nahid shafiee

The present research has explored and investigated the level of attention of the elementary school curriculum to skill learning. The studied data was collected through a questionnaire based on quantitative research. The sample size consisted of 196 teachers of primary school in the 10th district of Tehran and 30 teachers. Data analysis was done through factor analysis. The results showed the level of attention of the elementary school curriculum to skill learning components (self-awareness - boldness - control of emotional and behavioral emotions - empathy - relationship with peers - cooperation - verbal component (conversation) - effective listening - honesty and truthfulness - trustworthiness - not being jealous - creative thinking - critical thinking - understanding the problem - decision making - time management - hardware and software - global internet network - environment friendly - efficient energy consumption - waste management - entrepreneurship - financial management - healthy nutrition - proper coverage - awareness of diseases) is not suitable .

The purpose of the current research is to design a research literacy curriculum model for Islamic Azad University students.

It was done using the qualitative method and based on the data theory of the foundation. In this research, the systematic approach attributed to Strauss and Corbin and paradigmatic logic were used. The scope of this research was used in the first part of all secondary sources, including texts, books, publications, related websites and existing reports, and in the second part, 18 professors and visiting professors of the field of curriculum planning in the field of research literacy were used in a targeted manner and Snowball interviews were conducted until theoretical saturation was reached. The research method was semi-structured interview and it was done according to coding. Data analysis was done in the first part with the help of secondary sources, including all texts, books and publications, in the second part, in-depth semi-structured interviews with open, central and selective coding professors.

The student research literacy curriculum model includes sixteen elements of needs assessment, goal, content, time, space, learning activity,teaching method, evaluation, materials and resources, thinking, motivation, budget, research ethics, professor's role, grouping, consequence.

The model obtained in the research literacy curriculum of students of Islamic Azad University of Tehran had the necessary validity

Abstract
The purpose of this research is to design a model for facilitating experimental sciences based on the reverse approach in elementary school. According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the texts content part (including documents published in reliable scientific databases in recent 5 years leading to the time of analysis and adjustment of the fourth season (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the text section it is purposeful based on the purpose of the research. The statistical population in the quantitative section includes all primary school teachers in Khuzestan province with a sample of 193 people and was selected by multi-stage cluster random sampling method. The tool of the qualitative part is an interview, and that of the quantitative part is a questionnaire. The analysis of the qualitative part is using the theme analysis method proposed by Atride-Sterling (2001), and the quantitative part is SPSS and Amos software. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families, which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit.
Extended abstract
One of the important and practical lessons during education is experimental science, which is taught to students from the moment they enter school until the end of the academic year (Raisi Ardali, 2020). The purpose of teaching experimental sciences in the primary school curriculum is to educate people with scientific literacy, who must be equipped with knowledge, skills and scientific insight of behavior based on values ​​and competences, and who must understand the phenomena related to experimental sciences and are familiar with science and technology (Simsek, 2020). Reviewing the results of the Tims test, which is the most important international adaptation study in the field of teaching experimental science and mathematics in the fourth grades of primary along with eighth grades of secondary school, and is held every four years under the supervision of the International Association for the Evaluation of Academic Progress (Zianejad Shirazi et al, 2022), shows Iran's poor performance in mathematics and experimental science lessons in the fourth grade of elementary school compared to other countries (Kasyani N, Zarei, 2019). The 21st century educational systems emphasize the importance of paying attention to student-centered learning in which students participate and direct their own learning. In student-centered learning environments, students must actively participate in learning. Participation should be organized through learning activities such as discussion, problem solving, and peer learning. These types of activities are known in a new method called the reverse learning method or the reverse class (Kazu, 2020). But despite the fact that in recent years, the reverse learning method has been proposed as an alternative model of education to improve students' knowledge and skills, interaction and self-efficacy in learning; mostly this method has been neglected in the field of teaching experimental sciences (Ahmed & Indurkhya, 2020).
Reverse learning is a type of blended learning that reverses traditional perceptions of pre-class and in-class activities. This teaching method gives students the opportunity to have more control over their learning. However, teachers should check whether students' activities in the classroom lead to more pre-learning or not (Nuhoglu Kibar, 2020). Based on this, the current research is looking for an answer to this question: What is the pattern of facilitating experimental sciences based on the reverse approach in the elementary school?
Theoretical Framework
Reverse learning
Reverse learning is an approach that has aroused the interest of researchers and educators today. Reverse learning, as the name suggests, is exactly the reverse of the traditional teaching method. If we want, this learning style can be summed up in one sentence: doing school work at home and doing homework at school. It is an educational model in which students learn educational content at home through online or offline educational videos, and the teacher in the classroom solves the problems and answers the students' questions and talks with them (Khorshidi & Ghaidi, F, 2022).
Aybirdi & Atasoy sal (2023) investigated the effect of reverse learning on the achievements of L2 learners. They showed that reverse learning had significant effects on students' scientific achievements compared to the traditional method.
Dong (2021) in a research entitled the effectiveness of the flipped classroom in collaborative learning showed that the flipped classroom was effective in improving academic performance and promoting higher level thinking abilities, such as critical thinking and self-recognition and evaluation.
Research According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the content part of the texts (including documents published in reliable scientific databases in last 5 years lead to the time of analysis and adjustment of the fourth chapter (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the texts section it is purposeful based on the purpose of the research. Statistical society in the quantitative part includes all primary school teachers in Khuzestan province with a sample of 193 people, which were selected by multi-stage cluster random sampling method. The tool of qualitative part is interview, and of quantitative part is questionnaire.
Research To analyze the qualitative part, the method proposed by Atride-Sterling (2001) was used through the theme analysis method; and SPSS and Amos software were used to analyze the quantitative part. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families; which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit.
The current research was conducted with the aim of designing a model for facilitating experimental sciences based on the reverse approach in elementary school. The results of this research are in agreement with the results of Aybirdi & Atasoy sal (2023), Dong (2021), Sahebyar et al, (2021), Jafarkhani et al, (2020), Tajari & Bayani (2019), Niro & Hajian (2020), Smallhorn (2017). Based on the study of Jafarkhani et al, (2020), the implementation of the reverse learning method has a positive effect on the learning and motivation of multi-grade students and helps the multi-grade teacher in the learning process and classroom management. Erkan & Duran (2023) in the context of the fourth elementary science lesson show that basic activities using reverse teaching have a positive effect on students' scientific creativity and their basic activity; and with this method, most students find the activities useful, structured and entertaining.
According to the results of the research, the following suggestions are presented:It is necessary for educational systems in different educational levels, especially in the primary period, to use a creative reverse approach and use the opportunities and facilities of educational films and videos, internet spaces, and educational podcasts. In this regard, teachers should provide elementary students with new subjects of experimental sciences in the form of video, podcast or audio recording, and ask them to observe and take notes and bring them to class as homework.

Experimental science is one of the most important fields of learning, and it means the ability and capacity to use scientific knowledge, to raise scientific questions and extract answers, and the results based on experimental evidence, to understand and understand the natural world, and to help make correct decisions about its facts. It is against the changes made by human activity. On the one hand, the primary science curriculum tries to introduce students to scientific fields and provide conditions for further study and learning in the future and at higher levels, and on the other hand, by informing students and teaching them ways of thinking, it prepares them for living in a society. prepare scientifically (Zarghampour et al 2014). In the meantime, learning in the classroom in a reversed manner is a reliable method that facilitates the work of teaching and learning in the educational system (Otero-Saborido 2018). The reverse learning method is one of the student-oriented methods (Goudarzi, Nikyar & Arjomandi 2019). In flipped learning classes, educational programs are integrated; and students collect the content to be learned from multiple scientific sources and bring it to the classroom. Several researches show that the reverse learning method is more efficient than the traditional method (Al Mulhim 2021, Dong 2021, Gholami, Zare & Fallah 2023; Dobakhti, Zahrabi & Masoudi 2023, Samiee Zafarghandi & Abdi Navideh, 2022). Considering that the reform and restoration of the educational system due to the development of technology and new methods requires a change in the traditional teaching method, it seems that the reverse learning method can be a suitable solution for such educational changes to improve the learning and teaching environment, therefore The purpose of the present research was to design the role model of the learner based on the reverse learning approach in the experimental science course of the elementary school.

 The current research was a mixed exploratory (qualitative-quantitative) research method. In the qualitative part, the thematic analysis method was used to answer the research questions and model design, and in the quantitative part, structural equation modeling was used to check the fit of the model. In the theme analysis, Attride-Stirling (2001) suggested method was used. In the process of analysis, primary codes related to the reverse approach in experimental science education were extracted from the texts (interview texts and selected articles), the data were summarized and consolidated by examining repeated cases, and the basic themes were formed. In the following, the organizing themes were determined by combining and summarizing the basic themes, and then the overarching themes (curriculum elements in the reverse approach) were determined. To check the validity of the results, Cohen's kappa coefficient was checked. In the qualitative part, the participants in the research were in two parts: the participants of the interview part (including experts in the field of curriculum, specialists in the field of educational sciences, and teachers with high experience in elementary school) and the participants of the content part of the texts (including the documents published in reliable scientific databases in The last 5 years leading to the time of analysis and adjustment of the fourth chapter (2017 to 2022 AD). In the sampling of the interview section, the purposeful sampling method of the snowball type was used. The number of samples reached saturation with 14 people. In the sampling of the texts section, the purposeful sampling method was used. was used based on the purpose of the research. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people, which were selected by multi-stage cluster random sampling method. Also, the content validity of the model presented by 6 experts and experts was checked. To check the validity of the data collected in the qualitative part, the Laushe coefficient was used. Finally, Amos software was used to draw the pattern and determine the contribution of the factors.

The results showed that the learner element (overarching theme) includes four organizing themes of learner self-determination (basic themes: 1) active learning, 2) creative learning, 3) responsible learning, 4) continuous learning, 5) self-enthusiasm for learning), learner participation in class Reverse (basic topics: 1) academic involvement in reverse processes, 2) responsibility to implement the reverse method, 3) repetition and practice of reverse learning activities, 4) use of learning strategies, 5) implementation of research activities in the classroom, personalization of learning (topics) Basic: 1) self-directed learning, 2) questioning for learning, 3) time planning, 4) learning process management), and cooperation in group activities (basic topics: 1) carrying out class learning activities, 2) purposefulness in learning activities, 3) Performing group activities were 4) research-learning group, 5) formation of classroom learning group, 6) interactive cooperation of group members) which had 20 basic themes in total. Regarding the fit of the final model of the learner element, the values obtained for the GFI index were equal to 0.852 and the IFI and CFI indices were above 0.9. Also, the value of RMSEA was equal to 0.05 and the PCLOSC index showed no significance with the value of 0.363. In total, the values obtained in the study of the structural model of the learner element indicated the optimal fit of the model.

 Therefore, the learning element is one of the main elements identified for the reverse approach in elementary experimental sciences, and by implementing the reverse approach in elementary experimental science classrooms, students can be helped to thoughtfully follow the learning and laboratory processes.

The aim of this research was to investigate the degree of attention given to skill development in the elementary school curriculum. This study was a descriptive survey conducted to explore and assess the current status of skill development in the elementary school curriculum. The statistical population consisted of elementary school teachers in government schools in Tehran, who were selected using a random sampling method, and the sample size was determined to be 196 individuals based on Cochran's formula. A researcher-made questionnaire consisting of 104 questions was used to collect data. The hypotheses were tested using a one-sample t-test. The results showed that the level of attention given to skill development in the elementary school curriculum was inadequate for the following skill components: self-awareness, courage, emotional and behavioral control, empathy, peer relationships, cooperation, speaking skills, effective listening, honesty, trustworthiness, non-jealousy, creative thinking, critical thinking, problem-solving, time management, hardware and software, global internet network, environmental awareness, optimal energy consumption, waste management, entrepreneurship, financial management, healthy eating, appropriate clothing, and disease awareness. Based on these findings, practical suggestions were provided to enhance the development of these skills in the elementary school curriculum.

The purpose of this study was to develop a model for identifying talents in elementary schools in Tehran using a qualitative approach. The sample consisted of 22 experts in the field, chosen through purposive sampling. Data was collected through interviews, and triangulation was used to validate the results. Reliability was established using a Kappa test of 0.651. Analysis of the data involved open, axial, and selective coding. The study resulted in the identification of 126 indicators, 21 components, and 5 dimensions. These dimensions are: students' talent (observing intellectual and behavioral habits, preparing checklists, organizing friendly competitions, conducting aptitude tests), multiple intelligences (logical and mathematical intelligence, physical and motor intelligence, verbal intelligence, naturalistic intelligence, musical intelligence, individual/social intelligence, visual/spatial intelligence), individual differences and learning (learning abilities, students' interests and hobbies, personality traits), quality of executive processes (employing professional teachers, improving the curriculum, supplementary and extracurricular education, guidance and counseling), and effective interaction between home and school (holding meetings with families, building trust, empowering parents). The findings could be useful for school counselors and psychologists in guiding students academically in the future.

This research was conducted with the aim of identifying the professional competences of secondary school teachers in the Heutagogy approach. The research method was descriptive-survey and the statistical population was 520 secondary school teachers in Islamshahr. The sampling method was available, which was selected using Morgan's table. The questionnaire was completed online, and 178 secondary school teachers completed the questionnaire. The research tool was a researcher-made questionnaire with 37 items on a Likert scale, which was designed in two sections of teachers' professional qualifications in heutagogical curriculum and in heutagogical educational constructs. Cronbach's alpha coefficient for the questionnaire in the curriculum was 0.85 and educational constructs was 0.93. The collected data were identified using exploratory factor analysis and Friedman and Chi-square test were used to rank and check the difference in ratings. The results obtained from the research showed that: expansion of teacher facilitation, student learning, student participation, and non-linear planning and evaluation are the priority factors of heutagogical curriculum in order of priority. Systemic thinking in education, teacher's capability to learn, creating internal motivation and creating deep learning are priority factors of heutagogical educational constructs.

This research has been done with the aim of investigating the level of attention of the educational system to the identification of superior talents in the elementary school. In terms of the purpose of this research, it is among applied research and its design was descriptive-survey. The statistical population included 373 primary school teachers in Tehran. Qualitative sampling was clustered and stratified. The research tool was a questionnaire. One-sample t-test was used to analyze the research data. The results of the research showed the level of attention paid by the primary education system to identifying superior talents in 21 components (observing students' intellectual and behavioral habits; preparing behavioral checklists for students; organizing friendly and pressure-free competitions between students; performing talent tests; intelligence logical and mathematical; physical and motor intelligence; verbal intelligence; naturalistic intelligence; musical intelligence; individual (social) intelligence; visual (spatial) intelligence; learning abilities; interests and hobbies of students; personality traits; employing professional teachers; raising the quality level of the program curriculum; supplementary and extracurricular education; guidance and counseling system; periodic meetings; building trust between home and school; empowering parents) are not appropriate.

In this research, the state of academic guidance of students of the first year of secondary education in Tehran has been investigated. The statistical population of the research was made up of teachers of the first year of secondary education in Tehran with a sample size of 363 people. The research tool was a questionnaire with 83 items on a 5-point Likert scale. Data analysis was done through one-group t-test. The results showed the current state of academic guidance of the students of the first year of secondary education in Tehran regarding the components of intelligence and talent. Student's motivation, interest, desire and spirit. Abilities and skills. Giving comprehensive information to parents. family economy. Cultural and social background of parents. The existence of expert teachers. Professional commitment of teachers in correct guidance. Continuous training of teachers. Desirable counseling and psychological services. Using an expert in the field of educational guidance planning. Improving the level of knowledge and qualification of educational guides. Conducting intelligence and aptitude tests. Student's academic records. Providing advice and online tests. Considering the needs of the country. Student guidance without coercion. It is not appropriate to pay attention to the labor market.

The purpose of the current research was to identify the pathology of the neglected curriculum and design a suitable model for it in the second period of high school studied in Tehran.

The present research was applied in terms of its purpose and qualitative research method - data theory method of the foundation. The statistical population includes professors in the field of curriculum planning in the country and the purposeful sampling method was carried out to the extent of data saturation (19 people). The research tool was a semi-structured interview. Data analysis was done based on open coding system, central coding and selective coding.

In general, the results showed that the pathological conditions of neglected curricula included 8 choice codes: 1. Social literacy, 2. Artistic literacy, 3. Life literacy, 4. Employment literacy, 5. Technology literacy, 6. Financial literacy, 7. Nutritional literacy, and 8. Bio-environmental literacy.

the intervention conditions of the neglected curriculum include two optional codes: 1. the validity of the approved curriculum content, and 2. the centrality of decision-making; the strategic conditions include two optional codes: 1. the use of learning cycles of neglected concepts, and 2. resilience learning neglected concepts; Background conditions include two optional codes: 1. Delegation of authority and 2. Analysis of the position of concepts; Consequence conditions include three optional codes: 1. Development of cognitive perception, 2. Development of emotional perception, and 3. Development of psychomotor perception

This study aimed to construct and norm a questionnaire for Tendency to Lifelong Learning.

In this study, multistage cluster random sampling method was used. The data was collected in two phases, that is, 538 undergraduate students in state Universities, such as Tehran University, Shahid Beheshti University, Shahid Chamran University, and Allameh Tabataba’ee completed the TLL in the school year 1395-96. The Construct validity of the questionnaire was calculated using exploratory and confirmatory factor analysis.

Based on the results of exploratory factor analysis, three factors were extracted. According to the theoretical basis, factors were named as “Planning for learning”, “Understanding and guidance of learning”, and “Gratification of authority learning experience”. The reliability was calculated using Cronbach’s alpha coefficient. The questionnaire reliability was 0.83 in the scale, and, it was 0.73, 0.74, 0.69 in the subscales respectively.

TLL is psychometrically reliable to assess the different dimensions of Tendency to lifelong learning among university students. It can be also used in experimental studies to investigate the interventions on Tendency to lifelong learning.

Abstract The purpose of this study was determining the causal relationship between the perception of constructivist learning environment and individual systematic thinking with a tendency to lifelong learning, mediated by intrinsic motivation. The participants include 450 undergraduate students at Shahid Chamran University that were studying in year of 1994-95 and selected by multi-stage random sampling method. The instruments used included questionnaires "tendency to lifelong learning", "perception of constructivist learning environment", "individual systematic thinking" and "intrinsic motivation". To evaluate of proposed model was performed Structural Equation Analysis Method (SEM) and was utilized to test the indirect relations of Macro Prechere and Hayes program. The evaluation of the proposed model of the study showed good and acceptable fit of the model. The direct effect of variables from the perception of constructivist learning environment, individual systematic thinking, and intrinsic motivation with the tendency lifelong learning was significant to positive. The direct effect of the perception of constructivist learning environment and individual systematic thinking with positive intrinsic motivation was significant to positive. The indirect effect of perception of the constructivist learning environment and individual systematic thinking on the tendency to lifelong learning, through intrinsic motivation was confirmed.

This study compares the effect of early and late interventions on social development in students with hearing loss.

It is descriptive-comparative research. The statistical population involved 178 students with hearing loss. To select the sample, random method was used. To collect the data, an author-made questionnaire and a standard questionnaire (Grisham) were used. There was referral to the students’ medical and rehabilitation records. The research hypotheses were analyzed by independent T Test.

The results showed that the age of hearing loss diagnosis and the age of speech therapy has a significant relationship with students’ social development.

There is a significant relationship between early intervention and social development in children with hearing loss.

The aim of the current study was to investigate the relation between spiritual intelligence and mental health in mothers of children with and without intellectual disabilities (ID).

In this correlational research, the population consisted of students with mild ID, and mothers of regular school students in Gorgan. Eighty mothers were sampled through a multistage sampling procedure and then Brief Symptom Inventory (BSI) and Spiritual Intelligence Self- Report Inventory (SISRI-42) were administered.

Results of the study showed a significant relation between spiritual intelligence and mental health in mothers of students with mild ID and mothers of regular school children. In addition, results indicated that mental health of mothers can be predicted by their spiritual intelligence.

Based on the acquired findings from this research, it is possible to train the components of spiritual intelligence as a method to improve mental health in these mothers.

The main purpose of this study was to assess both internal and external qualities of adult education curriculum in universities. The internal quality of adult education curriculum was examined, using the nine-factor model proposed by Frances Klein. The external quality was evaluated by the extent to which the needs of the clients were satisfied by the curriculum. Two main research questions were addressed: 1) How satisfactory were the adult education curriculum based on the nine-factor model? 2) How well did the adult education curriculum fulfill the needs of the clients (organizations and institutions)?This was a descriptive survey research. The data was collected using a questionnaire. The target population included the following: 1) graduates and students of adult education curriculum at Shahid Beheshti University 1373- 1382; 2) lecturers of adult education curriculum; 3) managers of organizations that employed the graduates of adult education courses; and 4) postgraduate students who studied adult education in 1384. A random sample was selected based on the size suggested by Morganís table.The data collected was analyzed using appropriate parametric and nonparametric statistical methods. Results indicate that the quality of adult education courses was about average based on the nine factor model. Students and lecturers suggested replacing some subjects with new ones that would be more relevant to the curriculum. Further, the quality of the curriculum was found satisfactory by both employers and graduates. Findings also indicate that the graduates were of satisfactory level in terms of knowledge and attitude whereas they were found of little practical competence and skills.