موسی پیری

The purpose of the present study was the pathology of the elementary school math curriculum with emphasis on the main elements of the curriculum of purpose, content, implementation, evaluation and materials. The present study is an applied and quantitative (descriptive survey (and qualitative) interview in terms of purpose and method. Statistical population in both qualitative and quantitative sections includes all teachers of Chaldoran, Shawat cities. And chaiparah in the academic year 2015-2016, in which 260 students were selected in the quantitative section by proportional stratified sampling method, and in the qualitative section, by purposeful sampling, with 20 teachers to theoretical data saturation. The tools used in this study were 46 researcher-made questionnaire based on Likert scale and interview to assess validity of questionnaire and interview validity. The reliability of the questionnaire was determined by Cronbach's alpha coefficient (0.94) and the data were analyzed by SPSS software. The results showed that the program Elementary National Mathematics Curriculum has various disadvantages in each of the five components of purpose, content, implementation, evaluation and materials and resources Although the educational system has tried to make a difference in the curriculum But this change, despite the centralized education system, the inadequacy of goals, the bulk of the content, the failure to properly implement and evaluate, and the inadequate provision of schools with tools Ray first period of mathematics education based on problem solving model has not been successful.

The purpose of the present study was to investigate the experiences of teachers about the place of art and the challenges of teaching it in the era of virtual education. The qualitative research design was descriptive phenomenological type. The participants of the research were 21 art teachers in the academic year 1401-1402, who were selected with a purposeful sampling approach. In-depth semi-structured interviews were used to collect research data. The method of data collection was semi-structured interview and the criteria of acceptability and reliability of qualitative data were used to measure the initial validity of the data. According to the analysis of the conducted interviews, three themes of position, challenge and solution were extracted. The first theme was related to the place of art in the era of virtual education, and in this theme, four socio-cultural categories, educational, psychological and economic importance were extracted. The second theme was the challenge, which included the four categories of lack of a comprehensive approach in art education, weak social luck, weakness in the teaching-learning process, and weak infrastructure and facilities and the third theme is the solution, the three categories of using motivational approach, competency-oriented and the supportive approach was extracted from the interviews. In line with the obtained results, it is suggested to overcome the challenges of art education in the era of virtual education, to improve the status of this subject in the eyes of the beneficiaries of the art curriculum (parents, students, teachers, etc.) He acted through culture building and used motivational and support approaches to improve the state of art lessons.

An important factor in effectiveness and enhancement of educational system's performance is special attention toCurriculum. Mixed curriculum is an integration of electronic and non-electronic instruction. The present study aimed at planning a model of mixed curriculum for general medical students based on Graves model.

The present study was a qualitative- use applied study. Features of combined curriculum elements for general medical education using data analysis from systematic review of scientific resources and research at home and abroad and upstream medical education documents and medical education procedures and semi-structured interview texts with specialists and experts were identified . The sampling process has been targeted. Based on the findings, the curriculum model was designed to train general medical students with a combined method  inspired by the Graves model.

Using inductive content analysis, the data obtained were analyzed. In the final analysis, the basic concept was extracted, which categorized the main elements of the model, including the logic and why of the combined curriculum, goals, content, teaching strategiecs and evaluation of the combined curriculum was identified and specified for general medical education.

A great deal of the problems in medical instructional system could be solved through proper planning. Therefore, by better understanding the potential of this type of curriculum, researchers and policy makers in medical instructional can develop and expand the instructions of general medical students.

The purpose of the present study was to compare the teaching status of teachers in primary, middle and high school in the Kalibar city based on the Assure model. The research method was a descriptive survey. The statistical population consisted of all teachers in all three courses (primary, middle and high school) in the city of Kalibar with 575 people, which were selected as a sample using the Krejcie & Morgan table. The tool used, was the questionnaire that had 29 questions. Specialists were used to determine the face and content validity, and to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used, with the total reliability of the questionnaire equivalent to 0.913. descriptive statistics (mean, standard deviation, etc.) and Kruskal-Walli's test were used for data analysis. The results showed that there is no significant difference between the teaching-learning status of teachers in all three courses in the Kalibar in the dimension of learners' analysis and the use of media and tools; But there is a difference in the statement of goals, selection of methods, media and tools, participation of learners, and evaluation and feedback. Finally, it can be said that the Assure model components have been somewhat considered in different courses, but in some of the components of this model there was a significant difference between the average, and in most of the components, elementary teachers were better

The purpose of this study was to determine the infrastructure validation of developing a decentralized curriculum based on land use in the primary school. The present study is a descriptive, survey-based survey in terms of purpose, applied and in terms of collecting data. The statistical population in this research, all of the principals and teachers of the elementary period in Kermanshah. 384 people were selected in a proportional random sampling method. They were sampled by volume. The infrastructure model for the development of a decentralized land-based curriculum in the primary School has eight main factors of macroeconomic policy, empowerment, human and social infrastructure, cultural infrastructure, regional management system, financial infrastructure, legal and legal infrastructure, and adaptation of the curriculum with territorial alignment. There are 46 concepts that make up them. findings of the research showed that in addition to the fact that all the items have a high correlation with each of the eight components, the components are also correlated They have a high degree of infrastructural infrastructure for developing decentralized land based curriculum. Data analysis was performed using confirmatory factor analysis.

This study aimed at discovering,qualitatively, levels, consequences, and facilitating factors of lesson-study-based empowerment , and investigating, quantitatively, intervening role of facilitating factors on consequences of primary school teachers' empowerment . During qualitative stage, using purposeful sampling strategies, related texts were extracted from upper-hand documents, bylaws, theoretical backgrounds , and interviews with participants (n=13). Then, levels, consequences, and facilitators of empowerment were detected through inductive content analysis . In quantitative stage, first, the qualitative data were turned into a questionnaire, face and content validity of which were approved based on scholarly remark. Construct validity was calculated by distributing the questionnaire among 676 teachers. Second , to determine the intervening role of facilitating factors, a standardized questionnaire was distributed among some teachers , head teachers, administrative experts and scholars participating in the qualitative phase (n=223), all being selected based on judgmental sampling. The results of structural equations modeling revealed that the effect of predictive variables (levels of empowerment and facilitators) on dependent variable (consequences) was statistically positive and significant (p≤05). Based on the GOF standard, the general fitness of the model was calculated to be strong (0.583). The intervening role of facilitators, was completely confirmed based on the results of Sobel Test (9.18). Furthermore, the results of the VAF Test showed that the intervening variable had an intermediate effect intensity in the model.

The aim of this study was to determine the effectiveness of teaching philosophy to children through the research community method for students' academic anxiety. The research method was quasi-experimental in which a pre-test-post-test design with a control group was used. The study participants included 40 sixth grade elementary students in Maragheh in the academic year 2019-2020.  who were randomly selected by cluster sampling and randomly assigned to each of the experimental and control groups. Research instruments include the Academic Anxiety Scale (Philips, 1978), which has four components: fear of assertiveness, lack of self-confidence, physiological reactions, and test anxiety. In the experimental group, teaching philosophy to children was used by the research community method and in the control group, the traditional teaching method was used. Multivariate analysis of covariance was used to analyze the data. The results showed that teaching philosophy to children through the research community method has a significant effect on reducing academic anxiety (P = 0.001, F = 31.126). Also, the effectiveness of teaching philosophy to children through sociological research method in reducing test anxiety (P = 0.001, F = 47.884), physiological reactions (P = 0.001, F = 38.866), fear of assertiveness (0.001). P = 37.480 = P) and students' lack of self-confidence (P = 0.001, F = 37.55) were significant. Therefore, applying the method of teaching philosophy to children through the research community method has a great effect on reducing students' academic anxiety.

The present study aimed at modelling for empowerment of primary school teachers based on lesson study approach. The research method was qualitative in which , the obtained data from the upper-hand documents, ministry of education’s bylaws, internal and foreign research results, and the texts of interviews with the participants (n=13), were analyzed in a qualitative research method through inductive content analysis. The sampling process was purposeful. Validation of the model has been rendered through the process of the research according to the common methods in a qualitative research, such as triangulation, revision of the analyses with the assistance of the participants and other researchers, the researcher’s use of her own field notes, and reaching to data saturation. In the Final analysis, 235 preliminary concepts were extracted. The main motifs extracted from the data analysis revealed that the main elements of the model included:  philosophy of empowerment, aims, levels, obstacles, facilitators, consequences, and the results of empowerment based on the lesson study approach for primary school teachers. The results indicated that the framed model in line with the current concentrated educational system could pave the ground, scientificall , for future researches in the area of teachers' professional development and their empowerment, and practically, it could be employed by educational policy-makers, managers, and teachers.

In addition to providing health care services, medical universities have an important role in training expert and skilled manpower needed by different sections of society. In order to do so, the general medical education curriculum should be constantly reviewed and improved by eliminating the shortcomings. The aim of this study was to design a curriculum model for teaching general medicine with a combined method (e-learning and non-e-learning) inspired by the Akker model.

The present study was a mixed-use applied study. Features of combined curriculum elements for general medical education using data analysis from semi-structured interview texts with specialists and experts and systematic review of scientific resources and research at home and abroad and upstream medical education documents and medical education procedures were identified. Purposive sampling was utilized in this study. Based on the findings, the curriculum model was designed to train general medical students with a combined method (e-learning and non-e-learning) inspired by the Akker model.

Using inductive content analysis, the data obtained from the text of the upstream documents and medical training methods, the results of home and abroad researches and the transcription of the interview with the participants were analyzed. In the final analysis, the basic concepts were extracted. The main elements of the model, including the logic and purpose of the combined curriculum, goals, content, learning activities, competency and authority of the teacher, grouping, location and space, time and evaluation of the combined curriculum were identified and specified for general medical education.

Curriculum planners and decision-makers in the field of education of medical schools are recommended to use the model designed in the development and presentation of medical curricula to improve the knowledge and abilities of general medical students.

The aim of this study was to analyze the curriculum of the sixth grade of primary schools in terms of children's educational rights according to the standpoint of the teachers and students in Marand. This study was Descriptive- survey method. The study population was consisted of sixth grade teachers and students during the 1395 academic year in Marand. Student's population size was equal to 1812 people and as well as Sixth grade teacher's population size was 65. The sample of students and teachers using Morgan table respectively 320 and 56 people through stratified random sampling, were selected. In this study, two researcher- made questionnaires were used to study the components of educational rights. The Cronbach's alpha for the students and teachers scale includes 0/86 and 0/78, respectively. The construct validity Obtained through exploratory factor analysis using principal component analysis and varimax rotation and scree Cattell. To analyze the research questions, One-sample t-test and ANOVA with repeated measure were used. The findings showed that from the viewpoint of students, among the components of educational rights, only the pursuing educational goals has been considered to be less than moderate but other components are above moderate. While from the teacher's point of view, to all elements of educational rights attention has been paid.

Meta-analysis can provide comprehensive results and make future researchers needless to spend time and cost on duplicate research. The purpose of this study was to provide computer-assisted education on learners's academic performance. The statistical population consisted of studies that were available from 1390 to 1395 at home and from 2010 to 2016 abroad as a full-text article in internal and external databases. The checklist of the research designs was used to collect the information. In order to analyze the data, sensitivity analysis, Funnel analysis, fixed and random models and heterogeneity analysis using CMA software were used. Data analysis of the research showed that computer-assisted education has a positive effect on academic performance. Also, the effects of computer-assisted education on academic performance varies according to sampling methods, but there is no difference in gender. Regarding the results of meta-analysis, it can be said that using computer-assisted education is more effective in academic performance.

The purpose of this study is to examine the relationship between the quality of students' learning experiences in the sense of belonging to the school with the mediating role of attitude toward the curriculum. The research method was descriptive-correlational and the statistical population of the study included the second grade high school students in Ardebil in the academic year of 1997-96. The sample size was 358 individuals which was determined by Morgan and Krejcy tables and were selected by random cluster sampling method. The data was gathered through three questionnaires of Newman and Newman learning experiences (1993), belonging to Barry and Betty School (2005) and Asadian Curriculum (1395). The results of this study indicated that the attitude toward the 42% beta coefficient curriculum is the strongest predictor of the quality of learning experiences and there was a significant relationship between the components of the quality of learning experiences (resources, content, flexibility, quality of teacher-student relationships) and students' attitudes towards the curriculum.

This research was aimed on designing multimedia education based on Sweller's cognitive load theory and determining its effect on mathematic educational excitement among 3rdgrade of elementary students. In this research, semi-experimental design "pretest-posttest with control group" were used. The research involved a sample of 502 third degree of elementary students(boys) of Chaipareh in 2017-2018. According to cluster sampling meth two classes from schools and 15 students from each class were selected randomly. These two groups were also randomly assigned to experimental and control group. Lichtenfeldet al. (2012) educational excitement questionnaire was used for information collection. Multivariate covariance (MANCOVA) test was used for hypotheses analyze. The results showed that implementation of multimedia education designing based on Sweller's cognitive load theory effects significantly on increasing educational excitement enjoy and decreasing educational excitement fatigue and anxiety. Experiment group mean in posttest was more than control group mean. It can be concluded, according to results, multimedia education designing based on Sweller's cognitive load theory can be used as one of the decreasing negative educational excitements and increasing positive educational excitement of students

The purpose of this study is to design a multimedia instruction based on the Sweller's Cognitive Load Theory and its impact on the engagement, and transfer of learning Math subject in the 3rd grade students of elementary school. The quasi pre-, post-test, with control group were used in this research. The statistical population were all of 3rd grade students of elementary school in Chaipareh (502 students) in 1396-1397 school year. According to the cluster sampling method two classes from two schools and 15 students from each class were selected randomly. These two groups, in its own, were also randomly assigned to experimental and control groups. The data were collected using of the academicl engagement questionnaire of Shufley & Becker (2006), and the test of transfer of learning in case of the Math (designed by the researcher). Analyzing hypotheses with MANCOVA and t test indicated that the teaching basis of a multimedia instruction based on the Cognitive Load Theory on the students has also a positive effect on the academic engagement including skills, commitment and absorbtion components and transfer of learning of math lesson. according to the findings of this research, it can be concluded that a multimedia instruction based on the Sweller's Cognitive Load Theory is possible to be regarded as one of the efficient ways for expand the level of learners' engagement in classroom learning process and transfers it to a newer and higher educational situations.

The purpose of this study was to investigate the role of knowledge, attitude and skill in using information technology in the learning process

The research method was descriptive correlational and the statistical population of this study was the first and second high school teachers in Marivan city of 600 people. The sample size was determined using Morgan and Krejcy table of 234 people .To collect data, two researcher-made questionnaires of knowledge, attitude and skill of teachers and the use of information technology in the process of teaching-learning were used. The face and content validity of the questionnaires by professors and technicians and construct validity through factor analysis Exploration was approved. The reliability of the questionnaires was 0.95 and 0.79, using Cronbach's alpha, respectively. Data were analyzed using descriptive statistical methods and inferential statistics using SPSS22 software.

The results showed that: There is a positive and significant relationship between teachers' knowledge and application of information technology, between teachers' attitude and application of information technology, and between teachers' skills and application of information technology. It can also be predicted based on teachers' knowledge, attitude and skills.

one of the most important programs and strategies of addiction prevention is teaching thoughts and life skills at school. Therefore, the purpose of this study is content analysis of the book thought and lifestyle according to the attention for addiction prevention components based on objectives of comprehensive documentary of addiction prevention. the method used for content analysis is Shannon entropy method and analysis unit included texts, questions and images. Statistical society included the books of thought and life style of first grade of high school and statistic sample was the book thought and life style, common for males and females of 7th and 8th grade. results of the study indicated the material teaching component was disregarded in the content of the book thought and life style of seventh grade, while material teaching was highly mentioned and the self-expression and courage skills was less mentioned in the content of the book for 8th grade. inclusion of the discussions about addiction prevention and life skills such as self-expression and courage, and combination of material teaching in school books can be important in many ways.

This study aim is to evaluate the effectiveness of Jigsaw teaching method on cognitive, emotional, social- emotional adjustment and students math academic indicators. The study had a quasi-experimental design in which used inconsistent four groups with pretest and posttest and control groups. Participants consisted of 99 students from sixth grade elementary school in Baneh city in 2014-2015 who were selected by purposive sampling method and then they assigned randomly into experimental and control groups. Subjects was completed a researcher -made achievement test. The experimental group subjects’ received ten sessions’ instruction with Jigsaw method. The control group members’ at the same time continued to classroom routines. Research findings show that instruction by Jigsaw method has more positive effect on academic achievement, social -emotional adjustment and some sub -dimension of emotional- academic indicators (attitude towards school and purposes valuation) as compared with traditional teaching. Also Jigsaw teaching method resulted to improve students’ math achievement. This study has implications for math teachers who can be used Jigsaw teaching for improvement of math academic outputs.

The Health System Development document is one of the leading documents in the field of health planning that will guide the activities of country's health care until 1404. Health education is among the important areas that are considered in the development of the health system. This study aimed to analyze the content of the science books of the elementary schools based on the components related to education in the documents of health system development. It will help to determine the level of attention to these components in elementary textbooks. This descriptive study was performed by content analysis method using Shannon entropy technique. In this technique, first, the frequency of each component was determined in the desired content. In the second step, the frequencies converted into normal data and frequency and importance coefficient were calculated for each of the indicators and components including health, accidents, prevention and nutrition. The importance coefficient for nutritional health component (0.308) was more than other components and preventive component had the least value of importance coefficient (0.114).
Among the other indicators, the nutritional health (0.191), physical health had the highest importance coefficient (0.189) while the importance coefficient for the prevention of high-risk behavior was computed zero. The results of this study showed that among all the pages of the experimental sciences books, the elementary school has focused on the components of nutrition and health (physical, family, psychological, and environment) more than others. Preventive component had the lowest attention.

Background & Evaluation is the most important process used to improve the quality of the curriculum. The aim of this study is to evaluate the quality of physical education (sport Physiology) curriculum in MA degree, emphasizing on these elements: goals, content, executive strategies (teaching-learning and management strategies) and the curriculum evaluation strategies. The current research is descriptive-survey study. The study population includes students of universities of Kurdistan, Hamedan, western and eastern Azerbaijan in 94-95 semester from which, by the stratified sampling method, (100) individuals were selected. A questionnaire of 68 questions made by Hosseini (1388) has been used for the gathering of the data. Content and face validity were used to estimate the validity of the questionnaire. The reliability of the questionnaire was measured by Cronbach's alpha coefficient at 0.97. Data were analyzed by the use of the SPSS software. The results of this study showed that, in relation to the goals and content, the needs and expectations of students are moderately estimated; but in relation to executive strategies (teaching-learning strategies, management strategies) and curriculum evaluation strategies, they have not been able to estimate their needs and expectations. In the class, traditional teaching methods are used and less attention is paid to the use of active and participatory methods and the evaluation method does not have the necessary transparency.

The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary school students. A pretest and posttest control-group quasi-experimental design was employed to evaluate the instructional effectiveness of this strategy. Thirty boys were randomly selected from two elementary schools located in Bostanabad District of Tabriz city, Iran was used as subjects for the study. One classroom of 15 fifth-grade students made up the experimental group, and 15 fifth-grade classrooms students comprised the control group. The experimental group was taught selected topics in math using concept-mapping strategies, while the control group was taught using the traditional lecture method. The Self-Description Questionnaires (SDQ) and mathematical performance test were used for data collection. Data have been analyzed by ANCOVA and T-test. The result of the study showed that the experimental group performed significantly better in mathematical problem solving than the control group. Also, the findings revealed that the concept mapping promotes students’ mathematics self-concept.

The purpose of this research was to investigate the effectiveness of the teachers’ guide books for the sixth-grade science and mathematics courses in primary schools in Iran, according to the eight elements of curriculum development. This research was an applied and descriptive survey. The statistical population included all the educational experts and sixth grade primary school teachers in state schools in the second educational zone in Urmia. Of this population, 173 individuals (135 teachers, 38 experts) were randomly selected as the participants in the study. Data was collected using a researcher-made questionnaire. Data analysis involved both descriptive (frequency, frequency percentage and average) and inferential (repeated measures ANOVA, and t-tests) statistics. The results revealed that both teachers and experts found the teachers’ guide books not equally effective with respect to the eight elements of curriculum development; purpose, content, teaching method, and evaluation method were respectively the first four significant elements to the participants and “educational materials and resources”, and “space and educational facilities” were correspondingly the seventh and eighth important elements. The differences between teachers' and experts point of views on the efficacy of math teaching guide book was significant at p ≤ 0.05 level but for the science teaching guidance book it was not significant.

The objective of this study is to design a model of infrastructures for developing a decentralized curriculum based on land use planning for primary schools. Research design is qualitative and grounded theory has been used as research method. Statistical society consists of educational experts and curriculum professors. Data collection has been done through snowball purposive sampling which lead us to a sample consisted of 15 educational experts and curriculum professors. Semi-structured interviews executed till achieving theoretical saturation. Interviews textulaize exactly and objectively to ensure the reliability of data. The model comprised of key factors and their indicators and composed of indicators that are located at the center of model and are used as a basis for evaluating decentralized curriculum based on land use planning. key factors of model are human infrastructure, cultural infrastructure, local management system legal and legitimate infrastructure, macroenvironmet policies, delegation of authority, conformity between curriculum and land use planning, social protection and financial infrastructure that are resulting in educational outcomes. are provided in paradigmatic model composed of causual, central, contextual, interventional and strategic conditions and outcomes.

The purpose of this research was to study the relationship between faculty members’ thinking and teaching styles with their classroom management. This is a descriptive-correlational research in which the statistical Population comprised all the faculty members of Urmia University (n=421) from which 143 respondents were selected according to stratified random sampling method. Three questionnaires were used to collect the research data about thinking, teaching, and classroom management styles. The validity of questionnaires was determined by thematic experts and their reliability was calculated using Cronbach's alpha coefficient, which were 0/835, 0/829, and 0/657, respectively. Data analysis was done using Pearson correlation and regression with SPSS software. The results showed that among different types of teaching style, the expert teaching can significantly predict class management style; it was also found that the teaching style could predict a 10% style of classroom management, and other findings showed that thinking style could increase the predictive power of classroom management by an average of 2.8%, although this is not significant.

The purpose of the present research was to investigate the effectiveness of concept map based instruction on concept retention and comprehension in science and social lessons in the elementary sixth grade. The research method was quasi-experimental with pretest-posttest design with experimental and control groups. The participants included 120 sixth-grade elementary students (60 people experimental group and 60 people control group) from Oshnavieh city in 1393-94 academic years. The subjects were selected by multistage cluster random sampling method and they were randomly assigned to each of the experimental and control groups. The science and social studies lessons comprehension and retention academic tests were completed by the subjects. To provide valid tool, Face and Content Validity was used and to ensure reliability the method of split half was used. Analysis of research data through spss software And using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis test) was performed. The experimental group subjects received ten sessions of concept map based instruction while simultaneously the control group subjects was continuing their regular class program. The analysis of covariance (ANCOVA) showed that the treatment group's scores on the science and social studies’ comprehension and retention post-tests were higher than control group subjects. Therefore, it can be conclude the concept map based instruction increased student's comprehension and retention performance. The present research has some pedagogical applications for elementary school teachers- especially for those teaching for sixth grade- who can utilize these strategies for better achievement in science and social studies courses.