نشریه چشم انداز برنامه درسی و آموزش
سال دوم شماره 2 (پیاپی 6، تابستان 1401)

With the spread of the corona virus, the closure of schools and the need to continue education, teachers are forced to provide education on an electronic platform. Among these, one of the basic challenges is how to maintain and improve the motivation level of students. This research seeks to identify the lived experiences of teachers in the field of improving the academic motivation of elementary school students in the e-learning environment. This article is done with the phenomenological (interpretive) method. Participants in this study include all elementary school teachers who had experience of teaching in electronic context in the academic year 2020-2021, and 14 of them were selected using a purposive sampling method. To collect data, a semi-structured virtual interview was used. The analysis of the interviews was done using the Collaizi’s strategy. Finally, 5 main categories and 19 sub-categories were extracted. The findings showed that the effective strategies of teachers to strengthen the motivation of students in the e-learning environment include improving educational components, paying attention to the emotional-psychological characteristics of students, and developing social skills, highlighting scientific education and eventually strengthening aesthetic capacities. The results show that the improvement of educational components had the greatest contribution and the attention to aesthetic dimensions had the least contribution in the set of teachers' motivational strategies. Therefore, to achieve successful results and improve students' learning, it is necessary to use all-round motivators, taking into account the special requirements of the new learning environment and the capacities that can advance students.

Currently about the study of students and experts TPACK teachers of scientific schools Smart and normal and naturally talk about it and think separately about international opinions and using the knowledge of students and TPACK trained teachers and also TPACK trained teachers and also presented in Ardabil. In this research, using the knowledge and ability of TPACK teachers and its relationship with respect to student’s technological anxiety has been published.   The statistical population in this study included all teachers and high school students in Ardabil. Sampling in this study was done as a criterion. Thus, the total number of normal and smart schools considered for conducting the research was 16 schools. From the mentioned schools, 160 people were randomly selected to test the TPACK skills, and according to that, three students from each class of those schools were randomly selected to test the technological attitude of 480 people. The research tool was that a standard questionnaire based on TPACK and technological anxiety was used to collect information.   In the study and analysis of research hypotheses, analysis of variance was used to express the difference between the mean score of student’s technological anxiety and the level of knowledge and skills of teachers' TPACK, which was presented in the form of four hypotheses.  The results showed that knowing the factors of technological anxiety can help teachers to improve the curriculum and the effectiveness of teaching methods so that students are successful in their learning.

Research shows that 3D hologram technology is effective in the quality of history education and can help students to improve their understanding of historical topics and see each historical topic in its true and original form as it was thousands of years ago. the purpose of this research is to identify the applications of 3D hologram technology in the field of teaching history to students. In this research, the researcher has used the library or study method to collect information. Since the researcher in this research needed information from the distant or recent past to reach the conclusion of the research, he used the library method; To reach theoretical saturation by studying various types of sources and information and present the results of this research The findings of the research show that 3D holograms can be used as educational assistants in the field of teaching historical figures and archeological findings, in the field of remote history teaching, history teacher exchange between schools, and history teacher training sessions. For history teachers in the classroom, bring to life archaeologists and famous history teachers of the past to attend the class and examine the mummies by students in 3D. The use of 3D hologram in the history classroom can play an essential role in creating more interest and motivation of students to learn history, strengthening spatial thinking and historical reasoning skills of students.

The present study was conducted with the aim of the effectiveness of social skills training on academic self-concept and sense of belonging to school in primary school students. The research design was semi-experimental and pre-test-post-test design with a control group. The statistical population was the elementary school students of Harris city in the academic year 2018-2019, from this population, 40 students were randomly selected and placed in 2 experimental (20 people) and control (20 people) groups. To collect data, Sinha and Singh (2011), sense of belonging to school (2004) and Yi Sen Chen (2004) academic self-concept questionnaires were used. Data analysis was done with the statistical method of multivariate covariance analysis. The average scores of academic self-concept and belonging to school after the test in the experimental group were 4.24 ± 33.05 and 4.54 ± 54.05 respectively. The results showed; Teaching social skills has an effect on the sense of academic self-concept and belonging to the school of primary school students (P≤0.01) and increases the academic self-concept and sense of belonging to the school. Therefore, the acquisition and application of social skills is the basis on which interpersonal relationships are built. Students who practice social skills in a real way and use them competently are definitely able to be successful in entering the peer group and making friends and establish a positive and reciprocal interaction with others, which increases Academic self-concept and the feeling of belonging to the school become in them..

The purpose of the research is to analyze the content of the books of the first and second year of high school based on attention to political and religious participation (case study: social studies and sociology books). The present study is qualitative in terms of applied purpose and descriptive in terms of content analysis in terms of data collection method. The statistical population of the present study was the textbooks of the first and second courses of high school. Books of social studies and sociology were considered as examples. The research tool is the content analysis checklist, whose validity has been confirmed by experts and its reliability has been estimated using the composite reliability coefficient of 0.78.For data analysis, descriptive statistics and x2 test, Friedman's test were used. The results showed that in the component of political participation, the highest frequency is related to participation in marches with 6 cases and the lowest frequency is related to commemorating revolutionary and religious occasions and membership in political institutions with 0 cases. In the component of religious participation, the highest frequency is related to spending money in religious ceremonies with 6 items and the lowest frequency is related to Friday prayers, revival night ceremonies, religious holidays, itikaf ceremonies, , zakat, and jihad with 0 itemsAlso, the results of the chi-square test showed that there is no significant difference between the amount of attention paid to the components of political and religious participation in the studied books.

The main purpose of this study is to develop a practical guide for the integrated second grade elementary curriculum.The research approach was qualitative content analysis method and the research community was all second grade elementary textbooks and the teacher's teaching guides. The theme-based integrated curriculum approach (concept-based and skill-based) was chosen. Concepts and skills were extracted from textbooks and the objectives of each lesson were extracted from the teacher's teaching guides and coded at the same time. Codes had a common theme were categorized and formed the combined themes of the curriculum. Which formed 16 combined themes. The themes were: water, , charity, prayer, order, saving, time, beauty skills, Collaboration and participation. Then a sample lesson plan was developed.The findings showed that the course contents of separate subjects are not enough, and due to the absence of a meaningful relationship between the course content and life and situations outside the educational environment, the need for a consolidated curriculum is more noticeable. The teachers are not familiar with the integrated approach in the curriculum, and also the practice guide for the implementation of the theme-based integrated curriculum approach is felt to get ideas for an application in the classroom.The theme-oriented curriculum approach can extend the curriculum integration umbrella among all textbooks. According to the findings of this study, it is suggested that the implementation of the integrated curriculum of the second grade of elementary school be on the agenda according to the guidelines developed in this study.