Evaluation of curriculum content of educational sciences in education major of pre-school and primary school

Subject Areas : Research in Curriculum Planning

hossein kareshki ¹ , hossein جعفری ثانی ² , فاطمه ارفع بلوچی ³

1 - 1 و 2 استادیار گروه علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران
2 - 1 و 2 استادیار گروه علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران
3 - 3دانشجوی کارشناسی ارشد تحقیقات آموزشی، دانشگاه فردوسی مشهد، مشهد، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2013-09-23

Keywords: curriculum content, Evaluation, Pre-school and school educational science, teaching method,

Abstract :

The purpose of this study was evaluating the content of curriculum for education science major education of pre-school and primary school. The present study was done with the survey descriptive method. The population was from the third and the fourth year students of educational science oriented pre-school and school education, administrators and coaches of kindergartens, and teachers of primary schools in seven districts of Mashhad. The research sample was included 83 subjects consisted 53 cases of education practitioners, primary school teachers and 30 subjects of the third and the fourth year students of educational sciences major pre-school and primary education. In order to evaluate the content of curriculum, to evaluate of instructor’s teaching method, to evaluate the appropriateness of providing content by instructors with the program content, provided offers and reforms used by reliable researcher-made questionnaires. In order to analyze the collected data, it was used descriptive indexes, ANOVA and non-parametric Chi-square test. The finding showed that the participation to evaluate quality of course curriculum content in intermediate level. The Results showed that kindergarten teachers compared with elementary school teachers and students to have a better attitude about the content of the curriculum. The results of the chi-square test showed that the studied groups except in four cases of proposed reforms. Other cases have had no disagreements with together. Furthermore, the results showed that from the perspective of the students, the teaching quality of the instructor (F (1, 27) = 0.14, p > 0.05) and quality of presenting specialized content by the instructor in evaluation of presenting content in the curriculum field had no effect (F (1, 24) = 0.075, p > 0.05).