جستجوی مقالات مرتبط با کلیدواژه « برنامه درسی تجربه شده » در نشریات گروه « علوم تربیتی »

The purpose of the current research is to describe and describe the educational journey of the first author of the research in the curriculum text, in the position of past comprehensive, current teacher and future curriculum expert, and to reconceptualize the teacher's educational practice based on the educational metaphor of the journey. The current research design is of qualitative type, and in terms of method, it is included in the category of narrative research. The general method of the work is that the first author of the research, as a teacher and in fact, a subject for analysis, subjected himself to deep introspection and presented his personal narrative of the phenomenon in question (here curriculum) in the narrative style of "auto-ethnography" and then, in order to validate his narrative, he has used the narrative of three other teachers, who were selected using the purposeful sampling method (criterion-oriented preference), along with his own narration. The main process of extracting the key concepts and themes has also been done using the seven-step method of Colaizzi (1987). The findings of the research indicate the necessity of turning the theory and practice of the curriculum and redefining the components of the curriculum from simple to complex and from quantitative to qualitative.

The purpose of this article is to investigate the experiences of social science education graduates from specialized courses in the social science education field at Alborz Farhangian University. The research method is a qualitative method with a phenomenological approach. The studied samples are 20 graduates of social science education at the Farhangian University of Alborz in 1401. The number of samples was determined based on the principle of theoretical saturation.  The data collection method is the semi-structured interview method and the data analysis method is the thematic analysis method. The lived experiences of social science education graduates from specialized courses in social science education were categorized into 5 categories and 2 main themes. The categories of cognitive changes, affective changes, and skill changes were divided into the theme of learning experiences from specialized courses. The categories of problems related to the content of courses and problems related to the presentation of courses were classified in the theme of educational problems of specialized courses. The findings of the research show that despite the fact that specialized courses have caused learning in student teachers, specialized courses in the field of social science education have been associated with problems in the content design and presentation of specialized courses.

experts, and the reliability of the questionnaires with the help of Cronbach's alpha coefficient was 90% for curriculum orientations, 0.82 for the experienced curriculum, and 0.86 for the expected curriculum. became. In order to analyze the data, descriptive statistics (frequency distribution, graph drawing and calculation of mean median concentration indices) and to examine and analyze research hypotheses, Pearson's correlation coefficient and independent T and multiple regression with spss software, version 20 have been used. The findings showed that there is a significant relationship between the two variables of curriculum orientation and the distance between the expected curriculum and the experienced curriculum. In this research, in order of priority of curriculum orientations, the highest rank is related to behavioral orientation and academic rationalism. And the lowest rank is related to the direction of social reconstruction. Therefore, the teachers' attention as much as possible to the directions of the curriculum and providing an environment where students are interested in the content of the curriculum can be the basis for reducing the gap between To provide an experienced and expected curriculum for students in order to create effective learning.

The present study was conducted to investigate the experienced curriculum in the master students in curriculum development field of study at Bu-Ali Sina University. This research was conducted by phenomenological method. Participants in this study were 26 master students in the curriculum development discipline at Bu Ali Sina University in the 3 academic year of study 1394-1394, 1395-1394 and 1396-1695, all of whom were examined. Data collection tools were semi-structured interviews which questions were tested on the basis of four curriculum levels (expected curriculum, concealed curriculum, interactive curriculum and learned curriculum). Data analyzed by coding and categorization and validated through qualitative research criteria, research description in the details, long-term engagement with the field, sampling according to differences of opinion from the three groups of student based on entry periods, information collected even later of theoretical saturation in order to other possible cases of rejection of findings and analysis checking by research participants. The findings showed that the student is at each level of the program that is faced with different categories. At the expected curriculum level, the difficulty category was identified. At the level of the concealed curriculum, educational motivation and the necessary knowledge and skills were obtained. At the level of interactive curriculum, in the course section, the categories of changing attitudes towards some courses, repetition in some courses, lack of a specific source in some courses, homework problems, evaluation challenges and interaction and response of professors and in the dissertation section, supervisor selection and the choice of the dissertation topic were identified. In learned curriculum level, categories named explicit, null and hidden learning were identified. Each category also includes multiple subcategories. The results showed that the experienced curriculum at each level, changes and finally, the curriculum of the learned level is very different from the expected. On the other hand, students face a lot of confusion and ambiguity by being exposed to experience and without any support. Therefore, it is necessary to think of the measures to improve the curriculum experience process for them.

This study aims at investigating the experienced curricula of the skill-based higher education system from the perspectives of students therefore, a quantitative approach and a descriptive-survey method were utilized. The statistical population of the study comprised students of comprehensive scientific-applied universities in Iran. Stratified random sampling method and Cochranchr('39')s formula were applied to select 660 students as the sample. Data were collected through a researcher-made questionnaireof skill-based curriculum in higher education, and the analysis was conducted through one-group t-test, Friedman. Content validity was verified and confirmed by curriculum and structural validity experts using software (PLS). The reliability coefficient was calculated using Cronbachchr('39')s alpha (0.86). The final results suggest that the situation of the experienced curriculum was relatively favorable from the studentschr('39') perspective in the three dimensions of "adapting the curriculum to chr('39')the goals of the university, the skill-based system" and "executive aspects of the new curriculum." Accordingly, the skill-based higher education system in Iran requires great attention and fundamental changes need be made in curricula and teaching methods. Thus, this study suggests that the curriculum of the University of Applied Science and Technology (UAST) be designed to teach different skills, applied in professional and social life, and taught in simulated and practical educational environments in order to achieve the desired goals of the skill-based system.

The main objective of this research was to assess the teacher's charisma traits and its role in the experienced curriculum in Farhangian University. This research was a descriptive-correlational study and its statistical population included all undergraduate students at Farhangian University of Fatemeh Zahra and Shahid  Rajaei (females centers) and Shahid Bahonar (male center) in Isfahan city in the academic year 2017-2018 )N =1978). The sample size was estimated to be 322 by Cochran formula and with random stratified random sampling method. The data’s gathering used from two questionnaires including teacher charisma standard questionnaire and researcher-made experienced curriculum questionnaire. Data’s analysis done in descriptive level (frequency, percentage, mean & deviation standard) and inferential level (one sample t-test & regression analysis) by using Spss software. The results and findings of this study showed that professors in charisma had behavioral characteristics and scientific and specialized abilities, but lacked humor and teaching skills. The results of multiple regression analysis indicated that the professor’s charisma have significant role in student's experienced curriculum in all of cognitive, emotional & skill areas. Finally, the results showed that professors with charismatic characteristics can improve the experienced curriculum in all aspects and contribute to the further development and growth of students.

The goal of study was the evaluation of the entrepreneurship components in the experienced curriculum from perspectives of fourth year undergraduate students at Kabul university in the academic year of 2013-14. The statistical populations were the undergraduate students from the Kabul University (4590). The method of sampling was classified random sampling. 346 students were selected as a sample size on the basis Cochran formula and data were collected through researcher made questionnaire. The first step was to develop a conceptual framework for evaluating entrepreneurship components and in the second step the research tools were made based on that. The reliability of the instrument using Cronbach's alpha test was 88/0 and validity was confirmed by experts. In statistical part, mean, standard deviation, t-tests, repeated measures and Confirmatory factor analysis were used. Due to SPSS and LISREL software, data were analyzed. Research findings indicated that framework of the entrepreneurship is valid. The dominant aspect of perception entrepreneurship in the curriculum from the perspective of students was the component of “situation recognition”. The overall condition of perception of entrepreneurship was at an average level. Also the finding showed that there is no difference between perception of entrepreneurship in the experienced curriculum by male and female students, but there is a difference between the perceptions of entrepreneurship of students in various faculties. The most prevalent components in the experienced curriculum was the components of creativity and innovation, and the least was relevant the concept of internal control.

The aim of this study is to investigate the ignored level of the experienced curriculum (perceptions and expectations) in a course called teaching methods and techniques; and identify factors affecting such perceptions and expectations among Shahid Modares Campus of Farhangian University, Sanadaj. In this study, mixed method has been used. In the quantitative part, a descriptive method (survey type), and in the qualitative part, phonological method, have been used. The sample of the study consisted of 101 teacher students enrolled in the first semester of 2015-16. The sampling method was non-probability sampling in quantitative part, and it was purposful in qualitative part. A questionnaire created by the researcher was used for collecting data in the quantitative part, and semi-structured interview was employed in the qualitative part. The descriptive statistics and interpretive method were used for data analysis in quantitative and qualitative parts respectively. The results of the study indicated that 77 percent of the participants found the course interesting while 70 percent found it difficult, and about 78 percent of the students believed that they need to make more efforts in the course. The qualitative findings showed that three main factors - individual, educational, and social and external - were identified as the important factors in shaping the perceptions and expectations of the students in the course.

The main purpose of this research was to study the relationship between student's Individual Characteristics, Experienced Curriculum and their leadership Competencies development. Statistical population of this study included all students of bachelor degree at Shiraz University who were enrolled in 90-91. By cluster sampling method 256 persons were selected. The research instrument used to collect data in this study included researcher-made scale of experienced curriculum and growth leadership competencies questionnaire (Initial Leadership Assessment Questionnaire St. Cloud University, 1996) which after measuring their validity and reliability distributed among sample and data analyzed with multiple regression. Result indicated that: There is significant relationship between average and major with leadership competencies development of students. There is significant relationship between sex, average, major and residence with their perception of experienced curriculum. The experienced curriculum has significant mediated role in relationship between the student's individual characteristic and their leadership competencies development.

The purpose of the present research was to examine the satisfaction degree of graduates in Department of Engineering and Science at Isfahan University about quality of experimented curricula. The present study is applied research and its method is descriptive-survey. Statistical population included all 320 graduates in IT and mechanical engineering at Isfahan University¬. Method of sampling was stratified random sampling. According to the Cochran's sample size formula 170 graduates were chosen as sample. Research instruments was questionnaire of which designed by researcher. The content validity of questionnaire was determined using the specialist`s views and the reliability of the questionnaire was estimated 0.90 by using Coronbach`s Alpha method. The result showed that 1- In the aim’ dimension, the satisfaction degree of graduates about experimented curricula is “more than average.”, 2- In the content’ dimension, the satisfaction degree of graduates about experimented curricula is “more than average.”3- In the teaching method’ dimension, the satisfaction degree about experimented curricula is less than average.4- In the evaluation’ dimension, the satisfaction degree about experimented curricula is average.

The purpose of this study was an assessment of undergraduate management diciplinaries (commercial & industrial) experience curriculum content congruence with islamic manager standards. This research was instrument development sequential exploratory mixed method. Statistical population was consists of all faculties and bachelor course students of Shiraz University's commercial and industrial management in 91-92 academic year. In QUAL, selected 25 facilties using by saturation sampling as key experts then Islamic manager standards were confirmed after structured interview. In QUAN, firstly this standards shared to 30 faculties to determine how much commercial and industrial management experienced curriculum must be develop Islamic manager standards in students. Mode of their answers was considered as desired level. Then 119 students were selected with total number sampling method and questionnaires were distributed them. The resulted showed: commercial and industrial management experienced curriculum content congruence with islamic manager standards were less than desired level of faculties view point and there are not significant different between commercial and industrial management experienced curriculum content congruence with islamic manager standards.

The purpose of this study was to explain, describe and interpret lived experiences of students. The method of research was phenomenological research. Participants of the study were male and female selected from high school students in sabzevar based on purposive homogenous sampling. Data collection instruments, included semi-structured interviews, drawings, diaries, It should be mentioned that the interviewees were interviewed one at a time and they were coded. After interviewing 14 participants, the research reached saturation and he felt confident that additional data didnt develop, but for dependability purposes 22 subjects were interviewed. For both levels triangulation and construct validity were taken into account and for increasing reliability the interviews were conducted, in an appropriate environment, with pre prepared plans. The suitable conditions of the interviews were carefully considered and all interviews were conducted without any bias. The findings of the current study revealed that before the children went to school they sometimes had positive attitudes toward schools and these positive attitudes were mainly resulted from the fact that by going to school they become educated and can live with their friends. But they sometimes developed negative attitudes and the cause of these negative attitudes was that they were afraid of going to school. Also, it should be mentioned that students at times had ambiguous and unclear mental images toward schools. The lived experiences of students indicated that they, now days, consider schools as a strict discipline place. Moreover, schools are seen as a place where teachers teach too much stuff and content, that are impractical, mechanically. From the student's viewpoints, schools are places where students can live freely, flexibly, and happily. They also should be valued highly.

The main purpose of this research was to study the relationship between students'' perception of experienced curriculum effectiveness and their development of leadership competencies through structural equation modeling approach. The research method was descriptive-correlational. The statistical population of the study included all the students of bachelor degree at Shiraz University. Through cluster sampling، 18 classes of seniors from different fields of study with a total of 284 students were selected. The research instruments used to collect data included the researcher-made scale of experienced curriculum effectiveness and leadership competency development questionnaire. The instruments were checked for their reliability and validity and were then distributed among the participants. The collected data was analyzed through one sample t-test، Pearson correlation coefficient and SEM using SPSS16 and LISREL8. 54. The results indicated that: 1) There was a significant relationship between the variables of experienced curriculum effectiveness and leadership competency development; 2) The effectiveness mean scores for assignments and assessment were below average; 3) The mean scores for self-awareness، teamwork and partnership with the community were above average but below the desired level; and 4) Effectiveness of students'' experienced curriculum was the significant and positive predicator of their leadership competency development.

The aim of this study is to evaluate the fitness of the intended environmental curriculum against Environmental Sustainable Development standards in fields of Civil, Architectural, and Agricultural Engineering. The sample of this study includes the professors and students of these fields at Shiraz University. In this study the total number of professors and 320 students (selected in a cluster selection method) were considered. The methodology is descriptive and of a survey format. Tools consist of three scales: 1- In order to prioritize the importance of the environmental principles of the intended curriculum, the survey sheets were designed according to the seven principles of Environmental Sustainable Development (Rose Hulman Institute of Technology and Carnegie Mellon University,1997-1999); 2- In order to prioritize the students’ views on the importance of environmental principles of implemented courses on environment, a scale was invented, considering the miner’s inventory (1997) and seven principles of Environmental Sustainable Development; and 3- In order to prioritize the students’ views on the environmental principles of experienced courses on environment, a scale was designed, using the seven principles of Environmental Sustainable Development, by researcher. The first scale was distributed among the professors while the second and third scales were distributed among the students. The results indicate that: 1- The average importance of principles of intended courses on environment was less than the importance of Environmental Sustainable Development standards; 2- The average importance of principles of implemented courses on environment was less than the importance

The purpose of this study was to explore the role of factors decreasing the gap between the intended، implemented and experienced curriculum in higher education. A stratified random sample of 33 academics as well as a cluster random sample of 98 students from Islamic Azad University، Torbat Haydariah، participated in this survey study. An identical research instrument was administered to both samples. Results indicated that five factors of curriculum development structure، teaching methods along with learning styles، strategies، and motivation of students were effective in decreasing the gap between the three levels of curriculum. Academics and students had significantly different views on teaching methods of lecturers، and learning styles and motivation of students. Motivation followed by curriculum development structure، and teaching methods was found to be most effective in decreasing the gap between the intended، implemented and experienced curriculum in higher education.

In recent years, there have been various attempts for determining the influencing factors on college student's satisfaction and success. One of the most important factors is experience curriculum. The aim of this study was the determining role of experienced curriculum on satisfaction and success of Engineering and Applied Science students. For this propose 117 of senior students from engineering colleges in Shiraz University were selected. Using SPSS and LISREL software's data analysis, results indicated: 1- The experienced curriculum was the meaningful mediator for success of senior students. 2- All the experienced curriculum variables were the meaningful mediators for success of senior students.

In recent years, there are various tries for determining of influencing factors on college students’ satisfaction and success. One of the most important factors is experience curriculum. The aim of this study was determining role of experienced curriculum on satisfaction and success of Engineering and Applied science students, so 388 of junior students from engineering and science colleges in Shiraz Univesity were selected. Using SPSS and LISREL softwares data was analysised. Results indicated: 1- The experienced curriculum was the meaningful mediator for satisfaction of junior students. 2- All of the experienced curriculum variables were the meaningful mediators for satisfaction of junior students.