Project Title
1. Investigating appropriate methods for incorporating citizenship values ​​in curricula according to religious standards
Leader: Ms. Maliheh Ashtiani
Guide: Dr. Abdulazim Karimi
Start Date: 2002
End Date: 2004
Problem Definition
In recent years, reforms have been made in the curricula of many countries to incorporate citizenship education. Teaching citizenship values ​​gives the young generation the knowledge to recognize their rights and duties, and in addition to recognizing their responsibilities in their society, they also become familiar with cultural values ​​that have global acceptance.
Citizenship is participation in the social and political life of society, so society must have areas for creating these values. These areas include government, people, the existence of responsibilities in the social, political and economic fields, and the possibility of participating in the activities and developments of society, social cohesion and belonging to a political community. Values ​​also have three components: cognitive, emotional and practical, and learning and acting on them is carried out in a process related to these components. Values ​​are systematic and sometimes explicit and grammatical and sometimes implicit.
In addition to scientific education, the education and training organization plays a role in the socialization of each generation, transmitting culture and values. Values ​​are implemented through learning, rules of order and customs of behavior, beliefs in the form of oral grammar) and through content in the curriculum, and then teaching and evaluating the selected content and activities with certain methods.
Teaching citizenship values, taking into account religious standards, also has its own goals. However, given the necessity of this matter and considering that the best age to start practicing citizenship responsibilities is adolescence and to start teaching these values ​​is the elementary school, this topic was chosen for research.
Research Objectives
1. Identifying citizenship values ​​in line with religious standards
2. Designing an appropriate model to include these values ​​in planning
3. Determining appropriate methods for teaching these values ​​
Research Questions
1. What are the basic citizenship values ​​from the perspective of planners in the Islamic education and training sector and specialists in Iranian society?
2. With what model can these values ​​be used in the design stage in curriculum planning?
3. With what methods can these values ​​be taught in the (implementation) stage that are useful and effective?
4. How can these values ​​be considered in the evaluation stage in curriculum planning?
Research Type and Research Tools
This research was descriptive and interviews were used to conduct it.
Required data
1. Study and review of national and religious documents and evidence on citizenship values ​​in Iran
2. Field studies including interviews with experts, elites, and specialists in education and Islamic education on citizenship values ​​and their priorities.
3. Field studies including guided interviews with specialists on appropriate teaching methods regarding considering these values ​​in the curriculum
Statistical population
Given that curriculum planning specialists were estimated to be about 50 and experts were estimated to be 120, according to the Morgan table, 44 people from the first group and 92 people from the second group will be selected. Also, a number of education and Islamic education specialists were interviewed selectively.
Data analysis method
Data analysis of interview texts Setting categories Inference and interpretation
Using descriptive and inferential statistics
Project Title
2. Preparing Biology Course Standards in the National Curriculum Based on Comparative Studies
Executor: Mohsen Farmahini Farahani
Supervisor: Mohammad Keram al-Dini
Start Date: 2002
End Date: 2004
Problem Definition
One way to improve the quality of the education system is to measure the curricula with pre-determined standards and identify weaknesses and take action to address them. Standards can be used to determine progress and changes.
Standards show the problems and bottlenecks of existing educational programs and provide ways to improve them. Standards in countries that have a national curriculum can be used to predict the course of work and to regulate the principles of future educational programs. This document is used as a guide in preparing and compiling curriculum standards; But in our country, where this document does not exist in written form, planning for the preparation of standard-based curricula is one of the solutions that helps to identify the path, and in fact, through a set of standards, one can achieve a description and understanding of an educational system. To achieve high academic standards, the preparation of content and performance standards for each subject is considered one of the main resources because it provides the necessary framework for designing the curriculum and a criterion for responding. This research was conducted to achieve biology lesson standards that are appropriate to the characteristics of the Iranian curriculum planning system and the national and religious cultural characteristics of children; because currently such a standard does not exist in Iran.
Research objectives
1. Explain the theoretical foundations and underlying principles of standardization in the curriculum
2. Become familiar with the method of compiling and standardizing and the experiences of other countries in the biology subject
3. Develop appropriate biology curriculum standards in high school
Research questions
1. What are the assumptions and underlying principles of standardization in the curriculum?
2. According to global comparative studies, what are the standards for the biology subject?
3. According to comparative studies and accreditation results in our country's curriculum system, what are the appropriate standards for the biology course in high school?
Required data
The required data included the experiences and findings of other countries in standardizing teachers' views and the views of experts and curriculum experts.
Measurement tools
The data in this study were obtained from the following sources:
1. Interviews with experts and university professors
2. Questionnaire to learn about the views and opinions of biology teachers about the standards for this subject
3. Studying the curriculum standards for this subject in other countries through comparative studies
4. Internet databases
Population and statistical sample
The statistical population included biology teachers in the field of experimental sciences in Tehran, experts and university professors in this field.
The research sample consisted of 60 biology teachers in the field of experimental sciences in high schools in Tehran. The selection of these individuals was as follows: Tehran was divided into 5 parts: North, South, Center, West, and East. One educational area was randomly selected from each part, and in each area, 12 male and female biology expert teachers who were introduced through the regional biology education department were selected. The research sample regarding university experts and professors was selective due to their limitations, and included all experts from the organization's biology curriculum planning department, plus at least 30 university experts and professors who were engaged in research or teaching in the field of biology at the university's teacher training centers, teacher training and secretarial training at Shahid Rajaee University, and other university centers in Tehran.
Data analysis method
After the principles and foundations of standardization in curricula were formulated, the information obtained from comparative studies was classified and a checklist of raw standards was prepared. These standards, in addition to the standards obtained through the teacher questionnaire, provided the initial standards.
These standards were validated by experts and specialists in the field of biology to extract the final standards. Descriptive and inferential statistics were used to analyze the data. In addition, the Kolmogorov-Smirnov test was used to compare the opinions of teachers with each other or teachers with experts.
Project Title
3. Comparative Study of the Educational Progress Evaluation System in Eight Countries and Providing a Suitable Model for the Education of the Islamic Republic of Iran
Executor: Ahmad Sharifan
Supervisor: Dr. Ali Reza Kiamanesh
Co-authors: Dr. Hassan Pasha, Sharifi, Dr. Adel Yaghma, and Morteza Khalkhali
Advisors: Dr. Seyed Ali Akbar Marashi and Dr. Farrokh Lagha, Director of Dana
Start Date: 2000
End Date: 2002
Problem Definition
The purpose of this research was to conduct a comparative study of the educational progress evaluation system of learners in Germany, Japan, Canada, France, the Republic of Korea, Malaysia, Indonesia, and Egypt with the Islamic Republic of Iran in order to utilize the results of the study to propose a suitable model for evaluating the educational progress of learners in the educational system of the Islamic Republic of Iran.
Each of the education systems of the mentioned countries was selected for comparison with our country for the following reasons:
• Having an important role in determining global education standards
• Innovations and desirable methods in evaluating academic achievement, recording and disseminating the results of evaluating academic achievement and promoting the academic progress of learners
• The existence of similar problems and obstacles in the education and training system (especially evaluating academic achievement) of these countries with the Islamic Republic.
The information required for the research (salient sociological characteristics, structure of the education and training system, curriculum approach, curriculum elements, educational achievement evaluation system, innovations and desirable methods of evaluating academic achievement, how to announce exam results in the academic report, how to disseminate evaluation results and how to promote the academic progress of learners) was collected using existing and accessible documents about the education and training systems of the countries under study. Then, the collected data was analyzed qualitatively in three stages: summarizing the information, presenting the information, and drawing conclusions. The result was that in our country, there is no necessary coordination and alignment between the educational achievement evaluation system as an element of the curriculum and other elements, approaches, and curriculum models, and this factor is one of the fundamental factors in the failure to fulfill educational and educational expectations and the growth and development of society. While in countries with superior education systems, this coordination and alignment exists between the elements of the educational and educational programs and even sociological characteristics. Finally, by utilizing the desirable characteristics of the educational achievement evaluation system of these countries, a suitable model was prepared for evaluating the academic achievement of learners in the education system of the Islamic Republic of Iran.