مجله پژوهش های برنامه درسی
سال دهم شماره 2 (پیاپی 20، پاییز و زمستان 1399)

 The present study aimed at designing a model of sustainable consumption competency model for primary school students.Sustainable consumption competency is the process of developing and improving skills and knowledge This type of education can help develop critical thinking and increase people's awareness.

 What is the pattern of sustainable consumption competencies of elementary school students?  

The applied method for this piece of research is a qualitative meta-synthesis approach. Toward this goal, first, a research question was posed, and then the members of the meta-synthesis group were designated. In the second and third stages, the sources of the research data, including Scopus and Springer databases and some others, as well as articles’ inclusion criteria, were determined. In the fourth stage, by analyzing the data gathered, 56 fundamental issues related to sustainable consumption were identified. Then the synthesis of the data was done. At this time, nine underlying issues called the second level were selected. These categories include: Knowledge of economy (such as monetary and financial familiarity); socio-cultural knowledge (familiarity with the sustainable and unsustainable consumption); ecological knowledge (familiarity with the recycling methods of goods); economical skills (being skillful in buying sustainable food materials); socio-cultural skills (having the ability to recognize patterns of sustainable production and consumption); ecological skills (being able to take part in recycling); socio-cultural attitudes (social commitment and responsibility toward consumption methods); and finally ecological sense of commitment in relation to the reduction of ecological effects. The second level of the established issues incorporates three primary levels of economical, socio-cultural, and ecological categories.

 Finally, the network of sustainable consumption competency concepts pattern was drawn. The designed model provides a framework for teaching competent ways of consumption to primary school students, which was not available before. And as for Descriptive Validation As to Interpretive_Theoretical_Pragmatic Validation was used.

the result of this study showed that sunstainable consumption competency program follows fundamental change in students ‘ knowledge , skill and attitude for becoming them a conscious, active and moral citizens . The people who are not only have values and good features of the society but also they can show make and improvements of culture and they can make an ideal society.

The purpose of the present study was to investigating the perceptions and experiences of teachers toward educational challenges of Afghan students in Iran. For this purpose, by using qualitative method and phenomenological approach, the phenomenon was identified and represented. Data were collected through purposeful sampling and semi-structured interviews with 15 teachers (teachers who was teaching Afghan students) then analyzed by using Strabert and Carpenter (2003) method. The analysis of the interviews revealed five main themes including cultural, educational, administrative, economic and social challenges and 25 themes including language problems, religious differences, discriminatory treatment of other students, discriminatory treatment of teachers, lack of Parental involvement in education, low parental education, lack of communication with curriculum content, dropout, educational disruption, lack of cognitive skills, lack of preparation and lack of preschool education, placement problems, lack of identity documents, enrolment with bias, Lack of educational prospects, Moving migrant life, Delinquency, Coverage and appearance problems, Isolation, Afghan students perception As second-class citizens, Iranian parents dissatisfaction, Tuition fees, poverty and working child.

the methodology is a semi-experimental research with pretest-posttest design including control group. The population consists of 6th grade primary school female students of NazarAbad city during 1395-1396 academic years. A number of 60 subjects (30 for test group and 30 for control group) were selected by convenient sampling method. The test gropup spent a course of social science integrated with arts for 12 sessions and the control group spent the same course not integrated with art lessons. The data were collected using a self made performance test and the performance of learning social science including cognitive and emotional levels. The visual and content validity of tools was confirmed by 9 experts. The reliability of tools being. 82 was achieved through a bisection method. Data were analyzed using inferential statistics (T-test of independent group).

The findings showed that the scholastic achievement of test and control groups' students was significantly different in post test, meaning that implementation of integrated curriculum of social science aand arts has successfully increased experimantal group's performance score of social science in cognition level (levels of perception And understanding, application, analysis, composition, evaluation) and emotional (receiving) level. But at the level of emotional value no positive effect was found.

The purpose of this research is the phenomenological understanding of the acceptance of innovation in the Farhangian University curriculum. Using the qualitative and phenomenological approach, the acceptance of innovation was examined in the curriculum of Farhangian University .The statistical population consists of lecturers and student-teachers of ten area campuses of Hamadan, Kermanshah, Kurdistan and Ilam provinces. In this research, 26 participants who had experienced innovations as teachers or student-teachers were selected using combination or mixed purposeful sampling method and theoretical saturation criteria. data were collected using semi-structured interviews and analyzed using seven-stage Colaizz and content analysis method. Based on the experiences of the participants, the major areas of innovation in the programs of the Farhangian university can be divided into fifteen basic themes with one overarching theme, three themes of organizational innovation in the educational system, innovation in the student admission system, and Innovation in the nature and content of the curriculum. The findings also suggest that teachers and student-teacher responses to curriculum innovation at this university can be divided into two distinct categories: on the one hand there is praiseworthy and full acceptance, but on the other There is a critical look and an explicit resistance. Participants 'reasons for both types of views were presented in three overarching theme, 15 Organizer theme and 36 basic theme with an example of the participants' views. Finally, suggestions were made to increase the acceptance level of curriculum innovations.

The present study to discuss and review the demands of parents and students of the secondary school history curriculum in 1395-96 has been done. this is a qualitative research using in depth semi-structured interviews and purposeful sampling was done.the statistical population includes 20 parents, and 20 student in the 7th district of karaj.interviewees, share their views and experiences on history lessons and related topics, includes content and method of teaching history discussed. conversations was recorded and then handwritten, and using Brown and Clark`s thematic method,they were analyzed. the finding of the study indicate that, both parents and students, special attention was given to the impact of the content and method of teaching the history lessons, and they saw it as a factor in students reluetance to study history.meanwhile parents referred to understanding history, and history lessons were seen as an effective factor in identifying and teaching their children today. they also expected that, the text of history is faithfully referred to as historical events. students alsi emphasized the role of the teacher and the teaching methods. and their most important demands were to use active teaching methods to engage students in the classroom. 

In the present study, the deep experiences of the students of the fifth grade of elementary school from the flip class were studied in a qualitative and phenomenological manner. Due to the nature of the research, the purposeful sampling method of criterion type was used and saturated data were obtained through in-depth interviews with 15 students. The data of students' lived experiences were analyzed by Colaizzi method. The MAXQDA11 software was used as data analysis tool. Findings from students' life experiences were categorized in nine main themes: ”Learning problem solving", ”Improving classroom and home issues", ”The effects of environmental change", ”Increasing technology literacy", ”Participation and interaction", ”Enjoying learning", ” Lifelong and mastery learning”, " learning control”, " learning styles and special needs”. In general, Students' experiences show that using the flip classroom has had effective and positive outcomes for their learning and has created different conditions than traditional methods for students.

The purpose of the present study was to design and validate the happy brain curriculum framework in primary school. This research was one of the mixed researches of consecutive exploratory type and classification model which was performed in two qualitative and quantitative stages. The qualitative part was performed using the meta- synthesis method in seven stages of Sandloski and Barroso (2007). The Happy Brain curriculum framework was designed in the elements of goals, content, teacher role, student role, teaching methods, evaluation, teaching materials, place and time of teaching. Afterward the quantitative section was defined to validate mentioned framework. The quantitative part was performed using the descriptive survey method and the researcher-made scale. The statistical population of this section was primary school teachers, and the relevant tools were distributed among 65 primary school teachers in Shiraz. In order to determine the validity of the scale, the content validity method and the calculation of the content validity ratios and content validity were used. Quantitative data were analyzed using the confirmatory factor analysis method, which finally revealed that the happy brain curriculum framework in the primary school has the necessary validity.

The main purpose of this research was applying phenomenological approach for identifying primary girl school teachers perceptions and experiences about implementing talent students identifying and directing design.(shahab),According this the research question was:Based on phenomenological approach What were teachers perceptions and experiences about implementing of talent students identifying and directing design.

The research approach was qualitative and used descriptive phenomenological research method. The research environment included all fifth grade teachers of primary girl school in Hamedan city at 97-98 school year who implement the identifying and directing talent students design Based on criteria based sampling method and theoretical saturation rule about 16 teachers were selected as research participants. The data gathering instrument was semi-structured interview and the interview time was variable from 25 minutes to 40 minutes .The collected data were analyzed by coding and theme analysis

.Based on research findings .teachers perceptions and experiences classified into four organizing theme including motivational(indifference between shahab teacher and other teachers ,imposing additional work,questioning,receiving only certificate,lack of encouragement and recreational rewards).staff(unawareness of school situation,lack of staff.implementing simultaneous designs,lack of monitoring,lack of feedback and unawareness of future) instructional(inadequate instructions,unqualified teachers,unawareness of talent assessment tools,lack of information due to previous and next grade ,introducing based on score,lack of relation between teachers ,inefficient handbook,high number of student,multigraded classroom and a large number of content and social and cultural theme(managers different idea,no relation between school and home)unreal expectations,indifference between shahab and especial school,inadequate information,score based and looking to design as stereo –type) In sum identified 31 basic theme for four organizing theme. Also research finding showed teachers have unpleasant perception and experiences about identifying and directing talent students design and the most unpleasant perceptions and experiences was due to instructional factors.

Replacing creativity, self initiation,seeking,self discovery and self motivation with product centered, competition based and score based instruction, giving extra information and loading memory through shahab design required comprehensive interaction of national foundation of elicits, organization of education of talent student, office of directing talent student ,society, family, teachers and principals

Abstract Farhangian University internship curriculum has been implemented since 2016 in the form of a "training course" for the contract employment test of the Ministry of Education. This program seeks to provide the opportunity to experience the application of theoretical knowledge in a practical situation to become a teacher. The purpose of this study is to gain the experience of an "internship supervisor". For this purpose, in the form of a qualitative approach, the method of descriptive phenomenology was used. The study sample was selected from the internship professors of Farhangian University of Qom by Intensity sampling method and the necessary information was obtained through interviews . Based on the analysis of the opinions of this group, it can be said that the logic of the internship program is considered acceptable by this group, the goals of the program are appropriate and they believe that the projected method of this program is effective. And a good plan has been prepared to evaluate the effects of the program and the trainees' learning. However, they reported that the internship program had shortcomings that were primarily related to implementation. According to them, the implementation of the internship program faces problems such as the lack of training of the program's executives, including the tutor, group managers and related experts. To address these shortcomings, they have come up with corrective ideas, with education at the forefront.

The purpose of this study was to investigate the distinction between intelligence quotient (IQ) and rationality quotient (RQ) among student’s Humanities and Fundamental Sciences in Yasouj University. A sample of 70 students were selected by classified sampling. To collect the required data, for assessment of rationality quotient the Comprehensive Assessment of Rational Thinking (CART) scale (Stanovivh, West and Toplak, 2016) was used. Also for assessment of intelligence quotient the Wechsler Adult Intelligence Scale (WAIS) was used. The gathered data were analyzed through ANOVA. T-test for independent groups and effect size (Cohen’s d Effect Size Calculator for T-Test) and the following were found: 1-there was no significantly differences between students in Humanism College and fundamental sciences at intelligence quotient (IQ) and rationality quotient (RQ). 2-There was difference significantly between IQ and RQ among students that way intelligence quotient (IQ) was highest than rationality quotient (RQ). 3-The students with high and low IQ were the same in systematic cognitive bias and error.

The genre-based method is one of the new methods in language teaching, which today has many uses in the world, especially in education for bilingual students, this study was investigation of the effectiveness of the genre-based teaching model on the writing skill of the bilingual students of the fifth elementary school in the Persian language lesson in Urmia. This quasi-experimental study was conducted with pre-test and post-test design. The statistical population of the study consisted of all the bilingual students of the fifth grade elementary school of Urmia in the academic year of 1394-1394 with 11432 people. A total of 30 students were selected in two equal groups (15 subjects). The experimental and control group was trained in writing skills by teaching the genre and using the usual method of classroom instruction for 10 sessions of 45 minutes. The groups trained a researcher-made test of 4 writing skills, abstract writing memoirs and reporting as a pre Test and post-test completed. Data were analyzed by covariance method using spss 18 software. Findings showed that teaching writing skills using teaching in genre-based way compared with the usual classroom method significantly increased writing skills in students. According to the results of this research, it is suggested to use this method to increase writing skills in students to be.

The present study is aimed towards identification the indices of desirable teaching and learning environment in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, we have made use of the consecutive mixed-method exploratory research which is of instrument-making type. In the quantitative section, a qualitative case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in learning environments s. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined nine indices as the salient indices of teaching and learning environments and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning environments of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning environments seem to be less than desirable. Therefore, it necessarily requires far more significant attention.