درخت حوزه‌های تخصصی

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning

Purpose: The efficiency of various organizations, especially educational organizations, depends to a large extent on the accountability of their principals. Therefore, the aim of the present research was to analyze the dimensions and components of promoting the accountability of secondary school principals. Methodology: This was an applied qualitative study. The study population included academic experts in educational management and educational sciences of Hormozgan province in 2020-2021. According to the principle of theoretical saturation, the sample size was estimated to be 10 individuals who were selected by purposive sampling method. The data collection instrument included a semi-structured interview. The validity of the above instrument was confirmed by the triangulation method and its reliability was calculated 0.85 using intercoder agreement coefficient. Finally, data analysis was carried out by open, axial and selective coding method in MAXQDA ver. 2018. Findings: The results of the present research showed that promoting the accountability of secondary school principals consisted of 32 indices, 9 components and 3 dimensions as follows: social accountability with two components of commitment to others and justification of an action to others, organizational accountability with four components of monitoring mechanisms, reporting, downward accountability and internal accountability, and functional accountability with three components of individual accountability, transparency and participation. Finally, the model of promoting the accountability of secondary school principals was drawn. Conclusion: According to the results of the current research, in order to promote the accountability of secondary school principals, it is necessary to promote social, organizational, and functional accountability dimension and their indices and components.

Purpose: The purpose of the present research is to present a brain-based curriculum model focusing on interaction and motivation in the secondary school. Methodology: In order to achieve this goal, qualitative approach, field method and semi-structured in-depth interview techniques were used. The study population included prominent curriculum planning experts, researchers and faculty members and 15 people were interviewed based on the data saturation. The data collection tools included texts and semi-structured interviews, and the method of data analysis also included inductive thematic analysis (Attride-Stirling thematic networks). Findings: The results of the research showed that the curriculum design components included four dimensions: goals, content, teaching methods, and assessment methods, which affect students' interaction and motivation. Goals included indices of changing mental images, real learning environment, flexibility of brain-based curriculum, information storage during learning. Content included indices of development of brain ability, mechanism of brain function, cognitive learning, content understanding, triggering body and brain activity, teaching methods including practical learning, learning in the environment, cooperation in class activity, different learning style, getting students to take responsibility for learning, effectiveness of education, purposeful and conscious teaching, continuous information processing. Assessment method included self- assessment, understand the content easily, flexible learning, encouraging activities. The interaction included indices of sharing new experiences in learning; improving the brain ability; and discussing different topics. Stimulation of learning and motivation included the indices cognitive function of the brain, challenging and enjoyable learning. Conclusion: The results showed that the brain-based curriculum emphasizes on goals, content, teaching and assessment methods, which is designed with an emphasis on interaction and motivation.