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The-present study investigates the"phenomenology of-evaluating learning outcomes".In-terms of-purpose, application and-method of-conducting qualitative research is of-phenomenological type.The-research population includes all the-professors in the field of-education from the-universities in-Tehran.Using snowball sampling and-continuous comparison of-data until theoretical saturation,10of them were interviewed with-semi-structured interview.Its subject area was in-the-field of-educational sciences.The-method of-data gathering includes field studies,library studies,and-semi-structured interviews.In-order to-ensure the-reliability of-the-research data,the-methods of-triangulation of-data sources,repeated studies,continuous adaptation of-data,summarization,classification of-information and-review of-the interviews by-the-interviewee professors and-also by-the-main supervisors and-advisors were used.In-order to-evaluate the-validity of-the-data obtained by-purposive sampling method from the-opinions of-36-professors of-other universities in-Tehran who have expertise in-this subject were used to-achieve theoretical saturation.The-data of-this study were analyzed using the-seven-step model of-Wan Manen and- Finally,5-structures(nature of-evaluation,evaluator(teacher),nature of-learning outcomes,evaluated(student)and-nature of-curriculum),17-dimensions,87-categories and-320-indicators of-phenomenology of-evaluating learning outcomes in-the-format of-a model were identified.The-Findings show that the-evaluation of-learning outcomes is surrounded by-5-mentioned structures;and-the-obtained structures,dimensions and-indicators are related to-each other and-all of-them contribute to-the-measurement of-learning outcomes and-have the-same value.

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Algebraic mistakes are one of the obstacles to learning various mathematical topics and progressing in higher education. Knowing about the causes of these mistakes plays an important role in improving the education system. Therefore, the present study aims at examining the opinions of mathematics teachers about studentschr('39') educational mistakes in algebra. This research is qualitative research that its sample includes 8 middle school math teachers who were selected using the purposive sampling method. In order to collect data, Semi-structured interviews were used and data were analyzed using the coded method and the Categorize similar content. The findings of this study showed that the three categories of "knowledge acquisition process", "student individual characteristics" and "teaching elements" are usual and specific reasons for studentschr('39') mistakes in algebra from the teacherschr('39') viewpoint.

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The present study was conducted with the aim of explaining the background and strategies for implementing a financial literacy curriculum for the elementary school. Using the Foundationchr('39')s Grounded Theory method, 12 experts in the field of curriculum planning and primary education, economics and finance were interviewed. Findings showed that social, economic, educational and cultural needs, policies and goals are the basis for developing and implementing a financial literacy curriculum in elementary school. The most important strategies for implementing financial literacy curriculum include educational and structural measures such as curriculum enrichment, providing access to educational resources, teacher participation in curriculum production, creating a platform for cooperation between financial organizations and the education organization, exchange of educational ideas between classes and schools, cooperation of organizations in the development of educational innovations in the field of literacy, continuous interaction with educational centers in the field of finance and development of financial education equipment.

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The aim of this study was to investigate the effect of using educational podcasts on academic achievement, learning motivation and creative learning. The statistical population included all students in Sabzevar in the academic year 1398-99 and the statistical sample of this study was 50 students of Sabzevar 2 who were selected by Purposeful sampling method and randomly divided into experimental groups (N = 25) and control (n = 25). The students in the experimental group were trained with educational podcasts and the students in the control group were trained with traditional training. Harter Learning Motivation Questionnaire, Torrance Creativity and Academic Achievement Questionnaire were used in pre-test and post-test. Performance data were analyzed using analysis of covariance. The results showed that the use of multimedia system of educational podcasts had a significant effect on academic achievement, intrinsic motivation to learn and creative learning of students social studies course.

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This study is to explain the criteria and indicators of the ideal form of school mathematics curriculum in Iran. For this purpose, the national documents of the education system in Iran and related research findings to school mathematics curriculum were examined. The Akker’s ten-component model for the curriculum was adapted as the framework for this study. In order to ensure the balance and effectiveness of the curriculum, in this framework, each of the components address a specific question. By answering them, criteria for the components of the school mathematics curriculum were presented. The research method of the study was document analysis and qualitative content analysis in the form of inferential. To validate the presented criteria, a number of mathematics educators and curriculum specialists participated in this study. Finally, for each of the components introduced in the framework, the criteria and indicators of the ideal form of mathematics curriculum were determined.

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This research aimed to analyze the content of computer science textbooks work- knowledge branch, design and development of web pages in terms of the concept of soft skills and it was done by content analysis method. Statistical population included computer science textbooks Kardansh branch,  and the sample size includes seven s books which was selected in a purposeful manner. The unit of analysis in this study was sentence. A researcher-made checklist was used to collect the data. Categorical method was used to analyze the collected data and frequency and percentage were used to analyze the data. The results showed the following six components: Commitment and Responsibility Skills, Communication and Teamwork Skills, Creativity and Problem Solving, Ability to plan and organize activities, the skills of using modern computing and technology and practical skills and specialized knowledge in its textbooks have not been considered as appropriate. 

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To create a learner-centered learning environment, teacher and students must add new dimensions to their traditional roles. This research was conducted qualitatively and with thematic analysis approach. To achieve the set goal, a structured interview was conducted with curriculum experts. The samples were selected in a purposeful manner based on specific criteria. Data analysis started from the first interview with MaxQDA software and coding was done after each interview. The data were analyzed by inductive thematic analysis. Finally, the findings from the interviews were compiled in the categories of basic, organizing and inclusive themes. Lincoln and Guba’s four criteria were used to increase scientific accuracy. The results of the research showed that the qualitative model of Layered Curriculum after validation with Fuzzy Delphi method has the dimensions of Design, Goal, Content, Method, Student, Learning Environment, Learning Tasks, Teacher and Evaluation.
 

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The present study was conducted to design a philosophy curriculum model for preschool children aged 3 to 5 years based on nine elements of Klein. To achieve this goal, has been used synthesis method in pattern design. The scope of research was documents in the field of philosophy for children which by purposive sampling 50 articles (25 Persian articles and 25 Latin articles) was selected. The philosophy curriculum model for children was designed based on nine elements of Klein. The findings of this study showes 13 main components of philosophy curriculum for children, which are: principles of philosophy for children, characteristics of philosophy for children, goals, attention to age, educational resources, stages of teaching philosophy, teaching methods, teacher characteristics, learning methods Learning activities, assessment methods, implications of the philosophy curriculum for the child.

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Geometry is for a long time regarded as one of the main area for learning proof; while students face many difficulties in learning geometric proof. It even happens very often that students by drawing a geometric figure, no longer see the need to prove the properties of that class of geometric objects. This study has been done by the aim of describing middle school students' performance and perceptions during understanding and doing geometric proof for gaining a more detailed cognition of gradual processes and complexities in the learning geometric proof.  
The research has been conducted by phenomenography method and analyzing task-based interviews on 53 middle school students. This report describes students’ performance and their challenges during constructing a geometric proof in more detail.

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The purpose of this research is to evaluate and analyze the content of the workbook and technology of the sixth grade based on the components of entrepreneurship in the three dimensions of knowledge, attitude and skill. which was done using a descriptive method of quantitative content analysis. The research community is the content of the 6th grade technology book  in 2019.  Its reliability and validity was obtained with the help of experts and triangulation method. The most attention was paid to the skills component (442) and the least attention was paid to the attitude component (51)..Also, under the sub-components of rules and regulations, risk-taking and effective communication, the highest percentage and the components of financial literacy, internal control and critical thinking have the lowest percentage, respectively, in the dimensions of knowledge, attitude and entrepreneurial skills.