فصلنامه مطالعات برنامه درسی
پیاپی 59 (زمستان 1399)

The purpose of this study is to design and validate the integrated curriculum model of ecological literacy in elementary school. To this aim, descriptive-analytical-comparative method was used in model designing phase and Delphi technique was used in validation phase. The statistical population of the study in model design included eight leading countries in the field of ecology (Costa Rica, Canada, Sweden, Norway, France, Austria, Colombia, Finland) and in the validation phase 15 specialists in curriculum as well as ecology were selected by purposeful sampling. The optimal model was designed based on the four elements of Tyler curriculum where the main elements include the purpose (conservation of biodiversity, etc.) content (combination of theoretical and practical ecological training, etc.), learning activities (activities-tasks-research-oriented As a group and) and evaluation (test of naturalistic intelligence, etc.). The validation results showed that the proposed model was suitable for curriculum studies and environmental education experts and these people approved the model at a high level.

The present study seeks to analyze the content of fifth grade elementary textbooks based on the components of the philosophy for children curriculum based on spiritual intelligence. To this aim, descriptive research method is used which includes documentary analysis as well as content analysis. The corpus which is analyzed to identify the dimensions and components (4 main components and 49 sub-components) includes the text of the library documents as well as all fifth grade elementary textbooks. The measuring instruments, checklists and also the researcher's content analysis list and research validity are validated and confirmed by research experts and experts in philosophy for children and curriculum planning. The reliability is evaluated by Cronbach's alpha calculation of which shows 93%. In content analysis, using Shannon's entropy, the component of individual consequences of philosophical thinking with the coefficient of significance of 0.564 has the highest and the component of philosophy with the coefficient of significance of 0.027 has received the least attention.

This study aims to design a conceptual model for the integrated STEM education in Primary Schools of Iran. The qualitative content analysis was used to investigate all the related researches in the databases from 2000, including ProQuest, Springer, Science Direct, Google Scholar, Sage and Eric, as well as, the upstream documents of the Iranian education system. 46 selected sources and the documents of the fundamental transformation of Iran's education, Iran 20-year vision plan, Science and Mathematics Curriculum Objectives and Guidelines were selected through purposive sampling method. The logic of designing the Integrated STEM Curriculum in primary schools was inferred through focusing on the theoretical principles of the Integrated STEM education approaches and analysis of related researches. Finally, a conceptual model based on Acker model and the logic of integrated curricula was designed.

The smart schools, with specific communication and teaching approaches, were developed and expanded as a result of integrating technology intro education. One of the most important communication models is Flanders verbal communication model. The present study aimed to compare traditional and smart schools considering this model. The research method included causal-comparative and the statistical sample included 10 traditional and 10 smart schools of Urumieh, Iran. The study data were collected through observational checklist based on Flanders interactional analysis clustering table. The obtained results indicated that in whole favorite components of this model, namely indirect speech and innovative speech, the smart schools were in better situation, in contrast the negative components (direct speech and silence) were observed more often in traditional schools. Therefore, it is recommended to pay more attention to providing more schools with ICT and also in-service training for teachers to applying them more properly.

The present study seeks to analyze the content of fifth grade elementary textbooks based on the components of the philosophy for children curriculum based on spiritual intelligence. To this aim, descriptive research method is used which includes documentary analysis as well as content analysis. The corpus which is analyzed to identify the dimensions and components (4 main components and 49 sub-components) includes the text of the library documents as well as all fifth-grade elementary textbooks. The measuring instruments, checklists and also the researcher's content analysis list and research validity are validated and confirmed by research experts and experts in philosophy for children and curriculum planning. The reliability is evaluated by Cronbach's alpha calculation of which shows 93%. In content analysis, using Shannon's entropy, the component of individual consequences of philosophical thinking with the coefficient of significance of 0.564 has the highest and the component of philosophy with the coefficient of significance of 0.027 has received the least attention.

Semantic network displays a large number of words in a related network. The existence of semantic networks in a text represents the coherence of a text and consequently results in a better reading and learning of a text. The purpose of this research is the analysis of semantic networks, concrete and abstract fields and sense relations in Persian textbooks of first to third grade of elementary school. The present study is a descriptive-analytic research of qualitative type. In this study, semantic networks, concrete and abstract field and conceptual relationships in the texts of Persian books in the first three years of elementary school were studied. The findings indicated that the words in the texts often included at least one semantic network to be drawn, either with or without a title. The conceptual relationships between the words were: collocation, synonymy, opposition, hyponymy, metonymy and member collection. Among these relationships, collocation was the most and member collection was the least frequent relationships. The frequency of concrete field was also halved from the first to the third book, and abstract field had almost the same frequency.

In this study, a content analysis study is reported, which aimed to examine the level of attention paid to the 2016 PIRLS Reading Assessment Framework in Persian language reading textbooks. Based on the content of all the read books, the first to sixth grades of the elementary school published in 2019 were selected for analysis. In the analysis phase, each text page of the textbook was considered as a unit of analysis. The theoretical framework of the research literature related to the goal was obtained and the text of the lesson and the activities of the book were examined in terms of two literary and informational goals and four comprehension processes after modifying the framework. The findings showed that reading textbooks of the elementary school had the greatest emphasis on literary texts and the process of "information concentration and retrieval" and the least emphasis on information texts and the process of "interpretation and evaluation of language content and text-related elements".