جستجوی مقالات مرتبط با کلیدواژه « دوره دوم ابتدایی » در نشریات گروه « علوم تربیتی »

The present research was conducted with the aim of investigating the obstacles of not realizing the goals of the Persian curriculum and writing the second primary course from the point of view of the statistical society, all selected teachers of the cities of Tehran province in the academic year of 1402-1401.The research method, a descriptive survey type, has been used. The statistical population of the research included all selected teachers of the cities of Tehran province, whose number was more than 150 people. Necessary sample, 108 people were selected. The data collection tool was a researcher-made questionnaire, and the data analysis was done using the spss program. Descriptive analysis and inferential analysis of test indicators have been used. The validity of the tool from the point of view of experts and its reliability is also provided by Cronbach's alpha with a coefficient of 0.933.In this research, obstacles in the areas of teacher, curriculum and school have been investigated. The research shows that there is a significant difference in the ranking of the three obstacles of not realizing the objectives of the Persian curriculum and writing in the second year of elementary school.The results showed that the factors influencing the failure to achieve the goals of the Persian curriculum and writing, respectively, include; School, teacher, curriculum, with average ratings of 2.49, 1.96 and 1.56. Obstacles caused by the school have been identified as the most important obstacle in not achieving the goals of the mentioned curriculum.

The importance of thinking and open-mindedness in childhood is undeniable; So we have to make children thinkful from the beginning so that they can think about the big issues of life and achieve acceptable results. Critical thinking means that children think well about a subject and can critique it. The main purpose of this study was "the position of critical thinking in the" read and think "of Persian books in the second grade of elementary school based on the components of Lippmann's philosophical thinking" which has been used to achieve the goal of content analysis. The statistical population in this study included Persian textbooks for the second year of elementary school in the academic year 1400-99, which was reviewed using SPSS software and the results showed that in reading and fourth grade thinking, the amount of lines involved in the components of Lippmann's philosophical thinking. It was more than the fifth and sixth grade and in the sixth grade it is less than the previous two bases and is not evenly distributed in the bases, while the component of attention to exceptional and unusual conditions had the highest level in all bases and the component of correct interpretation of the word and attention to the speaker's goals in translating and interpreting the word in All foundations which have been neglected. According to the studies conducted in this study, Lippmann's philosophical thinking in the reading and thinking section of Persian books in the second grade of elementary school has not been well implemented and has some shortcomings.

The purpose of the current research is to identify the components of national identity in primary school textbooks with an emphasis on the document of the fundamental transformation of education and the document of the national curriculum. Considering the important role of education institution and curriculum in strengthening the national identity of students, the research problem is to know the components of national identity in the upstream documents of education and primary school textbooks.

In this research, thematic analysis method was used to analyze the text of the upstream documents and textbooks. The sample examined in this study includes social studies textbooks and heavenly gifts. These books have been chosen because they are the most capable of carrying the concepts of national identity. The unit of analysis (recording) in this research is the theme, image, map, and the unit of context is textbooks. In this research, 150 concepts, 30 subcategories and 9 categories were extracted from the text of textbooks. To determine the validity of the qualitative content analysis method with an inductive approach (theme analysis) in the current research, the books and upstream documents were reviewed in two stages, one after 10 to 50% of the categorizations were completed and the second time at the end of the work.

According The results of the research, The most important components that were identified in the books of the second year of elementary school (for social studies and heavenly gifts, respectively) for national identity are: introduction of different cultures, history and identity of ethnic groups, introduction of cultural heritage; Introducing celebrities, reflecting the style of coverage of ethnic groups and regions; Languages of Iranian ethnic groups in textbooks, religious and religious pluralism, religious and religious pluralism, introduction of celebrations and holidays and religious rituals of all ethnic groups and regions. Based on the results of this research, planners can make policies based on elements of national identity and provide appropriate content in Textbooks should strengthen national identity in primary school students and make them feel belonging to the homeland.

The purpose of this article is to design and validate a curriculum model based on postmodern art with emphasis on conceptual art in the second-elementary period. The approach of this research is qualitative and the research method is used. The statistical community includes books, articles, theses and researches in the fields of post-modern art and art-based education. The findings of the research were the result of the analysis of 4 arts mentioned in post-modern art and 15 types of conceptual art; were analyzed in this study; From these studies, 242 characteristics were obtained, which 39 primary and 36 secondary categories were extracted using the synthesis research method, and finally 9 main categories were obtained.Categories include: the use of art in the social, political and cultural context, a critical approach and attention to criticism in order to change perception, having a cultural and transcultural aesthetic approach, attention to art as a platform for the emergence of creativity in development Sustainable is the interaction with the audience in the production, meaning-making, critique and modification of the work of art, the approach of bio stability in the global and regional dimension, the possibility of diversity in material, technique and media in conveying the message. In order to theoretically validate the qualitative method of the focus group was used. For this purpose, the results of the research were provided to 15 experts: curriculum, art and primary school teachers and the findings were reviewed.The results can be in the purpose section: to create an atmosphere for the emergence and emergence of creativity, attention to environmental issues, use of aesthetic criteria and methods and the power of imagination and visualization in designing activities, in the content section: integrating content with elements of everyday life Using native situations, having an interactive approach, in the evaluation section: having a critical look at learning situations, evaluating learning processes, students' ability to choose and participate in evaluation methods.

The present study was conducted to evaluate the content of math textbooks in the upper level of primary school based on its compliance with sustainability education. The research is descriptive-analytical in terms of method and has been done by quantitative content analysis. The statistical population of the study was the mathematics textbooks of the upper level of primary school in which the entire content of the mentioned books was analyzed. Therefore, a census was conducted. The research tool was researcher-made content analysis forms. In order to determine the validity and accuracy of formal and content validity with the opinions and views of experts and specialists were used. Also, its reliability was 0.92 by Holsty method and Shannon entropy method was used to process the collected data. Findings showed that the necessary balance and coherence between the three components of sustainability training is not established. Also, among the components of sustainability education, the economic component has the least attention in all basic mathematics textbooks of the upper level of primary school.

The purpose of present study was to investigate the status of personal epistemology components in second elementary Experimental Science curriculum. The research method is survey and content analysis types. The statistical population of the research is the textbooks of the experimental sciences of the fourth, fifth and sixth grade in 1397-98 academic year and because it was necessary to examine all the contents, there was no sampling and the whole population was studied. Also, in the survey phase, 22 professors and specialists in the fields of experimental sciences, Persian literature and psychology were selected with targeted sampling. Children's personal epistemology questionnaire and data log were used to collect data. Descriptive statistics such as frequency and percentage as well as factor loading coefficient were used to analyze the data. The findings showed that in the fourth grade, the emphasis was on the simplicity of knowledge (107 items) and the least emphasis on the certainty of knowledge (3 cases(In the fifth grade, the most emphasis on justification of knowing (65 cases), The result of knowing (60 items) and certainty of knowledge (30 cases) and the least emphasis on knowledge simplicity (30 cases) And the least emphasis was on the simplicity of knowledge (30 cases), and in the sixth grade, the justification of knowing (50) and the result of knowing (40 cases) Most emphasis was placed on the simplicity of knowledge (5 cases). In general, 63.6% of the content of the textbooks of the Empirical sciences from the third to sixth grades is assigned to the components of personal epistemology.

This research approach was mixed (qualitative, quantitative). In the qualitative part, inferential method (progressive) was  used .By using Franken's method of analysis (normative realist proposition), the basics of self-awareness were deduced. By using the semi-structured interview method, types of self-awareness and the nature and characteristics of the basic elements of the curriculum (purpose, content, teaching method and evaluation method) were extracted. The validity of qualitative data was determined using confirmability and reliability To analyze qualitative data, open, axial and selective coding method was used. In the quantitative section, the CVR method was used to determine the validity of the model. The results showed that the self-awareness basics include the connection between the soul and the body, evolution and exaltation of the soul, otherness, telescoping, thinking and self-awareness: physical, emotional, social, spiritual, intellectual. Curriculum elements including goals: improving physical knowledge, improving emotional behaviors, knowing others, improving spiritual knowledge, feelings, social communication, critical thinking. Method questioning dialogue, role playing, small groups, brainstorming, problem solving. Evaluation: Self-evaluation, peer evaluation, and parent evaluation were concluded as essential elements of the self-awareness curriculum model in the second year of elementary school. Following these findings, the quality of the four elements was examined and approved by experts. As a result, effective paying attention to the self-awareness foundations, component, types and curriculum elements can help to improve the Second Level Primary School Students Self- awareness. The validity of the final model from the point of view of experts (philosophy of education, educational psychology and curriculum planning) was 0.82. Effective attention to the basics, components, types and nature of the elements of the self-awareness curriculum in the curriculum of the second year of elementary school can help to improve the self-awareness of students.

The present study was conducted with the aim of comparing the social skills and academic self-efficacy of the students of multi-grade and single-grade classes of the second elementary school in Divandareh city. The statistical population included the students of the second year of elementary school in Divandareh city. 348 people were selected as the sample size of the research (simple stratified random). The measurement tools included questionnaires of social skills and academic self-efficacy. The tests used in this research were one-sample t, independent t and two independent groups t. The findings showed that there is a significant difference between the amount of talent, context and effort components of the academic self-efficacy variable of single-grade and multi-grade students in favor of multi-grade students. There is a significant difference between the amount of appropriate social skills, antisocial behaviors, aggression and impulsive behaviors, superiority, high self-confidence, and relationship with peers from the variable of social skills of single-grade and multi-grade students in favor of single-grade students.

The aim of this study was to design an educational package based on overlooked verbal intelligence skills in Persian textbooks for the second grade of elementary school and to determine its effectiveness on Wechsler intelligence subscales. In this research, the mixed research method (qualitative of phenomenological type and quantitative of experimental type) was used. In the qualitative section, using semi-structured interviews to theoretical saturation and thematic analysis, overlooked verbal intelligence skills were identified with 3 global themes. The validity of the themes was determined by the audit method and Scott's formula. The educational package was developed based on overlooked skills in 15 sessions and its validity was confirmed through content validity. In the quantitative section, the educational package was performed on 30 male students of the second grade of elementary school in Fraidan city (using multi-stage cluster sampling and random arrangement in two groups). The research instruments included vocabulary subscale, visual concepts and numerical memory of Wechsler (IV) children's intelligence test. Data were analyzed by multivariate covariance and SPSS software. The results showed the effectiveness of the educational package on increasing the scores of the relevant scales

Paying attention to welfare and improving the quality of life is one of the important goals in societies in recent years. On the other hand, in education systems, efforts are made to provide the welfare of learners in various dimensions. Therefore, the aim of this study is to identify the dimensions and components of the curriculum based on the well-being of second grade students. The approach of the present study is qualitative and its method is synthesis research. The research population is all articles (186 articles) that have been presented in the specialized and scientific databases since 2012 and 2013 on the curriculum model based on the well-being of learners. The research sample is 30 articles, which were purposefully selected based on thematic monitoring, theoretical data saturation. Research data were collected from qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in a categorical manner based on Roberts's research synthesis model. In order to check the validity of the findings, the coding of the findings based on Scott (2012) method was used and the agreement coefficient between the evaluators was calculated to be 83%. Components and indicators of welfare-based curriculum model in 7 dimensions, 27 axes and 115 categories including dimensions of learners' characteristics, teacher's characteristics, teaching-learning approaches, content, welfare indicators, environment and characteristics Evaluations were organized.

In any society, schools have crucial importance when it comes to improving social and interpersonal relationships and solving social problems. One of the best ways to solve social problems is to identify communication problems and provide training in communication skills from lower ages, particularly in primary school. Therefore, the present study poses the question: what interpersonal and social problems can be found in second-grade primary schoolchildren? This study has been conducted using the qualitative content analysis method with a summative approach. Analyzing interview transcripts with 20 teachers from three different school districts in the city of Tehran (Districts 15, 16, and 19) led to eight different categories identified for students' interpersonal and social problems: 1. problems regarding controlling emotions and creating tension, 2. problems arising in discourse or getting one's message across, 3. collaboration and teamwork problems, 4. problems in problem-solving and thinking, 5. character-wise problems, 6. self-protection problems, 7. problems in intrapersonal communication, and 8. weaknesses in making friends. From teachers' point of view, communication problems cannot be solved by providing students with instructions alone; some variables need to be taken into consideration and changed and revised significantly, such as harmony among different institutions (i.e. families, neighborhoods, school, the media, etc.), teachers' skills, the number of students, students' grade, how long training lasts, the adequacy of school personnel as well the education content itself.

The purpose of this study is to design and authenticate the curriculum model of training interpersonal and social skills in the second elementary school. Different methods were used to meet different stages of the research: Qualitative (content analysis with summary and deductive approach) and quantitative (descriptive survey). During the curriculum design phase, 20 primary school teachers and 18 university professors were interviewed. In addition, in order to determine the validity of the designed curriculum model, the model was examined by 26 experts in the field of curriculum planning in the form of a questionnaire. After identifying the components of interpersonal and social communication skills, the communication problems of primary school students, and the results of content analysis of the text of the national curriculum document, a curriculum template was designed and validated. As a result, a valid curriculum model for teaching interpersonal and social communication skills for primary school students was designed. The model has 14 main core skills, 38 minor sub-core skills and 137 communication sub-skills as curriculum objectives, and 46 characteristics for content. The curriculum consists of 9 teaching methods and 18 characteristics for evaluation methods.

The purpose of this study was to review the social studies books of the second elementary Course in terms of attention to the components of global citizenship. The research method is descriptive and content analysis is quantitative. The unit of analysis in this research is the sentences and pictures of textbooks. The statistical population is the social studies books of the second elementary Course of the 1399-1400 academic year and the statistical sample is the same society. The data collection tool was the components of Oxfam Global Citizen, which are classified into three areas: cognitive, skill and attitude, which is acceptable with the approval of the relevant professor. To calculate the reliability, the counts were performed by the researchers independently and using the Holsti coefficient, the obtained reliability coefficient is 0.82. The results of data analysis show that among the second grade elementary school, the fifth grade with 59.44% and the fourth grade with 16.93%, respectively, have the highest and lowest amount of attention to the components of global citizenship. Among the books reviewed, the most attention has been paid to the cognitive component with 52.53% and to the attitudinal component with 9.21%.

In this research we investigated female elementary students’ level of mastery over science and mathematics content and explained the nature of relationship between students’ level of mastery and learnability of content in science and mathematics. 914 female students of public senior elementary schools in Kashan were recruited. The needed data for fourth and fifth graders were gathered through researcher-made tests; the data related to sixth graders were gathered through standard exams taken from the students of this grade in the end of semester. Content validity of tests was verified by connoisseur teachers in each grade and was confirmed by structural equation modelling. For explaining the quantitative findings, we implemented 9 interviews with experienced and expert teachers which were selected through purposeful sampling method. The main analysis revealed that students learning is significantly lower than the mastery level in almost half of the science syllabus and all of the mathematics syllabus.

Integrating digital technologies in teaching and learning processes is a universal phenomenon which is often recommended by governments, universities, education faculties and schools in order to improve educational systems.  In spite of the capabilities of digital tools, their usage is new in classrooms and restricted to primary grades. Therefore, the present study with an exploratory sequential mixed method approach in two steps was conducted to extract influential factors that enhance the use of digital technologies. To do so, semi-structured interviews were conducted with 6 groups of from 3 to 5 primary and mathematics high school teachers, respectively. In addition, influencing factors were extracted, through the quantitative approach, survey method participating 457 people using path analysis, and the relationships amongst factors were examined and several recommendations were proposed. The main findings showed that school readiness contributed to teacher readiness and these two had statistical signification effect on student’s use of digital technologies.

The purpose of this study was to identify the level of awareness among parents, students and teachers of secondary schools in Nahavand about the environmental aspects of sustainable development and their differences. The method of this study was mixed (qualitative and qualitative) and applied in terms of purpose. The research population consisted of parents (parents), students (girls and boys), sixth grade and elementary school teachers (male and female) elementary schools in Nahavand. A researcher-made questionnaire was used to collect the data. Using purposeful sampling, 6 teachers and 6 parents and 6 pupls (for interviews) were selected using random sampling method. According to the Cochran formula, 296 parents, 296 students and 107 teachers (for the questionnaire) as the sample group were chosen. The validity and reliability of this research tool were reviewed and verified. t-test and Pearson correlation and mean rating were used to analyze the data. The results showed that teachers 'awareness was more than parent and parents' awareness was higher than students, and there was a significant difference between parents, students and teachers regarding the level of environmental awareness. Teachers and parents were studied in terms of their teaching history, field of study, and educational level. In addition, the results showed that the environmental dimension in the elementary curriculum content has been underestimated from the viewpoint of teachers and students. The reason for teachers greater awareness of the environment and sustainable development was in- service training, education and more studying than other the groups.

The purpose of this research is to identify the research competency required and appropriate for the second elementary period. In this research, the competencies were identified in five steps using the design approach or the creation of a base model (Bayam and Meyer's model). In the first step, 105 research competencies were extracted from the views of 24 prominent scholars and scholars. In the second step, 49 research competencies were obtained in semi-structured interviews with 14 expert and expert teachers. In the third step, Delphi technique was used to distinguish and categorize 154 research competencies. As a result of surveys conducted by 10 health and psychologists, 18 research competencies were identified in the second elementary school. Then for each competency, three levels of definition and functional attributes of each level were identified and experts determined the level corresponding to the second elementary level. In the fourth stage, the research competencies identified by six Kuwaiti Kappa coefficients of education and psychology were validated and in the final stage, the structural framework of the research competencies required and commensurate with the second elementary school was drawn up. These competencies, according to their nature, are divided into three categories, including technical and technical competencies (writing research questions, designing research, collecting information, analyzing data, summarizing and concluding, arranging and presenting reports, evaluating research), competence Personal and personality (curiosity, interest and motivation, effort and perseverance, success and failure, self-efficacy, communication and collaboration) and perceptual competence (decision-making, reasoning, prediction, comparison, thinking).

The purpose of this study was to analyze textbook content of the second course of primary education  on the basis of  Islamic economic teachings. The research method is descriptive survey with categories-based content analysis.  The research community in the content analysis section includes all the textooks of the second course of primary education (grades four, five, and six) in 2017-2018 academic year; the contents of these textbooks have been entirely analized with a checklist (content analysis form) that was compiled regarding the theoretical foundations of economic teachings and related theories and was approved by the experts. The unit of analysis was sentence, image and theme. The data were analyzed using frequency and percentages. In the survey section, the statistical population was 248 teachers of the second course of primary education of  two districts in Hamadan city, who were selected by stratified and cluster sampling methods. The data gathering tool was a researcher-made questionnaire whose validity was calculated and validated by CVR method and its reliability was calculated by Cronbach's alpha of 0.87. Descriptive statistics and single sample T-test were used to analyze the data obtained from the survey. The results generally indicate that in the content of textbooks of the second course of primary education (fourth, fifth, and sixth grades), the components of Islamic economic teachings received little attention. These economic components have received the most attention in Social Studies textbook and received the least attention in Thinking and Research textbook of the sixth grade. Also according to the teachers' viewpoints,  in all the three grades textbooks, less attention has been paid to Islamic economic teachings.

The Aim of This study was to analysis the content of social science textbooks of 4th, 5th, 6th grades on items of multicultural education in the Field of education. The study population comprised of social science textbooks of 4th, 5th, 6th grades so the sample is equal to the population. In this research a mixed method has been used and both qualitative and quantitative content analyses have been applied. In qualitative content analysis identify the theoretical aspects of multicultural education from gender, disability, ethnicity, culture, social justice and peace were examined. In quantitative content analysis five mainthemes, namely gender, ethnicity, disability, universal values and culture and its sub-themes in these textbooks were reviewed and related themes in social science textbooks were identified. This study satisfies the reliability conditions of Hall and Houten. This research had multiple results.One of the results of the analysis showed that people with disabilities and people from different ethnicity have been represented insufficiently in Social Science textbooks. And very little attention to multicultural values are reported.

The aim of the research, was designing a model of required management competencies for second grade of primary school. This research is a descriptive survey. The population consisted of mail documents of the educational system, domestic and foreign experts’ opinions and the results of some researches. Through purposive sampling, the National Curriculum Document and some studies that focus on the introduction of management competencies were selected. To design a competency model, the design approach (Model Byham and Meyer) was used in five stages. For the analysis of questionnaire data, indices such as mean, standard deviation and t-test were used. Finally, given the research competency model fits the second period was the initial draw, which consists of five specific competencies Cluster sub-clusters 14 and 11 of the general merit.