مجله پژوهش های برنامه درسی
سال یازدهم شماره 1 (پیاپی 21، بهار و تابستان 1400)

The purpose of this study is to identify the advantages and disadvantages of individual and group approaches in guiding the doctoral dissertation and compare it between students of the three departments of humanities, engineering and basic sciences of the University of Isfahan. The research approach is a combination of successive exploratory types. In the qualitative section, using semi-structured interviews with 27 managers, deputies and faculty members, data were collected by sampling method. Findings were used to identify the advantages and disadvantages of experts and to build quantitative tools. In the quantitative part, a researcher-made questionnaire was administered among doctoral students in three groups of humanities, technical and engineering and basic sciences by field random sampling method. Qualitative findings showed that in general, experts believe that both approaches have advantages and disadvantages that are used according to the nature of the field and the desired position of each, but according to the scientific situation in today's world, group approaches are more important. Took. The results in the quantitative section showed that students agreed more with the advantages of the group approach and considered its disadvantages far less than the advantages. The results of post hoc tests indicate the differences between the basic and technical sciences and engineering groups with the humanities regarding some of the disadvantages and advantages of the approaches. In the humanities departments, due to the more individual nature of the research, students had little knowledge of group approaches and did not pay much attention to it

The purpose of this study was to determine the multivariate relationship between hidden curriculum and academic excitement, academic vitality and academic well-being in students. The research method of this study is purposeful, practical and in terms of data gathering, it is one of the multivariate co relational predictive researches. The statistical population of the study consisted of the students of basic science and humanities of Tabriz University. Based on Cochran's formula, 222 individuals (50 chemistry and 172 education science) were estimated and selected by random sampling. Required data using standard hidden curriculum questionnaires (Akbullot & Arsalan, 2016); Academic Excitement (Pekran, 2005); Academic Vitality (Hossein Chari & Dehghanizadeh, 2012); And Fialto (2014), whose validity was confirmed by two convergent and divergent validity criteria using partial least squares method and their reliability using Cronbach's alpha coefficient 95%, 98%, 92%, respectively Percentage and 93 were obtained. Structural equation modeling and multiple regression analysis were used for statistical analysis. The results showed that there is a relationship between hidden curriculum and academic excitement, academic vitality and academic well-being.

The purpose of this study is to understand the physical components of aesthetics in educational spaces from the perspective of students and to explain the creativity model of elementary school students based on the physical components of aesthetics. The research design was a sequential exploratory combination with the aim of making tools. The research method in the qualitative part was Husserl descriptive phenomenology. The potential participants of this part were fifth and sixth grade students in elementary schools(15 student) of Shiraz. The participants were selected by purposive sampling approach with criteria technique and theoretical saturation. By in-depth semi-structured interviews and aesthetic perception from the educational environments. ; themes relating to the exemplary educational leader were extracted included 14 basic themes, 4 organizer themes and in the physical aesthetic perception of educational space was designed. The basic themes were color, light, window and curtain, size, shape, wall, floor and layout, green space, walls and yard, tuck-shop, drinking place and W.C. The 4 organizer themes included visual stimuli, physical features of the class, open court and equipment. In the strategy section, the network of exemplary physical aesthetic perception of educational space was prepared as an instrument for the quantitative part.To select the sample In quantitative section, a multi-stage cluster random sampling method was implemented. Participants of this research were 191 individuals students. To gather data in this section, two questionnaires were used including a researcher made 30 item the physical aesthetic perception of educational space and Torrance A-form visual creativity test. The evidences affirmed the desired validity and reliability of the researcher made questionnaire and creativity test. The findings of statistical analysis demonstrated that there was a significant correlation between creativity and dimensions of visual stimuli and open court. The comparison of Beta coefficients indicated that among the visual stimuli, physical features of the class, open court and equipment dimensions, only visual stimuli was significant and positive predictor of the creativity and other dimensions didn't act out a significant predictive role. Based on the research, paying attention to create a basement for creativity among the elementary students by the terms of considering the physical components of aesthetics in the spaces of education is of focal importance and in line to this some practical suggestions have been mentioned at the end of research.

The main purpose of this study was to Analysis of elements curriculum based on the ethics of caring: the continuation of maternal role in primary education of Iranian educational system. This research was a qualitative research based on grounded theory.The statistical population consisted of female teachers and married faculty members with children who were specialists in primary education, and were selected purposefully through snowball method.In total, 37 individuals were interviewed, including 25 teachers and 12 faculty members.Data were analyzed through semi-structured interviews during three stages By way of open, axial and selective coding. Research results that was formed as a paradigmatic and conceptual model kike the following: Needs and goals (general and specific goals), content (priorities of organizing and content selection), learning-retention methods (selection priorities and methods of teaching), teacher`s role (teacher`s indicators and responsibilities), evaluation (evaluation priorities and assessment methods), communication skills (communication awareness and continuation of maternal communication), implicit learning (classroom atmosphere), and educational outcomes (ethical-emotional education, mental health, self-esteem enhancement, knowledge development, skill and attitude).To obtain the data validation, two methods of participant review and review of non-participating experts were used.Finally, based on the findings and results, some guidelines were provided for the implementation of the program

The purpose of this study was to analyze the content of philosophical thinking in elementary school. The method used is quantitative content analysis of Shannon entropy and the unit of analysis is text, activities and images that total of 3961 pages were reviewed. The statistical population consisted of elementary school books and all of them were selected as sample. The components and indicators of philosophical thinking were extracted from documents and earlier sources and examined in the books. Content validity was obtained using CVR which was 0.90 and confirmed, and reliability was 0.98 based on agreement coefficient. The results showed that 314 cases refer to philosophical thinking. Of these, 305 were related to the component of contemplation and 9 were related to the component of flexibility, and one case was not assigned to the component of comprehensiveness The highest of importance with 0.106 is related to the component of contemplation and the lowest of importance is related to comprehensiveness (zero). Among the textbooks, the Persian book (reading skills), more than any other book, had the component of contemplation and the book of the Quran had the component of flexibility.

This sequential exploratory mixed research (instrumental making) was conducted to recognize important features of moral and survey of the attention extent to moral instruction in elementary schools. In Qualitative section, by conclusive-phenomenological method 14 faculty members, experts and textbooks’ authors whom selected purposefully, were interviewed. Validity and reliability of interviews were confirmed by revision of question and answers and comparison of some extracted themes by two independent analyzers. Then 80 basic and 13 organizer themes, were collected in 4 dimensions individual goals, social goals, methods and challenges, ethics education insufficiencies), and a researcher- made questionnaire consisting of four main dimensions was made for quantitative (descriptive –survey) section of research. Validity of the questionnaire was confirmed by 10 experts. The reliability was calculated by Alpha Chronbach coefficient (0.85). Based on quantitative results, teachers assessed that in individual goals dimension, themes such as (Personal hygiene, relationship with God, and self –controlling), and in the dimension of social goals, themes such as (relationship with others, and relationship with the nature) significantly higher than desired mean that indicates enough attention to these moral features in comparison with others. Individual morality themes (bravery, spirituality- not as religious upbringing, human dignity, personal discipline, and self-governance) as well as a coherent curriculum for achieving the high level goals of all three cognitive, emotional and practical levels, need to more thoughtful attention and planning. Development of teachers' ability for deeper understanding of ethical themes and the effectively use of moral education is an important suggestion of this research.

The purpose of the present study was to study the level of learning of geometric reasoning in 9th grade students based on Van Hiele -theory in one of the topics of geometry, namely the topic of reasoning and proof in geometry and their properties. This study was conducted by survey method. The statistical population consisted of all 9th grade students of Babol public schools and the sample consisted of 470 people who were selected by random cluster sampling method. The measuring tool was a researcher-made test with 10 questions. The face and content validity of the test was confirmed by a number of mathematics and mathematics education professors as well as by some experienced junior school teachers. Descriptive and inferential statistics (T-test) were used for data analysis. The findings indicate that the dominant level of geometric thinking of the ninth grade students in the field of reasoning is at the first level. Also, boys performed better than girls in first level of Van Hiele. The results of t-test showed that this difference was statistically significant. The findings of this study can be used in reviewing the geometry education process by mathematics teachers, educational policy makers, and textbook authors.

the aim of this study was to investigate the mediating role of self-concept in the relationship between mindfulness and counterproductive academic behavior. So via clustered random sampling, 209 high school students (113 boys and 96 girls) were selected. Dutchman et al.'s (2018) Mindfulness Scale, Chen and Thompson's Academic Self- Concept Inventory (2004) and the Rimkus 's (2012) Counterproductive Student Behavior Scale were used to gathering data. Structural equation modeling was used to examine the research hypotheses. The results showed that the direct effect of mindfulness on counterproductive academic behavior was not significant; but the direct effect of mindfulness on self-concept and the direct effect of self-concept on counterproductive academic behavior were significant; also, the effect of mindfulness on counterproductive academic behavior was mediated significantly by self-concept. In general, the findings revealed the role of mindfulness and self-concept in explaining counterproductive academic behavior. Based on the findings of this study, it can be concluded that in order to reduce students' counterproductive academic behavior, their academic awareness and Self-concept should be considered.

The aim of this study was to investigate the effectiveness of the training program of academic responsibility on students' academic buoyancy of ninth grade students. The method of the present research is applied research in terms of purpose and experimental research in terms of implementation (pre-test, post-test and follow-up with control group). The statistical population of the study consisted of all ninth grade junior high school male students in urban areas of Sanandaj who were studying in the 2019 academic year, 60 of whom used multi-stage cluster random sampling in two groups of 30 Experimental and control were replaced. Students in the experimental group were offered 11 sessions of 60 minutes (two sessions per week) of the academic responsibility training program. Members of both groups in all three stages of pre-test, post-test and follow-up completed the Dehghanizadeh and Hossein Chari academic buoyancy questionnaire. Data were also analyzed by analysis of covariance. The findings showed that the mean scores of academic buoyancy in the experimental group compared to the control group increased significantly in both post-test and follow-up stages. Considering the findings obtained from the implementation of the academic responsibility training program and the significant increase in students' academic buoyancy scores in the post-test and follow-up stages, it can be said that the program has been effective. Therefore, in order to increase the academic buoyancy of students, their academic responsibility should be considered.

The present study aims to identify and validate the processes and outputs of the media thinking and literacy curriculum from Isfahan City teachers’ and students’ viewpoints. This applied research employs an exploratory sequential-instrumental mixed-methods design for data collection. The research participants in the qualitative section include experts in the field of media literacy and curriculum from who 20 individuals were selected via purposive and snowball sampling methods. In the quantitative section, the population consisted of teachers of media thinking and literacy and tenth-grade students in Isfahan, from whom 210 teachers and 385 students were selected as participants. Research data were collected through a semi-structured interviewing technique and a researcher-made questionnaire. The validity of the interview and questionnaire was confirmed via content validity, and the reliability of the questionnaire was obtained via Cronbach's alpha coefficient as 96%. Findings indicated that the desired indicators of this curriculum have the necessary validity. Besides, compared to the desired indicators, the current state of the curriculum processes of media thinking and literacy in the category "using new teaching methods" was assessed lower than the expected level. As the research results showed, to improve the processes and outputs of the thinking and media literacy curriculum and to achieve its goals and missions, it is necessary to review the teaching methods of the course, officials, planners, and trustees of the educational system, and pay more attention to content and topics such as the growth of critical thinking in students as well as how they can manage and use the media properly.

The present study was conducted to investigate the experience of elementary school students (studying in the master's program of the curriculum) of the integrated curriculum. This research is applied in terms of purpose and qualitative in terms of data type. Participants were al-Zahra University Master Planning Curriculum Teachers who had extensive curriculum experience. Research question The main question What is the phenomenological analysis of the senior students of the curriculum (elementary teachers) of the application of the integrated approach in teaching? The method of the present study was phenomenological and purposive sampling method was used. Sampling was continued until theoretical saturation or data enrichment was reached and finally 16 people were selected as the sample. The data collection tool was a semi-organized interview. In order to validate the data and results obtained from the research, after conducting the interview and implementing it, the data and their interpretation were provided to the teachers who participated in the research so that they could validate the data and interpretation. At the same time as collecting data, their analysis began. Data were analyzed based on Klaizi model. The research findings include 4 main themes and 16 sub-themes. The main themes included: the concept of the integrated curriculum, the reasons for turning to the integrated curriculum, the role of teachers in the integrated curriculum and the consequences of using the integrated curriculum. The findings showed that the integrated curriculum has different definitions from the teachers' point of view, but is consistent with each other, and the role of teachers in this curriculum is to guide, facilitate, and plan professionally that Each of them has different reasons to turn to this program, Also, using this program has very useful results for teachers and students. The results also showed that the development of society and the new generation and their familiarity with technology has caused traditional methods to be no longer responsive.

The purpose of this study is to evaluate the effect of role playing on willingness to communicate and the academic performance of senior high school students. To this end, a quasi-experimental method with a pretest-posttest control group design was used. The research population consisted of high school students of the city of Yazd, among which 49 students attending the same school were selected as the sample. Finally, 17 and 19 participants formed the control and the experimental groups, respectively.The control group was taught using the traditional lecture-based teaching method, but the method employed for teaching the experimental group was role playing. To compare the academic performance, both groups of the students were given tests comprising pre-tests (at the beginning of the course) and post-tests. Additionally, to evaluate the students' willingness to communicate, McCroskey's Willingness-to-Communicate scale and a researcher-made test, measuring academic performance, were used as research instruments. In order to compare the academic performance and the willingness to communicate between the two groups, an independent t-test was used.The results show that role playing compared to traditional teaching is significantly more effective in the academic performance of the students. However, willingness to communicate in the role playing group, as compared to the lecture-based group, was not observed to be remarkably higher. Therefore, it can be concluded that in order to improve the learning quality, instead of using traditional teaching methods, sociology teachers can benefit from the implementation of role playing in their classes.