جستجوی مقالات مرتبط با کلیدواژه « نظریه ی داده بنیاد » در نشریات گروه « علوم تربیتی »

Today, some experts in the field of science education, such as experimental sciences and mathematics, believe that curriculum innovation is the core of sustainable development in societies in the 21st century. . . Therefore, to achieve sustainable development in this century, it is necessary to develop individuals who can use experimental and non-experimental sciences. According to the changing needs of people in the new century, optimal use of knowledge has become more important than ever before. Accordingly, it is necessary to connect children’s learning in schools with their daily lives so that students can solve the problems they face in their daily lives. Teaching ‘experimental sciences’ with the aim of transferring theoretical knowledge to everyday living conditions is of great significance among educational planners. However, research has shown that students do not usually know what the relevance of scientific concepts learned during primary school is to their daily lives cannot; in other words, they cannot relate the learned concepts to their everyday life events. This situation reduces students’ interest in learning science and negatively affects their academic performance. In recent years, many countries have adopted a context-based approach, which is based on their unique social structure, to develop an ‘experimental sciences’ curriculum at all levels of education. A context-oriented approach is one of the innovative approaches to curriculum development used in many countries such as the Netherlands, the United States, Germany, England, Canada, and Australia. This approach links the teaching, learning, and content of ‘experimental sciences’ to students’ daily lives and aims to bridge the gap between difficult abstract concepts and the world where students live. Therefore, the national curriculum should focus on increasing learners’ interest in experimental sciences, linking what is learned with the real lives of students, linking learning with actual applications (meaningful learning), helping students to gain competence in learning, and nurturing thoughtful and creative learning in textbooks. This study, following a close examination of the present ‘experimental sciences’ curriculum, aimed to present a context-based model of teaching ‘experimental sciences’ in primary school using grounded theory.

This study used a qualitative approach based on Strauss and Corbin’s (1990) reformulated grounded theory. Grounded theory, which is based on a set of empirical relevant data, is a method used to gain knowledge about a subject that has not been thoroughly researched before and for which the existing knowledge is limited. In implementing the grounded theory, the researcher must use a specific technique, called phased coding (open, axial, and selective), to analyze data. The statistical population of this study included all primary teachers in Markazi province, of which 25 were selected through purposeful sampling as the study sample. Sampling continued until theoretical saturation was reached. Data were collected through semi-structured interviews with the 25 participant primary teachers, who had sufficient experience to provide researchers with expert opinions pertinent to the research topic.
Four criteria introduced by Lincoln and Guba (1985) were used to ensure the trustworthiness of the findings. These included credibility, transferability, dependability, and confirmability. Member-checking, or participant validation, was used to ensure credibility. The findings were shared with experts to make them transferable. Concerning dependability, the inter-coder agreement was used. Finally, peer review and feedback were used to enhance the confirmability of the results.

The findings encompassed 43 open codes, 52 axial codes, and 15 selective codes. The sub-categories that followed causal conditions included factors related to students, curriculum planning, and teachers. The contextual conditions comprised teaching-learning factors, organizational factors, space, resources and materials, and teachers’ skills. The categories that were placed under the dimension of intervening factors were as follows: organizational and managerial factors, cultural factors, teachers’ factors, and physical factors. The category subsumed under the dimension of strategy dimension was educational planning, which itself included physical facilities, goals, content, evaluation, teacher training, and teaching method. The consequences comprised the effectiveness of teachers (professional growth of teachers) and the effectiveness of students (in terms of skills, attitudes, cognition, and acquisition of science process skills).

The present study sought to present a context-based model of education, in particular ‘experimental sciences’ teaching, in primary school. The developed model included a set of skills, and its success depends on the development of those skills. Therefore, in designing and promoting a context-based model of teaching ‘experimental sciences’, all factors and conditions, including micro and macro, should be considered. Some of these factors include cultural, organizational, social, economic, and technological factors that are related to curriculum, students, teachers, and education. Once all these factors are integrated to function in a dynamic system, the proposed model will have positive consequences for teachers, students, and the educational system of Markazi province, in particular, and Iran, in general.

In recent years, issues related to environmental protection and sustainability in the food sector have become a global concern. Also, the not-so-favorable conditions of our country in terms of environmental protection and the need to pay attention to green concepts at the management levels of organizations led to this innovative research aimed at designing a green quality management model in the food industry with an emphasis on environmental performance improvement. The ultimate purpose of this research is to be practical and in terms of methodology, a descriptive survey was used as well as a qualitative approach that has been done using the Grounded Theory method. To collect data, a library method was conducted within the literature on the subject matter and a purposive sampling method and theoretical saturation principle were used. In-depth and semi-structured interviews were also conducted with 16 officials and experts of companies active in the food industry in Ardabil province. The information obtained from the two phases was combined and data analysis was performed in a three-step process of open coding, axial and selective, with the help of MAXQDA software. The findings of this study show that the paradigm pattern of green quality management in the food industry has 5 components: green human resource management (causal conditions), green management thinking (contextual conditions), technology management, and environmental management system (interventional conditions), green management innovation (strategies) and supply chain green (consequences). Therefore, the success of the food industry to upgrade environmental performance will depend on the establishment and proper implementation of the designed model and the superior management of these components.

This research aimed to investigate the possible challenges of the national curriculum for student' ethnic identity. This study used a qualitative approach based on grounded theory with a systematic approach. Data were collected by semi deep interview. Selection of the participants was purposive and attempted to apply the rules of maximum variety and saturation points. Samples were selected according to the nature and characteristics of the participants based on the snowball method. The interview was conducted with teachers who have teaching experience in rural areas and curriculum experts and sociologists. Interview were analyzed based on grounded theory and the open and axial coding methods were used. In the open coding the concepts were related to each other and the initial categories were determined, and in the axial coding central categories were achieved by continuous comparison of the raw data. The analysis of teachers' interview revealed the final political-educational strategies of the education, and the analysis of the experts' interview revealed the Multi-authored policy of the main category.

The aim of this study was to determine the indicators of critical thinking in teaching and learning in Iran based on Grounded Theory with a systematic approach attributed to Strauss and Corbin and paradigm logic. The scope of this research includes all literature and theories related to teaching critical thinking in accounting. To collect the required data, research literature, the technique of semi-structured interviewing of famous teachers in top universities and the method of snowball sampling were used. Data analysis was performed based on three stages of open coding, axial coding and selective coding. Findings were categorized into six general categories with 41 concepts/themes and 212 final identifiers. Finally, the initial theory of the executive model of the critical thinking process model in teaching and learning of accounting students was developed as a conceptual paradigm model. Because the ability to think critically is an important consequence of education, there is a need for further research and continuous development of reliable and validated tools to measure students' critical thinking in order to conduct educational strategies that effectively facilitate critical thinking among students.

he aim of this study was to investigate the differences in the competencies of smart school principals based on the foundation's data theory. This research is a qualitative research conducted in the statistical community of university professors, specialists and experts in educational technology. Samples were selected by targeted and snowball method. Finally, 22 people were interviewed and the data were analyzed through semi-structured interviews during the three stages of open, central and selective coding. In open source, post-implementation interviews were defined using content-by-line content analysis, conceptualization, and then conceptualization, and concepts and categories. In axial decoding, the relationship between classes, content determination category was selected and studied based on the characteristics related to other categories, focus on research, repetition in data and abstraction as the central category of the present research. Then other concepts were categorized in terms of causal conditions, pivotal category, strategies, context, intervening conditions and consequences, and theoretically related to each other in the form of paradigm model. In the selected coding of the theories, according to the identified concepts and codes, the final selection was made. Lincoln and Goba's (1985) approach was also used to provide validity and reliability. The results showed that in the conceptual coding stage, 30 concepts were selected and identified in nine executive, decision-making, leadership, perceptual, communication, teamwork, and individual management categories. And individual competencies were placed as research theories.

Nowadays, the cooperation between universities and society as a tool to increase and reinforce innovation through exchanging knowledge is receiving more attention than ever before. The wide range of studies in this area focusing on the different aspects of this topic proves this fact. However, the available knowledge in this area is not integrated and lacks a comprehensive and effective perspective. Therefore in this study we proposed a useful and effective model to develop cooperation among vocational universities, industry and society. This qualitative study is conducted using a grounded theory approach. Experts inside and outside of universities and managers of vocational universities were statistical population of this study. Using a purposeful sampling method fifteen people were selected as study participants. To collect data general interview guide method and semi-structured interviews were employed. Collected data were analyzed using MAXQDA software. To meet the validity and reliability of data experts audit and member check techniques were used. The central theme of this study is to move towards a society-centered university. Considering causal, contextual and mediating conditions, strategies were designed and then based on these strategies the final model was presented.

Encoded part process of knowledge production and the creation of grounded theory approach is grounded in theory .This view layout management questions or queries starting with data collection through in-depth interviews reflective observation over time takes shape .And it continues with the ongoing systematic analysis and ultimately led to the production of knowledge and by providing stability theory, there is but then stopped. A research project based on this method, when the success of product research, it appears that not only answer your questions, but early research is producing new questions Tamvzv provide follow-up investigations. This way, one of the types of qualitative research methods, the main purpose of expressing social processes, education and educational theory. The method with a different approach, research is exploratory survey And Data Analysis constant comparison within the three phases of open coding ,axial coding, and selective coding accomplished. The present article aims to introduce, the importance, procedure and in particular the fundamental qualitative research "encoded" and cultural context and needs of the interns, has been done And attempts to characteristic pattern of concept code on the process provide internship projects.

University, as an achievement of modern world, has experienced broad range of changes like quantitative expansion of higher education institutions and increasing number of students in different majors. Simultaneously, with this global phenomenon, the context of Iranian higher education had same changes as well. The university, in the form of a social institution, has social implications after entering various contexts which many of them are not visible and measurable by quantitative indicators. Therefore, to understand the social implications of quantitative expansion of higher education, a theory based interpretation research method was designed. A qualitative research approach, grounded theory methodology, and unstructured- interviews were applied. In this research, 54 informers from three groups of social activists, university students and faculties in three province of Guilan, Ghom, and Sistan and Baluchistan were participated. The results showed that increasing access to higher education as a public demand, generational accumulation and constitution was the initiator of quantitative expansionary policies in Iran. According to participant's points of view, these policies resulted in improving people conciseness, urban development, significantly lowering the quality of higher education, changes on life style, devalue of degree and university, inefficient human resources cricis and increasing regional unemployment which known as social consequences of higher education expansion

This paper, using an interpretative methodological grounded theory approach, rebuilds the semantic spiritual development based on the statements of the supreme leader; the research questions are as follows: which theoretical model elucidates the statements of the leader? Which changes should occur in the Iranian society to form spiritual changes? What are the interactive guidelines and their outcomes?
The findings are multi sided; internal developmental determinants of human, assistance of religion as internal causative conditions, spiritual hostility approach of the superpowers in the recent years as external causative conditions, spirituality in the initial stages of Islamic development, and the spiritual gap in recent years and re-inclination of human toward spirituality as a background, the impact of Islamic revolution in the changing the trend of de-spiritualizing in the world, the position and the role of spirituality in the stages of Islamic system, Islamic society, Islamic civilization, the Islamic state responsibility for the spirituality of public as intervening conditions, spirituality in personal scope such as constant self-evaluation, keeping stability in the manager's realm and moral education of the society by government as an interactive guideline, target-orientation life, the role of spirituality in the Islamic revolution victory, coincidence of real development and spirituality in the Islamic society as positive spiritual development, political unrest as consequences of un-spirituality ; the core aspect of this issue is spiritual development which covers the above mentioned aspects.

This study was conducted to evaluate the performance of Board of trustees oriented schools (Heyat omana). Due to the characteristics and conditions of schools, to achieve the objective the Grounded theory was used. To collect the required data using a snowball sampling of 15 schools selected beneficiary groups and semi-structured interviews were conducted with these individuals. The information gathered in the interviews, based on the Grounded theory, the Foundation has three stages of coding (open, axial and selective) to open the 254, 68 and 19 categories of data were extracted. The categories below are the major components of the final Grounded Theory (condition, peripheral, intermediate, central, strategic and outcome) were formed and eventually the final research model.

The present study aims to design a conceptual model for commercialization of knowledge in the distance system of higher education carried out with at Payame Noor University serving as one of its main centers. The Research method was Qualitative based on Grounded Theory with the systematic approach. The statistical population consisted of all members of faculty and doctoral students in specialized fields at Payame Noor University. In this research, theoretical purposive sampling method was to select 29 participants (including 19 members of the Faculty and 10 doctoral students from Payame Noor University) from whom the required data, saturated their etically, were collected. The research instrument comprised a semi-structured interview. To analyze the data the three-stage process of coding (open, axial and selective) based on a systematic approach of grounded theory was used. The implementation of open coding process led to the identification of the 133 concepts (the initial open codes) which were reduced to 8 main categories with 33 subcategories (the secondary open codes). Then, paradigm model based on the axial coding process in the form of the causal conditions (environmental capabilities), the contextual conditions (organizational capabilities), the intervening conditions (individual characteristics of knowledge builders, characteristics of produced knowledge and knowledge's customers), the core phenomenon (knowledge commercialization), strategies (designing and implementation of facilitating mechanisms) and consequences (knowledge-based society) were graphed and finally, the ultimate conceptual pattern of research was using the depicted selective coding process in the form of propositions that refer to the relationship between the main categories

This study seeks to conceptualize knowledge sharing process among faculty members at academic contexts. With inductive approach, the method of study was the systematic grounded theory. Sixteen semistructuredinterviews were conducted in two Iranian universities to explore the way respondents’ share their knowledge of teaching and research with their colleagues. The qualitative findings with paradigmic model explored nine main components in knowledge sharing among faculty members which are: (a) causal conditions(internal motivators, external motivators) (b), main category (willingness to share knowledge indirectly with colleagues)(c), written, personal and networking as the strategy (d), context (interpersonal context, interorganizational context) (e), Interveningconditions (perspectives in knowledgeproduction) (f),outcomes (individual outcomes and making intergenerational and interdisciplinary dialogue).