جستجوی مقالات مرتبط با کلیدواژه « دانش بومی » در نشریات گروه « علوم تربیتی »

The aim of this study was to identify the priority educational needs of nomadic preschool students in Chaharmahal and Bakhtiari province using exploratory mixed method type of tool development model. In the qualitative section, 12 specialists and experts with experience in teaching in the nomadic field were selected as potential participants by purposive sampling, and initial qualitative data were obtained through interviews. The data alignment criterion was used to measure the initial validity of the data. Also, with the content analysis method, the initial framework of the model of nomadic preschool educational needs was formed. In the second part, in the form of a descriptive-quantitative research method through a questionnaire created from the qualitative part, the opinions of 150 nomadic preschool teachers and educators of the province who were selected by available sampling method by Friedman formula, 58 educational needs were prioritized in three areas of cognition, skill and attitude. The results showed that the highest educational needs in the field of cognition related to (teaching the alphabet to recognize words both beginning and end), environmental education and creativity education; In the field of skills related to formal (spoken) language teaching, personal and public hygiene education and family communication and life skills training; In the field of attitude related to the training of individual independence and choice, training tends to discipline and of training self-esteem.

One of the appropriate solutions for agricultural development and prevention of waste is the creation of conversion and complementary industries. Lack of attention to innovation causes these industries to have no access to global markets. Indigenous knowledge in managing innovation in agricultural processing can be responsible for the development of agricultural products. The present article has been compiled to present an "analysis of the role of indigenous knowledge in comprehensive innovation management for the development of palm conversion and complementary industries in Kerman province in order to provide employment and income conditions for gardeners by improving conversion and complementary industries." The present study is applied research and in terms of research method, it is a survey. Its statistical population includes 200 farmers in Kerman province who are working in the field of marketing, packaging and processing of date products. The sample size was calculated based on Cochran's formula of 155 people. In order to answer the research problem, a questionnaire was designed as the main research tool and SPSS and AMOS software were used to analyze the research results The present article has been compiled to present an "analysis of the role of indigenous knowledge in comprehensive innovation management for the development of palm conversion and complementary industries in Kerman province in order to provide employment and income conditions for gardeners by improving conversion and complementary industries." The present study is an applied research and in terms of research method, it is a survey. Its statistical population includes 200 farmers in Kerman province who are working in the field of marketing, packaging and processing of date products. The sample size was calculated based on Cochran's formula of 155 people. In order to answer the research problem, a questionnaire was designed as the main research tool and SPSS and AMOS software were used to analyze the research results.

The purpose of this article is to critique and analyze the national curriculum in terms of adapting to the educational needs of preschool and students of nomadic elementary school with emphasis on the native knowledge approach. The research method used was content analysis analysis The population of this study is 15 main titles of the national curriculum document that were coded using the content checklist tool. The unit of analysis was the text (paragraph). For this purpose, first the educational needs were identified through the study of theoretical foundations and categorized into three areas using the Delphi technique, then the content of the national curriculum document was analyzed and critiqued based on these needs The results of theا study indicate the relative attention of the document to educational needs. So that the field of "learning experiences", "principles of curriculum supervision", "philosophical and practical foundations" and "perspectives" focus directly and appropriately on the ecological components; And the principles of the "teaching and learning" process pay less attention to this issue. The rest of the paragraphs also implicitly and generally refer to the use of this approach. In the second part, a total of 6 criticisms were deduced, the result of which can be generalized to the text of the document on sociological foundations, not introducing a special executive program for nomadic education according to the existing natural capacities and less attention to some components of the document Indigenous knowledge approaches pointed out.

There are many factors interfering the process of religious training, one of which is the instructor. The prominence of the role of the instructor is so great that we can define training as a two-way purposive relationship between the trainers and the trainees. Therefore, the identification of the type of competencies the trainers have to master to work properly, can help us achieve the desired outcomes of the education processes and gain our educational goals. Hence, this research, following an analytical-inferential approach and considering Hikmat 147 of Nahj al-Balaghah, which contains serious implications in this regard, has addressed the problem and has identified the professional qualifications of the instructors of religious traing in both scientific and practical fields. The scientific competencies include components such as "reception, transmission, and caring", and the practical competencies included preventive components (covertness, arrogance, apathy, pleasure seeking, and wealth collecting) and positive components (divinity-orientation, definite knowledge, patience and courage).