فصلنامه روانشناسی شناختی

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The purpose of this paper was to study lived experience of faculty members and students of Tehran Farhangian University In this study, the phenomenological method was used. In this study, the experiences of students and professors from the new curriculum of elementary education were reviewed. The participants of the study were 19 people, of whom 13 were the final year of elementary education, and 6 of them were faculty member. Based on the structure of the interview, the analysis of the students' and faculty's phenomenal perceptions of the experience of the curriculum of elementary education in six subjects of the mental image of the university, assessment of curricula, the correspondence of the teacher's curriculum with the subject headings, the development of the notion of the necessary programs for entering the profession Teacher, the strengths and weaknesses of the new program, and the description of an exciting, effective learning experience.
The results of the research show that the students' perceptions of the university are very different, and the professors also believed that students encountered a problem of conflicts of expectations and perceptions. Regarding the assessment category, the most important reaction of students was to repeat courses and to make them impractical. While the professors in general were skeptical about the availability of the conditions and infrastructure necessary to run the program. Students find the most important disadvantage of the curriculum as repetitive. Finally, the students described the excitement of their own experiences where the management of learning and activity was left to them.

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This study explores the necessity of conceptual change in teachers' professional development through creating knowledge building environment. In cognitive approaches to education the quality of education is considered to be a result of teachers' pedagogy and teachers' pedagogy is considered as a result of their cognition. Thereby the goal of many professional development programs is to educate teachers whose cognition is consistent with the latest research findings from cognitive and learning sciences. In this study the research synthesis was used to develop basic statements for salient characteristics of conceptual change framework. The analysis of the results showed that pedagogical belief system, teachers' preconceptions and how they align with scientific concepts, implicit theories, coherency of cognition, epistemological beliefs, metaconceptual awareness and experience-based belief system need to be considered in teachers' professional development. Finally, the possibility of creating knowledge building environment has been discussed.