Ssmat Nabipoor; Maryam Baratali
Volume 15, Issue 55 , January 2022, , Pages 187-202
Abstract
The purpose of this study was to investigate the emerging challenges of education and teaching in Corona from the perspective of teachers and principals of primary schools in Isfahan. The research method is applied in terms of purpose and content analysis approach. Semi-structured interview tools were ...
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The purpose of this study was to investigate the emerging challenges of education and teaching in Corona from the perspective of teachers and principals of primary schools in Isfahan. The research method is applied in terms of purpose and content analysis approach. Semi-structured interview tools were used to collect data. Participants in the study were teachers and principals of primary schools in Isfahan in the academic year 1399-1400, which through theoretical sampling and data collection process in ten interviews achieved theoretical saturation. Data were analyzed using data analysis steps through three steps of open coding, axial coding and selective coding using 10 MAX QDA software. In general, the number of open codes 150, central codes 137 and optional codes 4 were identified and obtained and showed that economic factors (cost and lack of sufficient equipment, lack of response to all students' problems, lack of family control, lack of communication between students, Not taking the class seriously, problems in the way of teaching), in-service education for teachers (teaching aid tools during the corona, holding training courses for teachers and creating an incentive program for students), content production (creating attractive educational content and program Virtual bug fixes (and interaction and communication), parent-teacher interaction, virtual incentive program, parent collaboration, strategic features, and software features were identified. The overall results of the study showed that due to the educational content and infrastructure problems and the creation of an incentive program, the emerging challenges of education and teaching in the corona can be minimized.
Madineh Alikhani; Maryam Baratali; Jahanbakhsh Rahmani; Mehdi Dehbashi
Volume 15, Issue 54 , October 2021, , Pages 114-125
Abstract
The aim of the present study was to design and validate brain-oriented aesthetic curricula. The present study has analyzed qualitative content analysis method, deductive categorization system, and new and innovative international researches in relation to brain-based aesthetics. The field of research ...
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The aim of the present study was to design and validate brain-oriented aesthetic curricula. The present study has analyzed qualitative content analysis method, deductive categorization system, and new and innovative international researches in relation to brain-based aesthetics. The field of research includes all printed and electronic sources. By sequential purposeful sampling method and through fish taking tools, information is collected and analyzed in three stages of open, axial and selective coding, and then the categories of the presentation model. In order to validate and evaluate the fit of the model, it has been provided to a number of specialists in planning, curriculum, neuroscience and educational sciences, and their corrective opinions have been applied in the final model after obtaining the Kappa Cohen agreement coefficient. The results showed that the categories with higher priority and high factor load in these elements were as follows: The target element includes: visualization in learning and strengthening the brain in all activities. Content element includes: description of the function of the cognitive skills of the brain, flexibility of the brain. The element of teaching-learning strategies includes: raising the level of motivation, providing opportunities for thinking. The environment element includes: happy environment, active learning environment, aesthetic environment. The element of evaluation includes: paying attention to individual differences, using continuous and practical techniques. Therefore, according to the agreement coefficient of experts, it can be said that the proposed model for designing curricula can be appropriate in some courses and at certain ages.
