فهرست مطالب مجیدعلی عسگری

The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.

According to the increasing amount of research in the field of environmental education, in this article, we tried to collect the preliminary results of research and combine these results to express a consistent view of the effectiveness of the environmental education meta-analytical research method. Its statistical population is 25,003 postgraduate dissertations and scientific research articles. The selected statistical sample related to environmental education based on curriculum elements is 138 articles in different years, of which 57 articles were selected in 2016-2020. Excel software was used to report and record the information required to provide the required information from the worksheet designed by the researcher. The reliability of the research was obtained through the contrast of research findings. The analysis of the findings is based on Roberts' six-step pattern, which is consistent with the elements of the curriculum used, using open and axial coding methods. Based on the findings, because environmental education develops awareness and increases environmental sensitivity, it is the most important method in educating individuals in identifying and dealing with environmental problems. Environmental Education is influenced by these seven factors: Assessment, education method, formal education, informal education, public education, and lifelong education and sustainable development. The results in most of the studies suggest the effectiveness of informal education over formal education. In recent years, environmental education has been considered more important in all cases and for all groups. So, environmental education is essential to society in general.

Achieving development is the most important present and future goal for countries, and it is clear today that entrepreneurship is recognized as the main engine driving the development of countries. But, since entrepreneurship encompasses various domains and orientations, and choosing any of them can have specific consequences, determining a development-oriented approach for entrepreneurship programs in schools and the curriculum model for the education system of the country is essential. Therefore, the present research focuses on the development-oriented approach to entrepreneurship and its curriculum model. The research questions include: What is development-oriented entrepreneurship? What is the optimal model of curriculum for development-oriented entrepreneurship? The approach of this study is qualitative to answer the first question"Speculative Essay" is used as a research method and "Review of Documentation" is used as a tool for information gathering. The descriptive-analytical method has been used to answer the second question which is to collect information, The library method and receipt method are used and research sources include written and unwritten works. The research population includes the curriculum of technological entrepreneurship in the formal education systems worldwide, with a targeted focus on the curriculum of technological entrepreneurship in three developed countries (England, the United States, and South Korea) and developing country (Malaysia). The findings of the first part of the research indicate that development-oriented entrepreneurship is technopreneurship, following an approach that cultivates technological wisdom, According to the findings of the second part of the research, the STEM and STEAM models is one of the most popular technopreneurship curriculum models and each of the studied countries follows one of these patterns based on its specific conditions. The current research concludes that schools in the country, by cultivating technological wisdom in their curriculum, can hope to educate a generation of entrepreneurs who will provide the necessary foundations for the development of the country in all its dimensions. But, this requires changes and developments in the macro policies of the education system.

Considering the necessity of changes in the teacher training curricula and the competent and professional teacher training system, the purpose of this research was to clarify the general framework of teachers' competencies with a systematic study. In addition, it aimed to present a meta-combination of theoretical models and studies conducted in this field with a focus It is based on the professional qualifications of teachers and the presentation of its perceptual model for the purpose of reforming and re-designing the teacher training curriculum. The approach used in this qualitative research was a synthesis type of research, which was conducted with the help of the meta-combination strategy and was practical in terms of the goal. The statistical population of the research included all the books (20), articles (156), theses (16) and numerous studies in the period of time (1980-2023) in the field of professional qualifications of teachers inside and outside Iran available in reliable sources. The corpus sample of the research included above 68 titles, based on thematic relevance and theoretical saturation of the data, the research data was selected in a purposeful way with the method of content analysis (qualitative) of the studied documents, collecting and coding and classifying the information of 24 frequently identified components and 94 concepts. Finally, the main categories and topics were extracted. Based on the analysis of the inductive and composite content of the categories, the findings of the research showed that the pattern involves 5 main categories overseeing the dimensions of competence and 10 basic categories overseeing the elements of competence and 25 sub-categories overseeing the types of competence that draw the perceptual framework of curriculum competence. And the relevant implications for redesigning the teacher training curriculum could be separated from it.

The purpose of this research was to explain the eassence and reason for curriculum mapping in elementary schools. This research was done by a synthesis method. The statistical community included all valid scientific articles between the years 2000 and 2021 From the initial search, 200 articles and documents were extracted in the field of curriculum mapping. After examining the abstract of the documents according to the two criteria of "quality" and "reliability", 90 documents were finally left for analysis as the final corpus. The purposeful sampling method continued until the saturation stage. According to the findings of curriculum mapping, 2 dimensions and 12 themes wee identified. The dimension of "elements and components of mapping" with 5 themes (objectives/basic questions, organized and meaningful content, basic skills/processes, assessment/learning tasks, timing) among the mentioned elements, curriculum mapping paid special attention to the skill-oriented element, and the two elements "design" and "sustainable perception" were removed due to the lack of necessary infrastructure in Iran's educational system. The dimension of "benefits and applications of mapping" was identified with 7 topics (development of participation culture, promotion of knowledge management, professionalization field, transparency of curriculum courses, intelligent visualization, flexibility, strengthening and development of teaching and learning process). The most emphasized benefit for the curriculum mapping is developing a culture of participation.

This study aimed to plan and validate the digital education curriculum in the second grade of primary school. The research paradigm was performed by a qualitative approach using research synthesis. The study was carried out on 107 scientific studies conducted from 2000 to 2020. , the number of the samples was reduced to 41 cases. Data were analyzed by the three-step process of Hord. The designed curriculum was validated by evaluating expert opinions. The findings showed the aims of the digital citizenship curriculum in the general, partial, and conclusive categories. The conclusive aim is awareness and competence in life skills in the digital age, which can be achieved by familiarity with electronic knowledge, electronic identification, awareness of electronic rights and responsibilities, the ability to make the proper connections in the electronic world, the ability to electronic participation, and the ability to maintain electronic security. The content was organized using interdisciplinary and objective-oriented organizing. The learning-teaching strategies were explained in 5 scales, including participatory (learners' teamwork experience, peer-to-peer participation, and participation of teacher, student, and parent), personalization (attention to differences, learner activity, learner independence), problem orientation (project based on the need, problem-solving, and exploration), simulation (modeling, simulation), and contingency (inverted training, workshop training, storytelling, game centered approach teaching). The evaluators and research tool were also considered in the two aspects of the evaluation. The experts confirmed the validity of the designed model and its elements in line with the missions of the digital citizen.

Globalization as a main paradigm in the present era has changed all aspects of human life. Globalization refers to a process the goal of which is to integrate the people of the world into a single society, which necessitates the fading away of political, economic, cultural, and other boundaries. Many researchers have summarized the main characteristics of globalization in concepts such as the emergence of the global electronic village, the information revolution, the compression of time and space, the global expansion of consciousness, the disappearance of geographical boundaries, and the emergence of the cybernetic age. Globalization has also presented numerous challenges. Since globalization is aimed at changing political, economic, and social structures at the local level and exposing their limitations, some think that the integration resulting from globalization threatens the existence of subcultures. To deal with this threat called globalization and revive and preserve the culture and values of their society, some have resorted to “indigenization” in various fields including curriculum development. In dealing with the phenomenon of globalization, some countries and educational systems have adopted the position that globalization and localization are mutually exclusive, thus adhering strictly to either of these two approaches and ignoring the other in their educational policy and planning. This presents a significant challenge to educational systems in many countries, including Iran. The issue of welcoming globalization while remaining local poses a serious paradox to all individuals and education systems. A paradox does not represent a dead end for thought. That is, a thoughtful person who faces an intellectual conflict feels committed to confronting it as a challenge and looks for any possible opportunities arising from it. Therefore, instead of rejecting a challenge and, as a result, refusing to deal with it, one should learn to elevate thinking and promote collective thinking to set the agenda to manage a situation effectively. In this regard, Roland Robertson’s ‘glocalization theory’ is one of the theories that effectively empolys integrated and collective thinking to deal with both the global issue (globalization) and the local issue (localization). As a result, it can be considered as an optimal sociological basis that can be used in curriculum planning. Therefore, the current research aimed to analyze the characteristics of the ‘glocal curriculum’ model of social studies based on Robertson’s theory using Akker’s model.

The current research adopted a qualitative approach and was applied in terms of purpose. Data included all published and available texts, documents, and reliable sources related to Roland Robertson’s theory from 1968 to 2022. The sources were selected through purposeful sampling and the Cochrane systematic review. Inductive content analysis (open and central coding) was used to analyze the data, which led to the identification of 71 conceptual propositions extracted from the selected authentic documents related to Robertson’s theory. The practical implications of the identified conceptual propositions for the ‘glocal curriculum’ of social studies were examined, and 51 conceptual propositions were deduced. Then, Akker’s ten-component model was utilized to identify the features of the ‘glocal curriculum’ of social studies. Finally, the credibility of the data was determined through the peer-review data collection and analysis processes. Furthermore, the dependability of data was determined through the audit trail.

Based on the findings of this study, the goals of the ‘glocal curriculum’ include familiarization with the basic and important concepts of ‘globalization’ and indiginization, paying attention to ‘diversity and pluralism’, and cultivating creative and critical thinking skills. The content of the curriculum should be flexible and appropriate to the context where it is going to be implemented. In addition, active teaching approaches should be promoted in a glocal curriculum. The teacher has to play the role of a guide and a facilitator and is encouraged to tap into various teaching resources. Finally, the time and place should be flexible, the activities should be done in groups and in collaboration with others, and various qualitative evaluation methods have to be used to assess students’ performance.

A critical reading of Robertson’s globalization theory using Akker’s model led to the identification of the features of a glocal curriculum model of social studies. It is suggested that the curriculum of social studies in primary and secondary courses be evaluated using the glocal curriculum developed in the present study.

The purpose of this study was to analyze the problem of work-based learning in job training with a focus on a comprehensive university of applied sciences. The present research was applied in terms of purpose and used a qualitative approach framework and data foundation theory in terms of research method. Participants were selected based on standard purposeful sampling among vocational education experts including administrators of the University of Applied Sciences, internship instructors, elites in the field of educational management and planning, and finally students and graduates as stakeholders and actors 22 people as the main informants of this part of the training were selected. Semi-structured interviews were used to collect information. Max QDA Pro software was used to analyze and extract research codes. The unstructured internship status map was designed based on the opinions of students, teachers and experts. Findings showed that the cultural, managerial-structural and educational fields have challenges which were analyzed from the perspective of all three groups of interviewees.

pose: Digital literacy in any job plays an effective role in the level of professional competence. Therefore, this study was conducted with the aim of identifying the platforms, obstacles and strategies of digital literacy in order to promoting the level of professional competence of teachers.
 
This study in terms of purpose was applied and in terms of implementation method was qualitative. The current study population was university and education experts in the 2021-2022 academic years. The sample size of this research according to the principle of theoretical saturation was determined of 24 people, and these people were selected as a sample by purposive non-random sampling method. The only tool of the current research was a semi-structured interview, which whose content validity based on the opinion of experts was confirmed, and its reliability was obtained using the intra-subject agreement coefficient method 0.84. The data of this study were analyzed by open, axial and selective coding method in MAXQDA-10 software.
 
The results of open, axial and selective coding of digital literacy in order to promoting the level of professional competence of teachers showed that the said structure had 25 indicators, 8 components in 3 dimensions of platforms, obstacles and strategies. In this study, platforms were included three educational, organizational, and individual components, obstacles were included two educational and managerial components and strategies were included three managerial, organizational, and educational components. Finally, the pattern of digital literacy in order to promoting the level of professional competence of teachers was designed.
 
The results of this study have practical implications for managers and officials of the education system. According to the results of this study, they can take an effective step towards promoting the level of professional competence through improving digital literacy.

The purpose of the current research is to explain the requirements and effective implementation factors in curriculum mapping for teachers, which has been done using the qualitative research approach and the synthesis method. The words curriculum mapping; curriculum maps has been 150 documents were extracted from the initial search of sources and after screening 65 cases were selected according to the two criteria of "quality" and "authenticity". The most important databases in domestic articles are Iran Publications Information Bank (magiran) and Comprehensive Database of Human Sciences and Research Institute of Information Science and Technology of Iran (Irandoc) and in foreign sites are Springer, ProQuest, Scopus and Google Scholar search engine. The data was collected using Marsh's seven-step synthesis research model. Collecting and recording information was done by a form designed by researchers and open and axial coding was done using ATLAS.ti software. Finally, it was evaluated by two independent evaluators. From the formula of Cohen's kappa coefficient, the agreement between raters is 0/78 Obtained. Six dimensions were identified: 1- Effective leadership, 2- User training, 3- Mapping cycle, 4- Mapping process, 5- Mapping tools, 6- Monitoring. Three dimensions of effective leadership, user training and supervision have been researched more than other components

The main purpose of this research is to examine the typology of the elementary exemplary teachers' perceptions of the concept of teaching from the perspective of practical knowledge discourse. To this aim, the qualitative research approach and phenomenography research method were used. As the sample, eleven elementary teachers from all grades in Sari (Iran) were selected using criterion type purposeful sampling with maximum diversity. And the research data were collected through field notes, semi-structured interviews, and stimulated recall interviews during the academic year until data saturation was reached. The content analysis was used for data analysis at 5 levels. The findings showed that the participants adopted three content-oriented, critical-community-based, and learner-centered orientations to teaching. Among these orientations, the learner-centered orientation is a more desirable approach in terms of the concept of teaching in actual teaching practice. Also, it was concluded that the realization of teaching-learning strategies of the national curriculum document is subject to changing teachers' perceptions of teaching and reforming the culture of instruction and the social expectations of teachers.

Using the potential of nature to educate children in the primary period, despite its importance, has always been neglected; and the use of this capacity can be presented as a very important opportunity in the education of children. Considering the scattered information related to the nature-based curriculum in various sources, the present research tries to identify and explain the elements of the curriculum using the synthesis research method. Nature-based pay for elementary school. From a total of 240 sources in the initial stage, 82 sources were selected for synthesis research in the evaluation stage. For data analysis, coding method (open, axial and selective) was used, and the data were analyzed using software. MAXQDA were analyzed.In response to the first research question regarding the elements of nature-based curriculum goals, it can be said that in nature-based curriculum, while importance is given to the individuality, freedom and independence of children, they are familiar with the laws governing nature and through nature-based education Based on the experience, the power of observation, logical reasoning, measurement, classification and hypothesizing has grown, and due to performing some activities in the open space in nature, their physical and mental health has been improved and plays a very important role in improving interpersonal relationships and teaching life skills.Plays. In this program, one of the main goals is that the learners establish a kind of friendship and relationship with nature from childhood, so that in adulthood they can have a passion for its protection, and they are always worried about its destruction. As a result of the implementation of this program, indicators related to physical and mental health and education related to life skills have been improved in them, environmental protection has become a concern for them so that they can be ready to live in society and to learn democratic and responsible life.The findings of the second research question regarding the elements and nature of learning materials and resources in the nature-based curriculum in the elementary school indicate that although the place of written content in the nature-based curriculum is undeniable; But according to the nature of this program, natural elements have a special place as learning resources, in other words, plants, animals, stones, water and other elements that make up the natural environment can be considered as important resources in children's learning. .One of the effects of the combination of the elements in nature with the written content of Persian literature is, of course, this combination is not limited to the Persian language and the works of languages and cultures from other nations and tribes also exist, which can be used as a practical model in Compilation of nature-based course content in different course materials should be considered.The findings of the third question of the research regarding the elements related to the design of teaching and learning space in the nature-based curriculum indicate that this model pays special attention to the design of the teaching and learning space of children. In some learning such as teaching in the space Open, forest schools and nature schools emphasize children's learning in the space outside the closed space of the classroom. But in the nature-based curriculum, despite accepting the issue that the learning space can take place in the form of open space and in nature, it is not limited only to the open space in nature, but also in the design of the closed educational space of a classroom. Used with nature. The use of the potential of nature in the design of the educational space can be considered by the designers of the educational space from the two aspects of the psychological impact on the learners and the educational effects in facilitating children's learning.The findings of the fourth research question regarding the elements of teaching-learning strategies in the nature-based curriculum indicate that nature-based learning is an educational method that uses immersion in a natural environment as a basis for learning. This type of learning focuses on teaching in a natural environment, but despite this focus, there is no requirement that teaching only takes place in a natural environment. The most important point in this type of learning is the importance of using the potential of nature for learning. In this type of learning based on activities such as observation, scientific tour, experiment, discussion and conversation, etc., can help the progress of science learning in children. The findings of the fifth research question regarding the elements related to the learning evaluation methods in the nature-based curriculum in the elementary school indicate that the evaluation in the nature-based curriculum is a dynamic process. The complex and integrative nature of nature-based education and its emphasis on higher-order thinking skills, informal experiences in and out of school, its focus on children's acquisition of values, and changes in children's behavior require an assessment model that takes children's learning beyond issues of superficial understanding. Given that traditional tools, especially written tests, do not have the ability to do such an evaluation, in the nature-based curriculum, student-centered tests and experience-based evaluation tools such as observational assessment, self-evaluation, peer evaluation, portfolio evaluation and presenting what Learners have learned and their judgments and evaluations will be used; The characteristic of most of these tests is to reduce students' anxiety and empower them to make decisions.According to the obtained results and the descriptiveness of the evaluation in the elementary school in Iran, the identified features related to the elements related to the nature-based curriculum can be effective in improving the quality of education in the elementary school. Including the characteristics of elements related to nature-based curriculum in the undergraduate course of primary education of Farhangian University and in-service courses for teachers will also make the training of primary teachers more efficient and effective.The results of the recent research in the section of goals, teaching methods, learning and evaluation are in line with some of the research results of Karim, Kian & Aliasgar (2017). The results obtained in relation to the design of the learning environment are similar to the findings of Sahrakhiz Harryin & D. Witte (2017); Also, the findings related to the goals are consistent with the research findings of (2021) Mygind et al and (2021) Miller et al and (2020) Ardoin & Bowers Roberts, Hinds & Camic (2019).

the purposes of this study is to design and validate a curriculum induction model for beginning teachers of primary schools with a focus on professional development. The research approach is “qualitative”. During the curriculum design phase, integrative Inquiry was applied (The research Synthesis). In addition, in order to determine the validity of the designed curriculum model, Delphi method was used. The key data were collected from the theoretical, experimental and review studies from which were published from 2001 to 2020. The sample included 5 education experts who were selected purposefully. The data were collected by note sheet, and a questionnaire. The results showed that the curriculum induction model for beginning teachers of primary schools has basic characteristics in the field of "emotional and psychological support", "improving the quality of teaching" and "helping the socialization of new teachers". Finally, the curriculum induction model was designed and validated inspired by the Acker model including rationale, aims and objectives, content, learning activities, teacher role, materials and resources, grouping, location, time, and assessment.

The aim of the present study was to investigate the validity of the model of content knowledge, pedagogy and technology of first secondary science teachers in Kurdistan province. This research was a descriptive study with correlation design and model validation. The statistical sample included 120 first secondary science teachers in Kurdistan province. The data was obtained using a questionnaire. The final model of the research using partial least squares technique and Smart software. L. S was validated. The results showed that the model developed in this research has high reliability. The results of the hypothesis test showed that teachers' knowledge has a positive and significant effect on content knowledge; Technological knowledge has a positive and significant effect on the organizational and managerial factors of education; The knowledge of teachers has a positive and significant effect on the knowledge of pedagogy; Teachers' knowledge has a positive and significant effect on the managerial and organizational factors of education; Content knowledge has a positive and significant effect on the organizational and management factors of education; Pedagogical knowledge has a positive and significant effect on the organizational and managerial factors of education. This research helps science teachers to choose a suitable model for their educational activities in the classroom to help fill the gap in science teachers' knowledge and allow the learner to create knowledge; Not that he learns knowledge only through education.

The Enacted curriculum is, in fact, the interpretation and perception that teachers intend of the curriculum and implement it accordingly. The aim of the present applied research is to evaluate the new physics curriculum in action using Eisner's educational connoisseurship and criticism humanistic model, which has been done with a qualitative approach and live critique method. In this research, purposeful convenience sampling and data collection using observation tools with continuous presence of critics in seven physics classes in different schools, semi-structured interviews, open-ended questionnaires, recording speech interactions and imaging have been used. Data analysis was performed by content analysis using open and axial coding and led to the identification of 88 basic themes, 20 organizing themes and 5 global themes. In order to validate the research, the structural corroboration, consensual validation, referential adequacy have been met. Given the results obtained And insufficient compliance with curricula, effective teacher training on upstream documents as well as the new curriculum seems necessary.

The present research has endeavored to study deep insight experiences of expert teachers of primary schools as an effort to provide a model to be expanded for student teachers to use. Taking a qualitative approach, the research used narrative inquiry. The statistical population consisted of primary school teachers. Snowball sampling was used, and data collection and analysis were carried out by means of semi-structured interviews and content analysis. The research findings indicated that the narrative inquiry model is based on the application of three main steps – “the skill of understanding”, “the basics of understanding”, and “developmental contexts”. Therefore, passive-reflective observation, creativity, tolerance, questioning and silence are the most important skills used by expert teachers when interacting with events in their professional life. The mental basis for these skills arises out of applying fundamentals to use such as endless human faculties, affection, deep insight and taking an aesthetic approach when confronting every lived experience. By materializing this step, a suitable ground will be provided for expert teachers’ insights into domains such as cognition, learning, teaching, assessment and educational leadership. Moreover, by using the model suggested in this study, student teachers can obtain deeper insight from expert teachers’ experiences and use it in their professional life.

The purpose of this study was to design and validate a social entrepreneurship curriculum model for Iran higher education. This research is a combination of consecutive exploratory research. The qualitative part was used using content analysis method with deductive approach and open and axial coding and in the quantitative part, the descriptive and inferential statistical methods were applied including inferential and non-parametric Chi-square and Friedman tests to rank the items of each element. The participants in the qualitative section including 4 groups, entrepreneurship specialists, curriculum planners, sociology and social entrepreneurship who were interviewed until the theoretical saturation of the interview was reached with the snowball technique. In addition, the statistical population in the quantitative section included entrepreneurship students and social entrepreneurship specialists who were selected by an available and purposeful method. In the qualitative phase, a semi-structured interview and in the quantitative part, a researcher-made questionnaire was used as the data collection tools. The validity and reliability of the interview and questionnaire was assessed and shown to be at the acceptable levels. Then, using the opinion of 7 social entrepreneurship experts and curriculum planners, the obtained model was validated and at the end, the final model of social entrepreneurship curriculum in higher education was designed and compiled with 87 titles in the form of ten acre elements.

Today, higher education centers, especially in developed countries, in addition to their primary role of teaching and promoting science and expanding research, should include other activities in their work program and among the goals of the university to establish closer ties with the community around them. Therefore, the purpose of this study is to design a model of social entrepreneurship curriculum in higher education, which was designed using the model of the ten elements of Acker. This research is a qualitative research that was done by deductive content analysis and open and axial coding. Participants included 4 groups of social entrepreneurs, faculty members of entrepreneurship, curriculum planning and sociology who were interviewed using semi-structured interviews with validated validity and snowball technique and theoretical saturation. Then, using the opinion of 7 social entrepreneurship experts and curriculum planners, the obtained model was validated and at the end, the final model of social entrepreneurship curriculum in higher education was designed And compiled based on model of Acker curriculum.

The aim of this research is to review of the characteristics of critical literacy curriculum within the approach of emergent curriculum for high school students from curriculum experts’ point of view. The research method was qualitative based on grounded theory. The research population consisted of curriculum experts who were faculty members at state and private universities in Tehran. The sampling was purposeful which continued until theoretical saturation was achieved. A total of 13 individuals participated in this study. The research instrument was a semi-structured interview. The data analysis was based on open, axial and selective coding as prescribed by Strauss and Corbin. Findings indicated that the characteristics of the emergent approach like being non-linear, life-related, conscious and creative, practical and active corresponded with the critical literacy curriculum. As a result, the critical literacy curriculum based on the intellectual interactions of teachers and students, is a constructive approach to involve them in making decisions related to analysis of unfair power relations in economic, political, social and cultural structures for reform, so that it brings about spiritual construction by strengthening criticism and self-evaluation, and socially, transmission of cultural and national values by accepting and respecting the ideological, ethnic and racial differences of other nations, including peaceful coexistence

Introductoin:

 Currently, while the world has been changed by new technologies, especially interactive multimedia, and the Internet, literacy cannot be merely restricted to learning the mechanical skills of reading and writing letters and words. Rather, literacy means going beyond the passive acceptance of message to make inferences, criticize power relations, critically understand reality and develop a representation of human agency for an ideological critique of how meaning is produced. The purpose of this study is to explain critical literacy from Freire's viewpoint, its implications, criticisms, and its relationship with the field of curriculum studies.

The research method is qualitative and it follows the design of descriptive-analytical methodology.

The results showed that, from Freire's viewpoint, critical literacy means reading the word and the world, an ideological and social construction, and a reference for the narrative agency, critique, and commitment through dialogue. According to Freire, the themes of critical literacy include connectedness, dialogue, power, and praxis, so that without them, literate people reproduce oppressive systems. There are two negative and positive viewpoints among teachers about the critique of critical literacy pedagogy and postmodern feminist critique. The effects of critical literacy assumptions in education confirmed the formation of identities, opportunities, and trends toward the development of literacy. This theory is related to the selection of knowledge, text, and content in the curriculum. The results indicate that critical literacy, as a sociocultural approach to the use of language, and its education, according to Freire's ideas, involves more than just ways of promoting a critical interpretation of the text's ideological formulations.

Regarding the critical philosophy of the curriculum, in curriculum planning, the content selection should be based on the "judgment" of valuable knowledge and centered on maintaining the compatibility of realistic ethical choices with ethical goals such as peace and peaceful coexistence.

Empowering students by teaching professional skills appropriate to local conditions and general skills of employment and entrepreneurship, such as art curriculum based on indigenous arts of the province can be a suitable subject and activity for this work. But due to lack of support, many traditional arts in various parts of Iran, including Sistan, are declining or in disarray.

The aim of this study was done  to identify the components of the curriculum of indigenous arts in Sistan region in the second elementary school period.

The research was conducted in two stages with a qualitative research method. In the first stage, available documents, articles and written sources related to the subject were examined by data mining method and data was collected and this data collection continued until the stage of theoretical saturation. The data analysis of this step was done through thematic coding. In the second stage of the research, phenomenological method was used to study the life experiences of local artists in Sistan region. At this stage, the participants were selected by criterion-based purposive sampling, data collection tools, semi-structured interviews and information analysis by Claizey (1978).

Based on research findings; 7 components of objectives, content, memory-learning, materials and resources, space and place, time and evaluation were extracted as components of the native arts curriculum of Sistan region. According to the results of the present study in Sistan region, the elements of the curriculum (objectives, content, teaching methods, teaching materials and resources, time, place and evaluation) and the role of each of these elements on art education, skills development, knowledge, ability And Attitudes, Creativity, Academic Success, Strengthening Communication, Verbal and Motor Skills, Five Senses, Developing Students 'Thinking Capacity, and Students' Social, Cultural, and Academic Education Using Art and Preparing Programs That Educate Make it attractive, enjoyable and effective; Be emphasized.

Pay attention to indigenous knowledge, preserving and promoting indigenous and local knowledge and identity, cultivating the spirit of aesthetics and developing existential capabilities are necessary for artistic expression in the indigenous art curriculum of Sistan region, and more research is needed to realize and implement it. In this regard

In today’s competitive world, those universities and organization manage to succeed which try to employ their knowledge in action. Therefore, many universities and educational systems have started to shift toward knowledge orientation based on teaching entrepreneurship. The researcher in this study try to investigate and analyze international models of entrepreneurial education in the field of higher education and formulate the pattern of entrepreneurial education elements in the major of entrepreneurship education. This project is done with quality approach to recognize local pattern of educational entrepreneurship, where content analysis is used. the software of  Max QDA is used to analyze quality data with data encryption method, offer categories and extraction of relevant topics and expression and interpretation of findings. Therefore, at first 50 international standard models of entrepreneurial education were selected by the researcher and then all key words in the patterns was coded and 735 open source extraction separately were sent for the people who are considered as experts. The amount of Cohen’s kappa was calculated by SPSS software. Research finding shows that international patterns of entrepreneurial education could be grouped into three categories of usability, personality-oriented, and subject-oriented. Given the frequency of components, it can be used in designing an indigenous pattern of entrepreneurial training for students in the field of entrepreneurship education.

The main purpose of this study was to design a model of physical education and health curriculum for secondary school with a cultural-educational approach. The research method is mixed with the exploratory design which was done in two qualitative-quantitative parts. In the qualitative part, the model was designed and in the quantitative part, the model was validated by descriptive-survey method. In the qualitative section, all available texts and theoretical and research sources were reviewed. Also, 18 specialists in curriculum planning and physical education participated, who were selected by purposive and snowball sampling. Data collection tool was semi-structured interview and content analysis method was used for data analysis. The validity of the data was verified through methods of asking a colleague and checking members. In the quantitative part, to validate the designed model, the opinions of 22 experts in curriculum planning and physical education were used. To evaluate the validity of quantitative content, content validity index (CVI) and content validity ratio (CVR) were used. The content validity ratio was confirmed with 0.72 and the content validity index with 0.90. Reliability was also confirmed by Cronbach's alpha with 0.89. The obtained model consisted of three sections of basics, strategic elements and ten elements of Acker, for each of which some components were presented.

This paper aims to discover the key components of quantum theory in learning through hermeneutic research method. Quantum theory is exactly against the theory of simplicity. While the theory of simplicity has been influenced by modernity and the insights from Descartes and Newton who believe that phenomena can be reduced to their simplest form, quantum theory emphasizes holism and holds that all the components of being are dynamic and interconnected. Cartesian reductionism led to the linear causality between phenomena, which believed that phenomena were predictable and controllable, and therefore certain, but the Quantum perspective instead focused on the complexity and entanglement of relationships rather than on linearity and simplicity. Discussions on Quantum learning were started by quantum theory. Emphasizing on holism, entanglement, and the complex interactive relationship between phenomena, they focused on both objective and extrinsic capacities as well as subjective and intrinsic capacities. This perspective of Quantum thinking leads to cooperative learning, dynamic classrooms, learning through conscious and subconscious memory, data processing and conceptualization, input data processing cycles, visual learning, auditory and motor- sensory learning, subjective learning and consideration of learning context, which all consider holism and entanglement in learning.

Homeschooling is going through its early stages in the Iranian education system. There are many ambiguities in the application of this approach at present. Hence, in this article, the concept, status, and necessity of homeschooling in the Iranian education system were scrutinized. To this end, foreign documents belonging to the years 1976-2018 and domestic works belonging to the years 1991-2017 were probed. More specifically, 98 studies were systematically selected, content analyzed and categorized using the synthetic method. Then a combination of findings was presented according to the principles of data integration, reconsideration, and rearrangement. At the end of each section, aggregation of findings and overall conclusions, if necessary, were provided. The results showed that parent-supervised education of children and flexible curricula were essential concepts in homeschooling. This approach has developed abroad significantly due to educational reasons and its outstanding values. However, its position in Iran is in a state of uncertainty. Nonetheless, special attention should be paid to its use because of the following disadvantages of the Iranian education system: 1) inefficiency of the education system; 2) educational inequality; 3) centralized and bureaucratic education system; 4) traditional teaching methods; 5) subject-centered curriculum 6) contradictory values in homes and schools.