درخت حوزه‌های تخصصی

Teaching media literacy to students pursues several goals, including creating creative, critical, and scrutinizing thinking about the media content and performance, as well as recognizing the visual forms of communication using it, along with other reading, writing, speaking, and listening skills. This research aimed to design a curriculum model for media literacy in the second grade of elementary school and to validate it. The research method was qualitative-quantitative and it was applied in terms of purpose. In the qualitative part, the media literacy curriculum model was identified using the synthesis research method based on the analogical model and the Klein model. Then, in order to validate the mentioned components, the obtained information was provided to experts in the field of curriculum planning and media and information management. The scope of the research was in the range of 2006 to 2021 for domestic documents and in the range of 2005 to 2021 for foreign documents. The statistical population in line with the model validation was experts in curriculum planning and media and information management. In order to validate the entire research, the statistical sample consisted of two groups of 10 experts in the field of curriculum planning and media and information management, who were selected based on the minimum number required to evaluate content validity. The data collection method in the validation stage was researcher-made questionnaires. Lawshe’s Content Validity Ratio (CVR) was used to measure the content validity. Results showed that the goals of the media literacy curriculum in the second grade of elementary school include two kind of goals: general goals (achieving Iranian-Islamic media culture) and partial goals (empowering students and teachers). The content of the media literacy curriculum in the second grade of elementary school included functional consumption education, critical consumption education, functional production-consumption education, and critical production-consumption education. The learning-teaching strategies used were presented in two sections: teacher’s activities (teaching method) and students’ activities, and the evaluation element was defined in three levels: students, teachers, and curriculum and educational content. Also, the results showed that the grouping in the media literacy program in the second grade of elementary school should be based on the individual and socioemotional characteristics of the students. The required resources and facilities were continuous improvement of the media literacy curriculum for the second grade of elementary school, compilation of the media literacy textbook for the second grade of elementary school, provision of educational facilities and media training assistance for second grade of elementary school students, and development of research in the field of media education. In choosing the time and place in the media literacy program, time and place flexibility in the presentation of teaching content was emphasized. Based on the results of this research, the suggested model of the media literacy curriculum of the second grade of elementary school can be used and implemented in the education system.

Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school. Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories. Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods. Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

Purpose: Present research was conducted with aim of investigating the fit pattern of family function and relationship beliefs mediated by differentiation of self with social interest. Methodology: This study was cross-sectional in terms of purpose was applied and in terms of implementation method was quantitative from type of correlation. The study population was students of Islamic Azad University of Khomeini Shahr in the academic years 2019-20. The research sample was 300 people who were selected by cluster sampling method with respect to the volume of students in different faculties. To collected data were used from the family function questionnaire (Epstein et al, 1983), relationship beliefs questionnaire (Eidelson & Epstein, 1982), differentiation of self-inventory (Skowron & Fridlander, 1998), and social interest index (Greever et al, 1973). Data were analyzed by structural equation modeling method of path analysis in SPSS and PLS software. Findings: The results showed that pattern of family function and relationship beliefs mediated by differentiation of self with social interest had a well fit. In addition, family function and relationship beliefs had a direct and significant effect on differentiation of self, differentiation of self-had a direct and significant effect on social interest and family function had a direct and significant effect on social interest (P<0.05), but relationship beliefs had no a direct and significant effect on social interest (P>0.05). Also, family function mediated by differentiation of self-had an indirect and significant effect on social interest (P<0.05), but relationship beliefs mediated by differentiation of self-had no an indirect and significant effect on social interest (P> 0.05). Conclusion: The results indicated the effective role of family function and differentiation of self in social interest. Therefore, to improve social interest can be improved the family function and differentiation of self.

Purpose: The aim of the present research was to present a model of sociological factors affecting employment on the attitude towards unemployment status of children of devotees. Methodology: This was an applied correlational cross-sectional study. The study population included 835 unemployed children of devotees of Bushehr province in 2020. The sample size was estimated 332 people who were selected by multi-stage cluster random sampling method and based on Cochran's formula. The data were collected using demographic information form and a researcher-made questionnaires of sociological factors of employment and attitude towards unemployment and were analyzed using Pearson correlation coefficients and path analysis in SPSS and AMOS software. Findings: The results showed that the model of sociological factors affecting employment the attitude towards unemployment status in the children of devotees had a good fit. Also, all six sociological factors, including increasing young population, social class, government measures, social environment, self-employment bank facilities, and religious and cultural backgrounds, had a direct and significant effect on the attitude towards unemployment status in the children of devotees (P<0.05). Conclusion: The results revealed that the authorities in charge of planning jobs for the children of devotees can provide appropriate conditions to improve the sociological factors affecting employment in order to improve their attitude towards unemployment status.

Purpose: The covid-19 pandemic caused many and extensive changes and transformations in educational teaching. Considering the importance of students' academic achievement, the aim of this study was to comparison the effectiveness of Bybee's teaching method as face-to-face and non-face-to-face on the academic achievement of mail students of the first secondary school in the conditions of the Covid-19 pandemic. Methodology: This study was a semi-experimental with a pretest and posttest design with a control group. The research population was male students of the first secondary school in Zahedan city in the academic years 2019-2020. The sample size was 45 people (15 people for each group) who were selected by cluster sampling method and each of the clusters randomly by lottery replaced in three groups (two experimental groups and one control group). Each of the experimental groups was trained with Bybee's teaching method as face-to-face and non-face-to-face and during this time the control group was trained with the traditional method. The data were collected with Pham and Taylor's academic achievement questionnaire (1999), which whose validity was confirmed by the opinion of experts and its reliability was calculated by Cronbach's alpha method 0.92 and analyzed by methods of univariate analysis of covariance and Bonferroni post hoc test in SPSS software. Findings: The findings indicated that there was a significant difference between the experimental and control groups in terms of academic achievement. In the other words, Bybee's teaching method as a both face-to-face and non-face-to-face in compared to the control group caused a significant increase in the academic achievement of mail students of the first secondary school (P<0.001), but between the experimental groups means Bybee's teaching method as face-to-face and non-face-to-face there was no significant difference in increasing academic achievement (P>0.05). Conclusion: According to the results of this study mean effectiveness of both Bybee's teaching method as face-to-face and non-face-to-face on students' academic achievement and the lack of significant differences between them, to improve academic achievement can be used both Bybee's teaching method as face-to-face and non-face-to-face along with other effective teaching methods.