فصلنامه مطالعات برنامه درسی
پیاپی 64 (بهار 1401)

Modern education in Iran was expanded during the 14th century under universal conditions and public will by established governments. In examining the aspects of this issue, four basic dimensions of "educational situation and school", "content and curriculum", "teacher and education activist" and "curriculum planning" were explained and it was revealed that these dimensions had different status in two halves. However, throughout the 14th century, what became the centerpiece of all education activities was the attempt to develop and promote a "culture of adherence" that was pursued in the first half based on the obedience process and in the second half based on the process of stupidity. Evidence suggests that the practice of that logic cannot be effective and acceptable, even if it persists under the pressure of the government's power. What is needed is respect for "real knowledge", which is the result of science and is achieved using the science of education.

Ahistorical and noncritical approach and lack of documentation of incidents in Iran, has caused severe damages to the educational and scientific activities. This study is a fair critique rather than expediency in which, the scientific genuinity was taken as a measure to assess the draft of the new mathematics curriculum in Iran (1399/2020). In general, curricula are jeavily influenced by politics than are mostly rooted in ideologies and Iran is not an exception. As a result, the curricula are more responsive to the ideologies and goverments rather than students and teachers. In last two decades in Iran, we have been witneesed that the mathematics curriculum reformers and mathematics textbooks authors, have taken into account many ideological/ political concerns that in fact, they have not asked for. This “politicization” has been one of the main factors in unsuccessful change of mathematics curriculum in Iran. have taken into account many ideological/ political concerns that in fact, they have not asked for. This “politicization” has been one of the main factors in unsuccessful change of mathematics curriculum in Iran. have taken into account many ideological/ political concerns that in fact, they have not asked for. This “politicization” has been one of the main

The purpose of this study is to identify and compare the characteristics of the curriculum elements of the teacher education system of selected countries for the development of information technology and communication technology of student teachers. Accordingly, the type of study of this comparative-descriptive research and its method is descriptive descriptive, according to the four-step method and stages. The required information has been collected through library documents, quarterly and annual reports of some international sites such as UNESCO. The pattern used is the Brady pattern. The sample is four countries: Finland, United Kingdom, the United States and Malaysia, which have been selected based on purposive sampling. The results showed that all of them are similar in creating a positive attitude towards technology and inclusive approach, but the United Kingdom, the United States and Finland in developing the standard of technology competence and Finland in including the issue of ethical issues in using technology and the United Kingdom in preparing students. They are more sensitive to rapid technological change in the UK.

The purpose of this study was offering a representation and narrative of researcher’s teaching experiences. The focus of the study is how researcher experienced the teaching process, teacher's action and school phenomenon in two years teaching in the fourth and sixth grades of elementary school. In order to achieve this purpose the autobiography research methods has been used. The results of the research showed the profound impact of the researcher's life background on current activities and educational perspectives and indicated how his educational strategies were inspired by his student experiences. In addition, the researcher's narratives and memories included challenges and events that were not taught in the university's books and classes. Therefore, in this study, the researcher discusses about the gaps between theory and practice in the field of teaching. He invites other teachers to share their teaching experiences and share with the community.

The aim of this historical inquiry is to explore the fundamental efforts of early superintends in the emergence of the field of curriculum studies and the theory of centralized curriculum. The method of this enquiry is referring to first-hand references and works of early curriculum developers and supervisors.  The main focus of this historical research is on the conceptualizations and attempts of Franklin Bobbitt and Harold Rugg. Referring to the documents showed that the theory of centralized curriculum was explained as a systematic tool for narrowing schools’ authority and as a tool for inspecting and supervising. Several experts and executives followed this with different approaches. Harris proposed a supervisory approach based on developing textbooks, Babbitt clarified the idea of an activity curriculum that is based on standards, and Rugg immersed in compilation of textbooks and teachers’ guidebooks as a democratic method for improving the quality of education in schools and classrooms. The invaluable struggles of philosophers like John Dewey and Boyd Bud didn’t yield these attempts, and thoughts of supervisors such as Harris, Bobbitt and Charters became the mainstream of that age. These people, trusted in their scientific researches and supported by their executive authority, disseminated bureaucratic and supervisory point of view and propagated the necessity of a central and unified curriculum for school principals, teachers and even education experts. It seems that the birth of the field of curriculum studies was in fact the birth of the idea of a centralized or a national curriculum.

The present study was conducted with the aim of analyzing the content of biology in the textbooks of general high school students in terms of their relationship with different branches in biology including cellular and molecular sciences, animal physiology, animal biosystematics, plant physiology, plant systematics, microbiology, biochemistry and genetics. The research method is descriptive and of content analysis type. In this research, in addition to descriptive statistics, Shannon entropy content analysis method is employed to evaluate information load. The content analysis unit included the number of writing lines, images, activities and more knowledge. The reliability of the research tool has been confirmed. A total of 9307 text units, 877 video units, 197 activity units and 252 Learn More units were registered. According to the results, the highest information load was related to animal physiology and cellular molecular and biochemical tendencies are in the next ranks. In addition, the least attention has been paid to microbiology and plant biosystematics.

The main purpose of this study was to investigate the perspective of Teacher Training University graduates on the effectiveness of internships in increasing the professional potential of students and teachers. To this aim, qualitative research was conducted using phenomenological method and the data were collected using semi-structured interviews. Accordingly, among the graduates of Teacher Training University in 2019 and 2020, 20 people were purposefully selected. The interviews were analyzed using the seven-step Colaizzi (1978) model and three stages of open, axial, and selective coding. The findings were extracted in 162 indicators, 23 components and 5 dimensions: "Internship curriculum content, development of professional knowledge and skills", "Strengthening digital literacy", "Strengthening professional ethics" and "Strengthening organizational structure". The results showed that internships increase the professional potential of student-teachers with active participation and interaction between schools and universities, cooperation of experienced professors and teachers, student-teacher activity in school and classroom, strengthening media literacy and information technology literacy, acquiring knowledge and scientific and research skills required by teachers. It also improves aquisition of moral virtues, ideation, readiness to teach and gradually strengthens and develops thematic knowledge, knowledge of educational practice and knowledge of thematic educational practice of student-teachers to enter the field of teaching in school.Findings were extracted in 162 indicators, 23 components and 5 dimensions: "Internship curriculum content, development of professional knowledge and skills", "Strengthening digital literacy", "Strengthening professional ethics" and "Strengthening organizational structure".The results showed that internships increase the professional potential of student-teachers with active participation and interaction between schools and universities, cooperation of experienced professors and teachers, student-teacher activity in school and classroom, strengthening media literacy and information technology literacy, acquiring knowledge and scientific and research skills required by teachers. Acquisition of moral virtues, ideation, readiness to teach and gradually strengthens and develops thematic knowledge, knowledge of educational practice and knowledge of thematic educational practice of student-teachers to enter the field of teaching in school.

Resistance literature and wise confrontation with it is one of the goals of the educational and political field in the documents of fundamental transformation of education, based on which the curriculum developers seek to create children's thoughts and behavior. The present study, which was conducted by content analysis method aims to identify the level of attention to the components of sustainability literature in the statistical population, including six first to sixth grade elementary school books. Also the presentation ways for the concepts of patriotism, design of religious concepts and symbols and national symbols were investigated. Most of the other components, and keeping the memories of the revolution and the holy defense alive, hope for the future, invitation to struggle and invitation to unity are emphasized less than other components. Therefore, based on the goals stated in the education documents and the behavioral characteristics of primary children, it is suggested that this combination be revised.

The purpose of this study was to identify the theoretical framework of the curiosity-based curriculum components and analyze its place in upstream documents of the education system. The research method used in this study is descriptive which consists of document analysis and content analysis and the approach is applied. The research population corpus of two sections; texts related to the curiosity-based curriculum and content of four upstream documents of the Iranian education system. Due to the nature of the subject, sampling has been neglected and the entire research corpus has been investigated. The measuring tools, catch form and content analysis log were developed by the researcher. The qualitative data and content analysis data were analyzed using descriptive indices in the Shannon entropy analytic process. The results of the study indicate that: 1.the theoretical framework of the curiosity-based curriculum could be formulated in ten components: open mindedness, exploration, learning passion, self-direction, motivation, creativity, innovation, participatory learning, questioning, spontaneity. In the handwritten documents (Twenty-year Vision Document, Comprehensive Country Map, Fundamental Transformation Document, and National Curriculum), curiosity-based curriculum component has been considered 366 times, with a high degree of creativity and a low degree of spontaneity. Among the documents studied, the highest importance factor was related to the national curriculum and the least to the country's comprehensive scientific map document.