عباس قلتاش

Purpose: The aim of this research was identifying the components of the integrated curriculum of arts education from the perspective of specialists, managers and graduates. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was the curriculum experts included of specialists, managers and graduates of Farhangian University in 2020 year. The research sample according to the principle of theoretical saturation was considered 28 people who after reviewing the inclusion criteria were selected by purposive sampling method. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach. Findings: The findings showed that the integrated curriculum of arts education from the perspective of all three groups of specialists, managers and graduates were included three dimensions of cognitive, skills and attitudinal and emotional competencies, which the cognitive dimension included the specialized knowledge of the integrated curriculum of arts education, general cognitive competence and general knowledge, the skills dimension included the specialized skill of the integrated curriculum of arts education and general skill and the attitudinal and emotional dimension included the attitudinal competence of the integrated curriculum of arts education and general attitudinal competence. Conclusion: According to the results of this study, curriculum specialists and planners for design an integrated curriculum of arts education needed to that considers the three dimensions of cognitive, skills and attitudinal and emotional competencies and their components

The purpose of this study was to compare the desirable and existing framework of social responsibility training in the social studies curriculum of elementary school in Iran. Regarding this issue, in this research, the data have been gathered from expert opinions, related subject books, articles, and such cases. Therefore, the present research method is applied in a mixed approach ( Qualitative - quantitative). Also, the research method was descriptive-survey. The statistical population in the qualitative part included books from 4th, 5th and 6th grade (review of documents) and 20th course planning experts selected by purposeful sampling. In the quantitative part, the statistical population included all faculty members of the educational sciences and science units of Azad Shahr Azad University and Farhangian University of Gorgan, 40 people (women and men) who were selected by available sampling method. Data were collected by a researcher-made questionnaire, a collection of information and a checklist of researcher-made questionnaires: a checklist for the contents of textbooks on social studies in the elementary school of Iran, a content analysis syllabus, syllabus syllabus curriculum, social studies, elementary studies and a checklist for analyzing the content of books A guide to teaching. The faculty and content validity of the tool was approved and approved by experts and experts. The reliability of the tools was calculated using Cronbach's alpha coefficient test, which was verified statistically. In order to analyze the obtained data in different stages of the research, the descriptive statistics and the percentage and also inferential statistics of t-test were used. The results of the research indicated that desirable social responsibilities were considered for inclusion in the social studies curriculum of the elementary period of Iran (social accountability, religious accountability, economic accountability, cultural responsibility, political accountability, environmental responsibility, occupational accountability). Research findings also showed that attention to all types of social responsibilities and dimensions of primary education was not the same, but mainly focused on the cultural and religious responsibilities of the subject and the cognitive dimension of social responsibility training. Also, the least attention is paid to environmental and economic responsibilities, and the functional dimension of the education of socialism has not been overlooked either.