The Capacity of Junior Secondary Math Textbooks to Enhance Deep Learning
MohhamadMahdi
Dorri
Ministry of Education , Birjand
author
Abolfazl
Rafiepour
Room 267- Mahani Building- Faculty of mathematics and computer- Shahid Bahonar U
Pajohesh Sq. - 22 Bahman Blv.- Kerman- Iran.
author
Fatemeh
Dorri
Payamnoor University
author
text
article
2019
per
In this paper, a content analysis study is reported seeking to assess lower secondary math textbooks with regard to deep learning of mathematical concepts. Accordingly, three topics from the seventh, eighth and ninth grade math textbooks were selected for this content analysis, namely arithmetic, algebra and numbers. During the procedure for this content analysis, each problem was considered as an analysis unit. Theoretical framework derived from the literature and modified to investigate the textbook problems with four criteria: procedural complexity, type of solving processes, the degree of repetition, Exercise/Application. The results showed that with the first criterion, almost 80% of all three textbooks’ problems were in the "low procedural complexity" category; With the second criterion, 90% of the eighth and ninth grade textbooks’ problems could be solved with the solving process "using procedures", while this proportion was 80% for the seventh grade textbooks problems. With the third and fourth criteria, in all three textbooks, the problems were mainly categoized as "repetition" (60%) and "exercise" (90%). To sum up, the results of the analysis showed that in the mentioned topics, there were a high number of low complexity exercises that can be solved by using pre-learned procedures. As a result, it could be deduced that lower secondary math textbooks are far from the intended curriculum objectives and rely further on learning through drill and practice.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
1
30
https://www.jcsicsa.ir/article_89603_9ccb9e9021c970ad5c72ffa1cfb69c26.pdf
Designing and Validating the Technological Competencies Questionnaire for Students of Vocational Education
Farideh
Nouri
Azad Eslami Esfahan (Khorasgan) University, Faculty of Psychology and Educational Sciences, Ph.D. Student of curriculum design
author
Mohammad H
Yarmohamadian
Isfahan University of Medical Sciences- Health Management and Economics Research Center
author
Mohamad Ali
Nadi
Azad Eslami Esfahan (Khorasgan) University, , Faculty of Psychology and Educational Sciences, Associate Professor of Educational Sciences Department
author
text
article
2019
per
This article aims to design, validate and approve the technical competency questionnaire for the technical and vocational students. In order to achieve this goal, first, in the qualitative section of this study, the codes, articles and documents were identified and codified using Maxqda12 software and through the purposeful sampling of the components of the competency of the technology. Then a questionnaire was prepared on the basis of technological competencies. A sample of 375 individuals was selected through random cluster sampling. The research instrument included a questionnaire with 150 questions. The methods used included: Holistic coefficient for the analysis of the items; expert opinion for verifying the formal content validity; factor analysis for structure; and Cronbach's alpha coefficient for credit. According to the findings, five main factors were identified: technical and technical competence, meta-competence, empowerment, labor market competence and strategic competencies (strategic). The validity of this questionnaire was obtained using Cronbach's alpha (0/85). The final questionnaire was analyzed using SPSS19 and Amos 24 software. The results showed that this questionnaire had an acceptable validity and reliability.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
31
64
https://www.jcsicsa.ir/article_89604_8a5976a8ef8a851b64320fc3cef08cdd.pdf
Curriculum Image From the View of Neo-Pragmatism with an Emphasis on Rorty's Ideas
Maryam
Naderi
Iran, Tehran, Alzahra University, Faculty of Educational Sciences and Psychology, Department of Educational Sciences
author
text
article
2019
per
The purpose of the study is to provide an illustration of the curriculum of neo-pragmatism approach through the conceptual and inference methods. The features of the philosophy of Rorty (the founder of neo-pragmatism philosophy) include: the instrumental and language features of the language, the feature of the self and the community, the contradiction between public and private affairs, social solidarity instead of objectivity and critical look at the vocabulary. Regarding neo-pragmatism curriculum, it can be said that education goals are relative and variable; however, the achievement of self-development, the education of a critical citizen, the establishment of conditions for the establishment of democracy, the emphasis on the transfer of knowledge, the valuation of practical knowledge can be the goals of neo-pragmatism. Due to changes in objectives, the content is also variable and there is no consistent content. Neo-pragmatism teaching methods involve participatory learning and critical discourse. Neo-pragmatists, including Rorty, reject objective evaluation methods. In general, the goals and content, methodology and evaluation of the curriculum are flexible and adapted to the environmental conditions and so-called emerging syllabus.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
65
90
https://www.jcsicsa.ir/article_89605_0d75b1465c89471f9644d116e2ae373a.pdf
Factors Affecting Educational Entrepreneurship: A Case Study of Technical-Vocational Schools in Najafabad
Zohreh
chavoshi najafabadi
Master of Science (MSc), Execution Management -strategic Orientation, Dehaghan Branch, Islamic Azad University, Dehaghan, Iran.
author
sayyed mohammad reza
davoodi
Assistant professor.Department of Management, Dehaghan Branch, Islamic Azad University, Dehaghan, Iran
author
text
article
2019
per
This article aims to identify the factors affecting educational entrepreneurship in technical and vocational schools in Najaf Abad, Iran. The present research is a survey-type applied method with regard to the purpose and it is exploratory mixed with regard to the research method. The effective factors were identified until obtaining the theoretical saturation of the findings in the qualitative part of research using grounded theory and semi-structured interviews with experts. The population included all the vocational school students of Najaf Abad city in the quantitative part. The sample size was determined 165 by Morgan table and data were collected randomly. A researcher-made questionnaire with Likert scale was used to collect the data and face validity was confirmed and a 30 item questionnaire was distributed among the samples in order to avoid ambiguity. Reliability with Cronbach's alpha higher than 7 was confirmed. The data was analyzed using smart PLS software and the fit of model was confirmed. The findings of the qualitative section confirmed the significance of organizational, personnel, educational, educational content, intelligence, culture, managerial factors and interactions with the external environment. The quantitative findings confirmed all the factors derived from the qualitative section, except for the intelligence related factors.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
91
130
https://www.jcsicsa.ir/article_89606_09e867d2305b338a3dfb9aac8893ed4a.pdf
A Mixed Approach toward Evaluating Quality of Personal Care Routines in Pre-Schools Centers in Qeshm
farahnaz
nezhad ghafoori
Education, Qeshm Omid Learning Center
author
Keyvan
Salehi
faculty member, university of Tehran, faculty of psychology and Education
author
ebrahim
talaee
Department of Education
Faculty of Humanities
Tarbiat Modares University
Tehran
Iran
author
text
article
2019
per
This article was conducted with the purpose of evaluating the quality of pre-schools based on ECERS-R scores. In this study, 24 pre-schools are selected by two-stage cluster random sampling from city districts (eastern and western) and relevant governmental departments (ministry of education and state welfare organization of Iran). Then the quality was surveyed based on five indicators. The research data were collected through mixed method research and using ECERS-R instruments (interview and observation techniques). Next, every indicator is evaluated in 4 likert scales including insufficient, low, good and excellent. The results of this study showed that the quality of personal care routines in Qeshm’s pre-schools based on the standard ECERS-R was at a "low quality" level with an average of 2.6 in the continuum from 1 to 7. Most of the indicators related to quality personal care routines indicated an "undesirable" situation. Finally, operational solutions to improve quality ECERS-R standards are suggested.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
131
158
https://www.jcsicsa.ir/article_89607_86d903d759be201efcde561a73920bf8.pdf
Social and Political Education Presented in High School Textbooks
Reza
Jafari harandi
Associate Professor in Educational Sciences Department, Literature & Human Sciences Faculty, University of Qom, Qom, Iran
author
hasan
najafi
دانشجوی دکتری مطالعات برنامهدرسی دانشگاه علامه طباطبائی
author
text
article
2019
per
The present study aims to analyze the level of consideration of social and political aspects of approved goals in of the high school textbooks using a descriptive method. The research corpus included all the high school textbooks published 2016-2017 which by considering the nature of research subject with regard to the nature of the subject, social science study books were targeted as a sample. The measurement tool was a researcher-made content analysis checklist. The results of the study were analyzed by descriptive indices of Shannon entropy analysis process. The findings showed that social and political education in the textbooks is not compatible with the goals approved for the students which could inhibit the socialization process for students.
Journal of Curriculum Studies
Iranian Curriculum Studies Association (icsa)
1735-4986
14
v.
52
no.
2019
159
184
https://www.jcsicsa.ir/article_89608_43825d3eb78237e79ebaca09a68fa389.pdf