Yaser Gravand; morteza omidian; Hamid Farhadi Rad; Seyed Abbas Razavi
Abstract
IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, ...
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IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, which has attracted the most attention among constructivist theories, it is necessary to have a social to the learning process and learning environments and organized learning environments in a way that allows learners to actively interact and participate. On the other hand, many factors have led to the socialization of learning in our schools, especially in theoretical subjects such as the experimental sciences. In this regard, the purpose of this study was to design a model of social constructivist learning environment in the experimental sciences. MethodQualitative research approach with use of grounded theory research method is utilised. The target group consisted of all prominent professors who have mastered the constructivist approach and teachers of experimental sciences selected from the best teaching models in the academic year 1397-98 in the country, who were selected using theoretical purposive sampling. Using semi-structured interviews, 13 interviews were conducted with professors and teachers in the field of social constructivism and theoretical saturation was obtained.ResultsData were analyzed by "coding" and "categorization" in three levels of open, axial and selective coding. Also, to determine the validity of the data, the "Triangulation". Overall, the findings confirmed the six dimensions of the grounded theory. The results showed that the "central phenomenon" of the research is "social constructivism as a model of socialization of learning". Also, the most important "causal conditions" included: active student participation, designing a student-centered learning environment, laying the groundwork for student-centered learning, continuity of teaching and experience, and interactive learning. in addition, "contextual conditions " include: Teacher professional development, removal of structural, administrative and physical barriers, and "intervening conditions" including mechanical and quantitative education systems, teacher quality, Learners quality and family quality. "Strategies" also included: social interaction in learning, emphasis on question and research, the art of motivating, Self-directing learners in learning, and the fit between content, place, and time of instruction. Finally, "outcomes" showed positive effects on learning and knowledge, increasing motivation and confidence in the learning environment, strengthening high-level abilities and skills, improving the quality of social life and changing learners' attitudes. DiscussionIn general, the model of education based on social constructivism is a systematic, indigenous and practical way to identify important elements in the socialization of learners' learning that should be considered by teachers, school principals and educational policy makers in general, because in this case we can consider Causal factors affecting the socialization of learning with regard to contextual and interventionist conditions by applying appropriate strategies paved the way for the formation of desirable educational outcomes for learners.
Mohamad Latifi; Seyed Abbas Razavi; Abdollah Parsa
Abstract
IntroductionThe purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using ...
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IntroductionThe purpose of the present study is to explore the extent to which teachers use appropriate and inappropriate humor during the teaching process. Humor in education is an essential tool that can help teachers to enhance student learning by creating a motivating classroom environment. Using humor in the classroom requires certain techniques and principles that can be learned. Some types of humor have positive results and increase the effectiveness of teaching. In contrast, there are other types of humor that, when used in the teaching process, have negative effects on the teaching and learning process. In this regard, the category that has been studied in this study is the category of Frymier et al. (2008, p.5,4) which classifies humor in teaching in to two categories: appropriate humor and inappropriate humor. Appropriate humor means that humor is not offensive or appropriate for the classroom. Inappropriate humor is a type of humor that is offensive or not appropriate for the classroom. MethodThis research is a quantitative research based on statistical analysis of numerical information in terms of approach and data collection method. In terms of purpose, it is applied and in terms of nature and method, it is a descriptive research, survey type. The statistical population of this study included all secondary school students in Shush city (Khuzestan province) in the academic year 2019-2020. The minimum sample size was calculated according to Morgan table and a total of 366 students were selected by stratified random sampling method. The required data were collected through an appropriate and inappropriate humor questionnaire (Frymier et al., 2008). Using Cronbach's alpha, the reliability of the questionnaire was calculated (α=0.95). One-sample t-test, independent t-test and dependent t-test were used to analyze the data.ResultsFindings showed that teachers' use of two types of appropriate and inappropriate humor was less than average, while teachers in the teaching process were used more appropriate humor than the inappropriate one. Also, male teachers, more than female teachers, have used appropriate and inappropriate humor in the teaching process.DiscussionStudent learning is very important, and it is the teacher's task to produce his teachings- learning process, and topics with appropriate communication tools to make student learning a reality. One of these communication tools is humor, which the teacher should be able to use the best types of humor, including the appropriate humor that helps the teaching-learning process.
Amir Masnavi; Seyed Abbas Razavi
Abstract
Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of ...
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Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of constructivist learning environment. This study is an applied research in terms of the purpose and is a type of descriptive-correlational researches in terms of data collection method. The population of the current study consisted of all undergraduate and master of art students of Shahid Chamran Universtiy of Ahvaz. 166 students were selected using simple random sampling method. The participation completed: the Perceived Feedback Scale (Haghani et al) and Constructivist Learning Environment Scale (Tylor). Data were analyzed using multiple regression analysis, Pearson correlation coefficient and independent t-test. Result The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students. Discussion The evidence from this study suggests that creating a constructivist learning environment through attention to its components can improve feedback in the teaching-learning process. Given the importance of feedback in the communication process, constructivist learning environments improve communication and improve the quality of education. Based on the findings of this study, it is suggested that teachers use active and learning-based approaches to teaching. Traditional approaches that are often teacher-centered and teaching-oriented, passive learners whom lack the opportunity to understand and create the structure of knowledge. It is also suggested that teachers in educational design take in to account the characteristics of a constructivist learning environment and adapt their teaching to them. In this way, students will experience a more effective environment and can adjust their performance by receiving more effective feedback.
educational technology
Seyyed Abbas Razavi; Ahmad Mansouri; Sakineh Shahi
Abstract
The aim of the present study was to investigate the status of communication and information technology(ICT) application in the teaching-learning environment of elementary smart schools at Shush City. A mix-method was used in this research. This study was conducted in the boy elementary smart schools ...
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The aim of the present study was to investigate the status of communication and information technology(ICT) application in the teaching-learning environment of elementary smart schools at Shush City. A mix-method was used in this research. This study was conducted in the boy elementary smart schools of Shush City. In the quantitative section, Due to the small size of the school teaching staff, all teachers participated in the study(N=70). The quantitative data were collected using a researcher- made questionnaire. The validity of questionnaire was confirmed by specialists in education. The reliability was estimated by Cronbach alpha (α=0.94). Also in quantitative section, the descriptive statistics (frequency, percentage, mean and standard deviation) were used and in the inferential statistics the one-sample t test was used to analyze data. In the qualitative section, 10 principals and 10 teachers were interviewed. For analyzing qualitative data, open and axial coding was used. The findings showed that the status of ICT application in the 5 components of (i) use of electronic content (multimedia) by teachers, (ii) designing an electronic content (multimedia), (iii) the role of students in preparation of electronic content (multimedia), (iv) use of ICT to continuing the teaching-learning process(v) encouraging the students to deploy ICT to learn deeply and widely by teachers; was lower than the desirable level. The qualitative results identified important obstacles such as: (a) lack of sufficient knowledge and skills on the part of teachers, students and families (b) cultural, attitudinal and motivational problems related to teachers, families and students, (c) problems related to infrastructure, facilities and financial resources, and (d) the curricular problems.
G Rahimidoost; S.A Razavi
Volume 19, Issue 2 , February 2013, , Pages 145-166
Abstract
E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way ...
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E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way to follow prior to adopting e-learning projects. The goal of present research was to measure ShahidChamranUniversity’s readiness for adopting e-learning. The Population of the research consisted of all students and faculty members in the second semester of the academic year 1385-1386. The Samples comprised 351 students and 129 faculty members selected by stratified random sampling method. Two standard tests were administered; one to students and the other to faculty members. In order to analyze data, both descriptive and inferential statistics (ANOVA) were used. Findings revealed that the students and faculty members of ShahidChamranUniversity are relatively ready for e-learning. In addition, inferential analysis of data showed that there is a significant difference between humanities and basic sciences students in readiness for e-learning, but the no significant difference between academic achievement of students and readiness for e-learning was discovered. According to another finding there is no significant difference between rank of faculty members and their attitudes towards university readiness for e-learning.
G. Rahimidoost; S.A. Razavi
Abstract
In the present paper diffusion of innovation theory was used to review instructional innovations. According to the theory of diffusion at the beginning an innovation is adopted by pioneers. If the results of application of such an innovation are positive, it would be adopted by others. As an innovation ...
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In the present paper diffusion of innovation theory was used to review instructional innovations. According to the theory of diffusion at the beginning an innovation is adopted by pioneers. If the results of application of such an innovation are positive, it would be adopted by others. As an innovation is adopted more and more, remaining people who haven't adopted the innovation decrease, so that the rate of adoption would reduce until another innovation replaces the previous one. A historical overview of the instructional innovations in the past few decades shows that popular innovations such as programmed instruction and educational television follow a bell shaped curve. Indeed (in the beginning), the rate of adoptions of these innovations increases, but after a short period, the rate decreased. A new popular innovation, electronic learning, followed such models. Despite its attraction, new findings indicate that e-learning projects are declining.
