. After a historical overview of CME and defining the key concepts such as ‘mathematics’ and ‘learning’, the philosophical and educational ideas of M. Frankenstein, O. Skovsmose and E. Gutstein were presented. Then some of the key curriculum elements in CME including the objectives, the role of teachers and students, the educational content and teaching methods were analyzed. For this analysis, the information was obtained from teacher's works and it was analyzed by deductive method. In CME, students participate actively in posing and solving the problems which arise from their society. Therefore, through learning the basic concepts of mathematics, CME helps students to recognize the issues in their environment, to conduct critical dialogues about them, and to solve them consciously.

Abstract: This research investigated aesthetics and art as a paradigm and perspective for curriculum in order to identify and present the components that this paradigm might include for curriculum. First, the written resources of the two fields of curriculum studies and art, selected through chain sampling, were studied. Next, the viewpoints of experts from the mentioned fields, selected though purposive sampling, were analyzed. The method used in this study was a mixed approach that included library study and interviews for qualitative data and survey and questionnaires for quantitative data. The qualitative data was analyzed through interpretation analysis and deduction and the quantitative was analyzed by descriptive statistics. Content validity and Cronbach's alpha were used in order to estimate the validity and reliability of the research tools. The results showed that aesthetics and art could offer components for curriculum and its elements. The present study identified 73 elements which were evaluated as maintaining adequate aesthetics and art aspects by the experts in the resurveying phase.

Abstract: The purpose of this research was to design and validate the multicultural curriculum model in Iran's general education. For this purpose, according to Eisner view of the nature of the curriculum as a process of dynamic, dialectical and nonlinear, were used to explain and design aspects of curriculum development. The method employed was a mixed (qualitative and quantitative) method within a systematic approach toward curriculum development with a focus on valid national and international resources and documents for an acceptable model. This model is characterized by attending to indigenous aspects, audience, scientific basis, simplicity, novelty, educational vision, and an active approach to teaching and learning. The model was evaluated by 20 experts in the field of multicultural education for the purpose of validating. The ideas and recommendations confirmed the model at a high level. However applying this pattern requires attending to issues such as adopting a systematic approach to multicultural education, teacher training and paying attention to the structural and organizational problems.

Abstract: the role of economy has gain increasing significance in human life; as a result professional education is regarded as an important issue in education and curriculum. On the other hand, the life cycle of any curriculum culture or theory depends on the coherency of the underlying philosophical foundations. Coherency Challenges faced by this philosophical system would lead to the death of curriculum theory. In this paper, we tried to find the underlying philosophical foundations of the occupational curriculum culture known as "educating through occupation and being". In this study, we used three philosophical thematic analysis to find the main themes of curriculum; transcendental analytic; and combined analytic. Applying transcendental analytic, we found three philosophical views as this culture’s foundations: Structuralism, pragmatism and critical theory. Integration of these views in this culture encounters two options. On the one hand, some views including structuralism insist on stability and on the other hand, other views such as critical theory focus on change. Additionally, while some versions of pragmatism emphasize individuals, other versions underline society. We could propose three valid philosophical perspectives for this culture which might be known as revolutionist vocational curriculum, conservative vocational curriculum, and individualist vocational curriculum.

Abstract: Nowadays, art education is one of the challenges in the educational systems around the world. Accordingly, the main purpose of the current study was designing a curriculum model for General Education (Elementary and Secondary). This study was conducted within an analytic framework through content analysis. For the purpose of designing the model, through deduction, perception of meaning and pure aesthetic was identified as the final goal (first phase). The general goals and art education approaches were included in the second phase. There were different approaches like Islamic, DBAE, integrative, thinking disposition, perception of expressiveness in second introduction. In conclusion, principals were based on basics and art education approaches. These principles were including, lack of opposition with Islamic art, DBAE, research in meaning, integrative, attention to developmental psychology, orientation to perception of form, creativity and imagination training, and attention to applied in art. The comprehensive model in educational system is recommended as a method that could lead to the promotion of art education.

Abstract: This study was aimed to examine the interactive relationship between family and society in secondary school curriculum. This purpose was fulfilled through investigating expert's perspectives and international experiences. This study was qualitative in terms of method, explanatory research in terms of purpose and basic research in terms of nature. The population included all faculty members of Allameh Tabatabee, Shahid Beheshti, Tehran, Tarbeiat Moalem and Shahid Rajaee universities. Through Snowball sampling 14 faculty members were selected and interviewed by semi-structured interviews. Moreover, Grounded theory has been applied for data analysis. It is worth mentioning that 11 categories and 7 questions, which are clearly specified for each question, were obtained from interview data. Finally, the results show that developing a coherent social foundation of secondary school curriculum is apparently a necessity for today's society in order to make applicable knowledge and coordination with reality of student's life. The concepts and issues obtained in this study could be beneficial for providing realistic plans for secondary schools by curriculum planners with a greater focus on current situation of our society.