جستجوی مقالات مرتبط با کلیدواژه "curriculum" در نشریات گروه "زیست شناسی"

This study was conducted in order to investigate the relationship between the hidden curriculum and environmental protection from the perspective of the students of the Faculty of Agriculture and Natural Resources of Jiroft University in the year 2021-2022 in Jiroft city. The number of members of the statistical population in this research was 606, and 235 of them were selected by simple random method by referring to the Karjesi-Morgan table. After answering, 195 questionnaires (110 girls and 85 boys) were returned. Finally, 195 questionnaires were subjected to final analysis. The data collection tool of this study was two researcher-made questionnaires. The validity of two questionnaires was used through face and Cronbach's alpha coefficient was used to measure their reliability, which was 0.86 for the hidden curriculum variable and 0.84 for the environment preservation variable. The results showed that out of The components of the hidden curriculum have the highest mean of the "interaction of students with each other" component and the lowest mean of the "organizational climate" component; Also, among the environmental protection components, the highest average was assigned to the "pollution reduction" component, and the lowest average was assigned to the "human-environment relationship".

Today, the implementation of environmental education in the curriculum of schools has been raised as an important and effective issue. In other words, the protection of human health and the protection of the environment are among the subjects that should form an integral part of the school curriculum. However, the results of research and studies conducted in this field confirm that students do not have enough knowledge to help create and develop a healthy lifestyle and awareness of the environment. Although the changes in school policies and curricula confirm that environmental education has been recognized, school performance still needs changes. Therefore, the current research has been carried out with the aim of identifying the actions taken by different countries in the direction of environmental education in curricula. The current research is based on the descriptive approach of documents that was conducted with the library method and a review of related theoretical sources. For this purpose, it first deals with the goals and objectives of environmental education programs. Then, it discusses the measures that different countries have used in the field of environmental education in their curriculum. The results showed that the principles of environmental education are based on adding relevance to the curriculum, adopting a subject-based approach, emphasizing participation and action-oriented dimensions in learning, and emphasizing value education.

The purpose of this study was to evaluate the quality of the curriculum of biology Education at Farhangian University. The method of data collection in this study is documentary and survey.The dimensions studied are research-oriented, problem-centered, classroom management, active teaching methods, evaluation skills, and the benefit of scientific discussions. The statistical population of the study consisted of all male and female student biology Education (input 2015), Farhangian University. The data collection tool was a questionnaire designed by the researchers and completed by the statistical community after confirming its validity and reliability. Data were analyzed using descriptive and inferential statistics by one-way t-test and SPSS software. The results showed that students' satisfaction with the quality of the curriculum was at a moderate level. But in terms of evaluation skills and classroom management, students were more satisfied with the other components. In the problem-oriented components and active teaching methods, the curriculum at the qualitative level was almost close to average and was somewhat unsatisfactory, and in terms of the research-oriented components and the use of scientific topics, it was somewhat unsatisfactory at the qualitative level. And from the perspective of student teachers, the curriculum of biology education at Farhangian University needs to be changed, refined, and revised.

The purpose of this study was to investigate the Teachers' and professors' Viewpoints on the Current Status of Environmental Education in the Secondary School Curriculum. The current study is an applied and qualitative-quantitative research with exploratory design. The statistical population consisted of all teachers of six educational districts of Isfahan (2259), 329 of which were selected by random sampling method and 15 professors (curriculum planning, literature, educational technology, philosophy, sociology, Management) of Markazi, Isfahan, and Yazd Provinces were selected by purposeful sampling. In order to collect data, a researcher-made questionnaire consisting of 41 items was obtained using document analysis results. The results showed that the current status of environmental education in terms of curriculum elements (purpose, content, teaching-learning method, evaluation) in the teachers' group has the highest average with 4.15 related to teaching-learning methods and the lowest average with 3.98 related to the purposes and evaluation of environmental education curriculum. In the teachers' group, the highest average with 4.11 was related to the content and the lowest average with 3.92 was related to the purposes of environmental education curriculum.

Biology is one of the most important lessons in science that has closely related to important knowledge topics, including the structure of the body of the beings and their creation. Therefore, anyone with any specialization needs to learn of this strategic field. In this review the author has tried to describe and analyze the subject from a variety of dimensions by studying and scrutinizing multiple articles and personal experiences. The subject of creativity has great importance for all disciplines, especially the specialized disciplines. Traditional education of biology prevents the development of critical thinking in students and causes a deep gap between the planned and implemented curriculum. Therefore, the evolution in teaching and guiding it to creativity is essential. Learning difficulties in biology, teaching patterns, challenging issues and curriculum defects are important challenges to the study of biology. Amplification of problem solving, discovering new relationships between concepts, and using the combining education method are mentioned strategies in this article. Creative education improves brain function and reduces stress that contributes to increased learning.

Since three years ago, new curriculum of Biology education has been administrated in Farhangian university. Regarding to deep effect of curriculum on knowledge, skills and insights of new students, criticize and investigation of strength and weakness points of new curriculums are inevitable. The main goal of this research (which is the first one in this field), is to compare new and old curriculum of Biology education course qualitatively and quantitatively. Research method is content analysis in quantitative part and tamely content analysis in qualitative part. The decrease in Biology courses share, from 50.3% to 38% and the science courses from 14.6% to 4.7%, and the increase of educative courses from 17.5% to39.33%, are the most remarkable quantitative changes. The sharp decline of Biology and laboratory courses is the most notable weaknesses of the new curriculum. The increasing of the internship courses from 4 in two semesters, to 8 in four semesters, and Definition of (PCK) courses are the most remarkable strengths of the new curriculum. Because of the essential and integrative rule of Evolution concepts in all biological sciences, deletion of Evolution course from the curriculum is an obvious weakness of the new curriculum.