Efat Aslani; Reza Vala; Fattah Nazem
Abstract
Purpose: The aim of this study was to provide a model of entrepreneurship-based curriculum in secondary school.Methodology: The present study was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. The research population in the qualitative section ...
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Purpose: The aim of this study was to provide a model of entrepreneurship-based curriculum in secondary school.Methodology: The present study was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. The research population in the qualitative section included experts in the field of entrepreneurship in Alborz province in the academic year 2020-2021, in which 14 people were selected based on theoretical saturation method and purposive sampling. The statistical population of the quantitative section also included all secondary school teachers of Alborz planning and entrepreneurship course in the academic year 2020-21 (266 people). The sample size was determined based on Morgan and Georgian table and 154 people were selected by simple random sampling method. The research tool in the qualitative part was semi-structured interviews and in the quantitative part was a researcher-made questionnaire based on the findings of the qualitative part. To validate the qualitative data, a recoding strategy and reliability were obtained with a coding agreement coefficient of 0.86. For quantitative findings, face validity and reliability were obtained by Cronbach's alpha method of 0.82. For data analysis, in the qualitative part, the content analysis method was used with Maxquda18 software and in the quantitative part with exploratory factor analysis and structural equation modeling with Smart Pls3 software.Findings: The findings of the qualitative section showed that there are 56 sub-themes and 5 main themes (entrepreneurial knowledge, entrepreneurial attitude, entrepreneurial skills and entrepreneurial ability) for the entrepreneurship curriculum. The results of exploratory factor analysis also showed that the first factor, ie the creation of entrepreneurial knowledge explains 6.54 of the total variance, the second factor (entrepreneurial attitude) 7.65%, the third factor (entrepreneurial skills) 12.76% and the fourth factor (entrepreneurial ability) 14.65% explained the total variance of entrepreneurship. The results of structural equation modeling also showed that all identified factors have a significant effect. The GOF criterion also showed that the overall fit of the model was at a desirable level.Conclusion: It can be concluded that a good curriculum should pay attention to the factors of knowledge, skills, attitudes and abilities, and curriculum planners should pay more attention to "creating entrepreneurial ability" and "entrepreneurial skills" in designing the entrepreneurship textbook.
Hossein Dehghan; Borzoo Morovat
Abstract
Purpose: The aim of this study was to investigate family contexts on student choice.Methodology: The study method in this study was descriptive-analytical. The statistical population of this study included all high school students located in District 8 of Tehran in 2015-16 and the sample population included ...
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Purpose: The aim of this study was to investigate family contexts on student choice.Methodology: The study method in this study was descriptive-analytical. The statistical population of this study included all high school students located in District 8 of Tehran in 2015-16 and the sample population included 355 students with sexual intercourse, 178 boys and 177 people. It was a girl. The sampling method was cluster-type and gender-appropriate. The measurement tool was a researcher-made questionnaire. 0.8 = obtained. In order to describe the obtained information, frequency, frequency percentage, mean and scattering of standard deviation were used. Pearson correlation statistics and variance analysis were used to test the hypotheses.Findings: The findings showed that effective family factors (economic capital, cultural capital and social capital) were significantly different among students of different fields.Conclusion: According to the research findings, there is a relationship between the variables of economic capital, cultural capital and social capital with the choice of the field of students and the change in each of them causes a change in the choice of the field of students
Seyed Ziya Hashemi; Mojdeh Ghorbanalizade
Abstract
Abstract Much of national identity is reproduced by education. In this regard, textbooks of sociology play an important role. The aim of this study is to investigate the role of textbooks of sociology 1 and 2 in the transfer of national identity. A qualitative and quantitative content analysis approach ...
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Abstract Much of national identity is reproduced by education. In this regard, textbooks of sociology play an important role. The aim of this study is to investigate the role of textbooks of sociology 1 and 2 in the transfer of national identity. A qualitative and quantitative content analysis approach was employed to this study. Theme was considered as the unit of analysis and components of national identity were identified as symbols, events, values, heritage, celebrities and personalities. The results of quantitative analysis reveal that the national identity has been referred to in about 378 of cases. Textbook of Sociology 2 has allocated 65% of its component to national identity. National values are considered to be applied 46% more than other components. Qualitative findings show more diverse results with respect to the component of national values. Therefore performance of sociology textbook 2 is better in this respect. Some results of the qualitative analysis are imbalance in the expression of the variety of components, especially the national values, excessive use of images, lack of convincing, constraints of time and space components, lack of attention to contemporary scientific celebrities, etc.
