فصلنامه پژوهش در برنامه ریزی درسی
پیاپی 79 (زمستان 1402)

The present study was conducted with the aim of representing the teaching process through the lived experiences of Iranian students studying in master's and doctorate courses in Australian universities who completed their undergraduate courses in Iranian universities. The qualitative research method was phenomenology. The scope of the research included Iranian students who have master's and doctorate courses in technical and engineering fields in Australian universities (Melbourne, Manash, Swinburne), who were selected by the purposeful snowball sampling method and collected information through semi-structured in-depth interviews became. After the interview, the sample size continued to be analyzed by thematic coding method until complete saturation and finally it reached 10 people, and the validity of the findings was done by the method of reconstructing the reality and using people outside the scope of the research. From the total findings, 167 conceptual codes in 10 main categories (characteristics of the teacher, teaching activity, content of the curriculum, structure of the curriculum, interaction between the teacher and students, evaluation of the curriculum (beginning, formative, final), learning environment , learning activities, educational and research facilities, attention to individual and social life needs) and 35 subcategories were extracted in line with the lived experiences of Iranian students in Australian universities.

The research was conducted to design and validate the model of sustainable tourism curriculum in higher education with a mixed research method. First, the meta-composite method was used, the qualitative research community in the synthesis process includes all the works published in this field from 2000 to 2024 in the valid database including 66 documents. Member control method and agreement coefficient equal to 75% were used for validation data. Findings in the ten elements of the sustainable tourism curriculum were presented and verified based on the views of tourism experts and curriculum planning through semi-structured interviews. Then the data was validated using the exploratory and confirmatory factor analysis model. The statistical population, all experts in the field of tourism and curriculum planning, doctoral students of both fields and the participating sample of 150 people from 24 universities in the fields of curriculum planning and tourism were selected with a simple random sampling approach. The validity of the questionnaire was calculated and confirmed by the Lauche method and its reliability was 96.8% through Cronbach's alpha test.Findings include six themes, conceptual (concepts dynamic), entrepreneurial (intelligent action), naturalistic (responsible behavior), strategic (management strategies), sociological (understanding the relationship with issues), and humanistic (human values) It was shown that by focusing on them, curriculum elements were designed about the fundamental assumptions for sustainability, creating opportunities and innovation in learning, learning outcomes, and students' preparation for practical action. Each area defined by the research findings in its place, according to the many trends in the field of tourism, has the richness of the elements of the sustainable tourism curriculum and can be used.

The aim of this study was to investigate Professors'Lived Experience of Payam Noor University from the online evaluation challenges in during the Corona epidemic. This is a qualitative and phenomenology research.The studied community includes all faculty members of Payam Noor University in Zanjan province, 23 people in the academic year of 1400-1401. Using the Convenience Sampling method, 15 people were selected as research sample. Data collection tool was semi-structured interview and content analysis method was used for data analysis. The validity of the data was verified through methods of asking a colleague and checking members. Based on the Findings, the main evaluation challenges in the form of 5 main themes (problems caused by software and hardware facilities, lack of technology-based knowledge, increase in fraud, socio-cultural problems and physical and psychological problems), its opportunities included 5 themes(economic, health, technical, educational and time) were identified. Also main soluation for overcoming to these challenges in the form of 4 main themes (use of in-person-electronic evaluation, the use of multiple evaluations, quiz-based evaluation, changes in the appearance and content of the tests) were categorized. In proportion to these harms and improving the quality of evaluation, it was suggested that professors should use integrated evaluation methods and electronic tests in the form of quizzes in short intervals during the semester to evaluate the students' learning.

This research was conducted with the aim of comparing the effectiveness of face-to-face and virtual education of the comprehensive package of citizenship education on the political, civic, and social behaviors of students. The experimental method was with a four-group design, including two experimental and control groups (face-to-face and virtual) and with a pre-test, post-test and two-month follow-up design. Among the students of Isfahan city in the winter of 1401 and spring of 1402, 25 people were selected for each group and randomly replaced in 4 groups. Citizenship education was conducted in 5 sessions of 90 minutes in person for one group and virtual for another group. The data were analyzed with the help of variance analysis of repeated measures and Bonferroni's post hoc test in SPSS software version 26. The findings of this research showed that face-to-face and virtual education was effective on students' political, civic, and social behaviors and increased these behaviors. There was only a significant difference between the behavioral outcomes of face-to-face and virtual education of political and civil citizenship (p<0.01 or p<0.05). In other dimensions, there was no significant difference between the consequences of the behaviors resulting from the two educational methods.

The present study was conducted with the aim of designing the curriculum of skills training in the first year of secondary school. The data of this research was conducted using interpretative phenomenology method which is a qualitative approach, the community included designers, specialists and experts of the curriculum of the first secondary school from the five provinces of Lorestan, Hormozgan, Tehran, South Khorasan and Isfahan, there were 10 of these people. They were selected as a sample by purposeful sampling. And to collect information, a semi-structured interview was conducted with these people. The purpose of choosing these people was their experience and being included in the text of the skill training curriculum. After collecting and analyzing the data, a model of data analysis was presented. The data were analyzed based on thematic analysis, and the results of the content analysis are: Klein elements in the curriculum: 1- The goals include: preparation for employment, preparation for entrepreneurship, formation of professional identity, identification of talents and 2- content, virtual content, written content, practical content and integrated content 3- teaching-learning strategies including: direct teaching methods, active and collaborative methods and integrated methods 4- Suitable materials, resources and tools including: educational media, workshop tools and equipment, mobile workshops, new technologies and social networks 5- Evaluation methods including: project-based evaluation, integrated evaluation, process evaluation and self-evaluation 6- Students' activities include: scientific visits, practical activities and cognitive activities in real and virtual space. 7- Teaching time includes: increasing current time, providing short-term training and floating and mobile training time. 8- Education space including: use of virtual space and simulators, use of equipped places outside the school and insufficient workshop space in schools 9- Grouping of students" which all participants only mentioned as They did not mention it.

The present study was conducted with the aim of designing and validating the curriculum model of art mixed with humor in Iran's public education system using the data theory strategy of Strauss and Corbin (1990). The field of research included the professors and elites of Tabriz and Tehran universities, who were selected by purposeful sampling method and based on the principle of theoretical saturation, 11 people were selected from among the top experts with experience in the field of research. The research tool is a semi-structured interview, and the 4 criteria of Lincoln and Guba were used for the reliability of the data. The findings of the research in the form of the dimensions of the foundation's systematic design model, including causal conditions (2 main categories and 7 subcategories); Core category (1 main category and 5 subcategories); contextual factors (2 main categories and 4 subcategories); Intervening conditions (2 main categories and 7 subcategories); Strategies (3 main categories and 10 sub-categories) and consequences (2 main categories and 4 sub-categories) were categorized. Structural equation modeling and importance-performance matrix analysis were used to validate the desired model. In the importance-performance matrix, it was observed that the strategies are more important than the consequences of the art education model mixed with humor. Considering the results of the present research, it is recommended to formulate and approve a strategic plan regarding the teaching of art mixed with humor in the formal education system at the school level, as well as the holding of in-service training courses in the field of teaching art mixed with humor.

The purpose of the present study is analysis of Level proportion between science teaching method of primary schools from perspective of attention to PCK. The qualitative research method was critical inquiry. The statistical population of the research was selected from the thoughtful teachers and heads of science subjects of the second elementary school (fourth, fifth and sixth) of Bushehr and Ardabil cities, and 18 people were selected until theoretical saturation. The measurement tool is the convergent interview protocol. The focus group interview approach was used for answer the research question and collect data. The data analysis was done with the thematic analysis model of Atride and Sterling (2001). For the credibility of the interviewees themselves and for reliability, two independent evaluators were used, and the Scott's pi reliability coefficient was 0.81. The findings showed a total of 131 basic concepts, 15 organizing themes and 5 meta-themes; A) orientations towards science teaching, (b) knowledge of student understanding, (c) knowledge of educational strategies and representations, (d) knowledge of science curriculum, and (e) knowledge of science learning assessment were obtained. As a result, PCK is needed by all elementary school teachers in order to effective teaching in science. Also, the correct evaluation of pck in the proportion between teachers' methods of teaching sciences will help them in teaching science effectively. Finally, the results of this study emphasize the need to implement teachers’ professional development (pre- service and in- service) for their growth in the field of PCK

This research was carried out with the aim of presenting an efficient school model for education in the form of qualitative research tradition of the foundation's data utilization. The tool used in this research is a semi-structured in-depth interview and research participants include experts active in the field of education (including university professors, teachers, school principals, educational leaders and experts) and a non-probability sampling method. It was an opinion. After conducting an exploratory interview with the experts, the collected data were analyzed using the foundation data method based on the Strauss and Corbin model in three stages of open, central and selective coding. The findings of the research showed that the conceptual model of the formation of an efficient school in terms of causal conditions includes the dimensions of changing the sphere of current education, the school as a community, the development of educational discourses, and the development of heterogeneity. In terms of background conditions, including dimensions of the school's problematic nature and the growth of transformational tendencies, in terms of intervening conditions, including dimensions of critical rethinking in education and fundamentalism of education, in terms of strategies, including 4 strategies for facilitating the flow of education, institutionalizing an open system, Educational meaning creation and environmental rearrangement and finally, in terms of consequences, it has 3 personal, social and organizational consequences.

The present study was conducted with the aim of examining the preferences of parents and pre-school teachers regarding the curriculum of this course. The research method was a survey and after examining the preferences of parents and educators of this course, a description and report of their views on the curriculum elements of this course was presented. The statistical population consisted of 2715 fathers and 212 pre-school teachers. The sample size was determined to be 337 for parents and 137 for teachers based on the Cochran formula, selected through multi-stage cluster sampling. The data was collected using a researcher-made questionnaire. After incorporating the opinions of four education experts regarding the questionnaire, the formal and content validity of the tool was confirmed, and its reliability was also obtained through calculating a coefficient alpha of 0.78. The findings of this research indicated that parents believe that strengthening the positive emotions and feelings of children should be the top priority of the curriculum, while teachers consider preparing students for entry into elementary school as the most important goal of the curriculum of this course. Regarding the content of the curriculum, parents declared play as the most important curriculum content, while teachers prioritized the use of stories and narratives. Both groups emphasized the importance of creating a joyful and emotionally supportive learning environment for this course. Ultimately, it can be concluded that paying attention to the emotional aspect is very important in the design and implementation of the curriculum of this course

The research was conducted with the aim of identifying the obstacles preventing the implementation of Compatible curriculum in elementary school. The approach of qualitative research and its method was data foundation. The participants of the research were experts familiar with the topics of education and curriculum planning in elementary school of Isfahan city in 2022, and 18 people were selected by purposeful sampling and snowball method until theoretical saturation. The collection tool was a semi-structured interview. The data were analyzed in three stages of open, central and selective coding. Data analysis led to the extraction of 110 concept codes, statistics of 30 components and four dimensions, which were obtained in the form of a research model. The results showed can be divided into four individual dimensions (lack of motivation and distrust, insufficient salaries and rewards, weak individual knowledge and awareness), organizational (decreased participation in the formulation and preparation of programs, lack of meritocracy, hierarchy complex, long and ambiguous organization), managerial-structural (inappropriate and unfair delegation of authority, weak interactions of managers, managers' desire to maintain their power) and political-social (cynicism and negative attitude of people towards private education, incoherence and incoherence of government policies) categorized. The most important achievement of the research is that the obstacles introduced are basic, deep and wide, therefore, a sudden shift from a focused curriculum approach to a Compatible one will be dangerous and associated with failure.