سعید ضرغامی همراه

The purpose of this research is to explain the conceptual model of sexual education in virtual space based on philosophy curriculum for children. The method of this research to achieve the first goal is "content analysis" and to achieve the second goal is "deductive method of the type of practical analogy". The analytical community included all the documents, sources and databases related to the research topic, which were identified and then studied and analyzed in a targeted and deep way. The findings indicate that some of the most important factors affecting sex education in the virtual space based on philosophy for children are related to four cognitive, physical, social and emotional dimensions including: Meaning and acquisition of knowledge, reflection; practice in acquiring skills through practical training and collaborative activity, conscious behavior in the face of actions and natural changes of the body, situational awareness and commitment; use of individual and interpersonal skills in information exchange, society and democratic citizen. chastity and piety, the integrity of thoughts and actions) in the virtual space, which is a framework for the model of sex education in the virtual space based on philosophy for children, which can be achieved in the form of the goals of principles and educational methods. This model related to its final and intermediate goals is based on 5 principles: (cyber sexual intelligence, cyber sexual knowledge, understanding of technological sexual relations and sexual restraint, sexual responsibility and sexual ethics in cyberspace based on philosophy for children). The method of this model is the virtual community of inquiry.

Purpose: The using an interactive approach in sciences education can improve its learning. Therefore, the current research was conducted with the aim of identifying the dimensions and components of sciences education based on an interactive approach with an emphasis on the nature of science. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The current research population was university students and teachers of basic sciences who were familiar with the subject, which number of 15 people of them were selected as a sample according to the principle of theoretical saturation and with the purposive sampling method. The data was collected by the in-depth semi-structured interview method and its validity was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders 0.86. The data were analyzed by open, axial and selective coding method in MAXQDA software. Findings: The findings showed that for sciences education based on an interactive approach with an emphasis on the nature of science were identified 48 concepts in 16 categories and 4 themes; So that 4 themes were included quality-orientation in the sciences education system (with 3 categories of quality evaluation in the educational system of formal education, efficiency of the educational system for science education and lack of effectiveness of science education programs in the formal education system), strategic management of the education system of formal education (with 6 categories of trust to abilities and plans of policymakers, institutionalizing the principles of science education, intra-group and institutional collectivism, developing the structure of an educational implementation system for logical thinking, keeping pace with global developments and designing science education programs for students), proposed solutions for designing the science education system based on the interactive approach (with 3 categories of students' participation in education, emphasis on strengthening the spirit of independence of students and logical education and its place in modern education) and challenges of the formal education system in the field of sciences education (with 4 categories of identity and its place of science in the educational system, argument-oriented and having a critical view, macro structure and institutional level of formal education and criticism to the educational system of current education structure in schools. Conclusion: Based on the results of the current research and the identified dimensions and components for sciences education based on an interactive approach with an emphasis on the nature of science, experts and planners of the educational system can take an effective step towards improving the sciences education based on an interactive approach by improving its dimensions and components.