How Students Use their ‘Individual Frames of Reference’ to Estimate

Measures?Zahra Gooya (Ph.D)

Leyla Ghadaksaz Khosroushahi

Abstract

In the first phase of this study, a framework was initially developed to

explore the place of measurement in school Mathematics. In the second

phase, textbooks of primary and middle schools were examined through

content analysis.

The analysis indicated that the main focus was on mathematical

knowledge related to measurement, standard measurement tools and

standard units of measure, whereas little attention was given to nonstandard

units of measure, real measurement activities and estimation. On

the contrary, individual frames of reference, technology, understanding

proportion, and cultural context of measurement, apart from few cases,

were ignored.

Consequently, in the third phase, individual frames of reference used by

students enabling them to estimate, were considered. Finally, a new model

was developed to show that how individuals use their frames of reference;

a model that suggests a spectrum which at one end, there are physical

individual frames of reference and at the other, there are mental individual

frames of reference. The findings of this part of the research indicated

that students mostly use the physical individual frames of reference over

the mental individual frames of reference. They also use their individual

frames of reference that are not accurate enough and are not learnt

through school mathematics.

Keywords: measurement, estimation, individual frames of reference

Quarterly Journal of Curriculum Studis (J. C. S.) 3

Examination Of Science Curriculum In Middle Schools From The

Metacognitive Perspective

Yahya Safari

Rahmatolah Marzooghi (Ph.P)

Abstract

The purpose of this study was examination of Science course in middle

schools in terms of emphasis placed on metacognitive knowledge. A

sample of 551 from middle school students in Shiraz was selected using

clustered random sampling. Documents examined were all textbooks,

teaching guides, and academic objectives of the course. Data were

collected using a questionnaire along with content analysis. Results

indicated that the mean of metacognitive knowledge (M=3.82) was

higher than that of metacognitive control (M=3.74). A Chi-square

analysis showed significant difference between metacognitive and nonmetacognitive

factors in the text.

Keywords: Science textbook, metacognitive, middle school, content

analysis

Examining Objectives And Content Of Science Textbooks At Primary Level

Using The Plesk Creativity Education Model

Farshid Ghasemi

Jafar Jahani (Ph.D)

Abstract

This study was aimed at examining the objectives and content of Science

textbooks in primary schools on the basis of the Plesk creativity education

cycle. This research deployed a mixed approach, using both quantitative and

qualitative methods. Initially the content of Science textbooks was analyzed

using the Anderson cognitive classification. Results indicated that about 6.5% of

the objectives fell in the creating process. Further, the content of the textbooks

was examined using the Plesk creativity education cycle as well as the Rumi

technique indicating a creative engagement coefficient of less than .25. Finally,

models of creativity education were analyzed.

Keywords: Creativity education, Science, Plesk model, Rumi technique,

Anderson cognitive classification

Quarterly Journal of Curriculum Studis (J. C. S.) 5

A Conceptual model for ICT- based Curriculum Development : is it

Compatabile with Iran’s Curriculum Development System

Bahman Saeedipour (Ph.D)

Maryam Eslampanah (Ph.D)

Sahar Mohammadi

Abstract

This study aimed to develop a conceptual model for curriculum development

based on ICT. The model was proposed, exploring curriculum development

approaches, communication technology and management information

systems. As for the accreditation of the model, factor analysis along with

interviews with 57 professionals and academics were conducted in order

to finalize the model. Factors of the model include objectives, theoretical

foundations, compatibility with external environment, evaluation, feedback

and position of ICT. Results indicated that factors were either appropriate

or rather appropriate as far as the national curriculum development system

is concerned. No difference was found between views of professionals and

academics confirming the adequacy of the model.

Keywords: ICT, curriculum development models

Necessity And Approaches To The Improvement Of General Education

Programs From Viewpoint Of Academics And Students Of Shahid

Beheshti University

Mahboubeh Arefi (P.h.P)

Mohammad Ghahremani (P.h.P)

Morteza Rezaeezadeh

Abstract

This study is concerned with the improvement of general education in the

Iranian universities. The main questions addressed in the study include: 1)

Are general education courses necessary in undergraduate programs?, and

2) How general education at universities could be improved?

A randomly selected sample of 313 students and 66 academics at Shahid

Beheshti University participated in the study. Respondents completed a

questionnaire including open-ended and close-ended questions regarding

the content and structure of general education courses. Results suggest

that both academics and students viewed general education courses as

necessary while giving priority to content oriented approached to improve

the course.

Quarterly Journal of Curriculum Studis (J. C. S.) 7

Effects Of Pre-School Language Programs On Development Of

Verbal Communication Skills Of Y1 Students

Farkhondeh Mofidi (Ph.D)

Batool Sabzeh

Abstract

This study was aimed at examining the effects of preschool language

programs on the development of verbal communication skills of Y1

students. Of a total of 8834 primary school students, a randomly selected

sample of 100 students took part in the study. Half of the sample did a

preschool program prior to their enrolment at primary school whereas the

other half did not. The instrument used for data collection was TOLDP:

3. Results indicated that language skills in the group with preschool

experience were significantly higher than those of others. No difference

was found between boys and girls.

Keywords: language program, pre-school, primary school

Muslim Students Learning Western Science: Does Different Context

Matter?

Sharifah Norhaidah Syed Idros

(snsi@usm.my)

School of Educational Studies

Universiti Sains Malaysia

Penang, Malaysia

Abstract

Constructivism suggests that concepts of knowledge and beliefs are not strictly

separable (Cobern, 1995) and that cognitive dimensions such as epistemology

are very culture-dependent. Taking the Worldview perspective, Cobern (1994)

explained that learners may reject a flawless scientific explanation if it is

considered incompatible with their own worldview orientation. In other words,

dissonances or discord experienced by Islamic-background learners when engaged

with controversial scientific concepts present in a western science curriculum may

undergo outright aversion to these claims or harbor resentment when their nonschool

context (national context) is traditionally Islamic. This is turn having a

negative impact on the successful attainment of classroom science concepts. Or is

this claim erroneous?

This paper will report on a research project that focuses on the feelings of discord

or dissonances of Islamic-background learners in science education in both

Malaysia which will be considered as having a predominantly muslim context

and in Melbourne, Australia which is predominantly non-muslim.

The Rasch measurement model has been adopted for the analyses.