درخت حوزه‌های تخصصی

Purpose : The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum. Methodology : This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software. Findings : The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support). Conclusion : According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

Purpose : This study presented an identity model based on content analysis of Junior High School social studies textbooks. Method : It was an applied qualitative study examining social studies book of Junior High School and taking the idea of education experts in Tehran in 2019. According to the principle of theoretical saturation, 9 of them were selected by targeted sampling and snowball sampling methods. Review of documents and texts and semi-structured interviews were used, the validity of which was evaluated by the appropriate triangulation method and its reliability was calculated by Cohen's Kappa coefficient method to be 0.798. Open, axial and selective coding methods were used to analyze the data. Findings : The identity model based on the content analysis of social studies book of Junior High School had one category, 9 components and 45 indicators; The components included society and social relations (with 9 indicators), family and parents (with 7 indicators), mass media (with 4 indicators), age (with 2 indicators), school (with 3 indicators), educational system (with 8 indicators), career future (with 3 indicators), personality (with 3 indicators) and teachers (with 6 indicators). Finally, the identity model was designed according to the mentioned components. Conclusion : According to the identity model, educational professionals and planners can design content to improve students' identities and include them in social studies textbooks.