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.
neda jabarooti; rouhollah bagherimajd
Abstract
IntroductionLifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, ...
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IntroductionLifelong learning plays a role as the most important enabling factor in the information society in order to maintain and develop the competence of teachers, to build a sustainable future of the society. Lifelong learning emerged throughout life in order to develop personal, social and knowledge, skills and competencies and to develop various competencies in order to flexibly adapt to a rapidly changing world. The speed of this change made it a necessity to acquire new skills in the training of teachers to prepare the citizens of the new age in order to meet the changing needs ahead. For this reason, the aim of the present research was the Canonical analysis of lifelong learning on the professional development of teachers.MethodThe research method was correlation. The statistical population of the study was about 800 secondary school teachers in serakhs city that a sample of 260 people was selected according to a simple random method. The research tools were three questionnaires, including spiritual well-being Questionnaire, social undermining, organizational Cynicism. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels. The research tools were two questionnaires of lifelong learning and teachers' professional development. Confirmatory validity, composite reliability and Cronbach's alpha of the tools were reported at appropriate levels.ResultsThe results showed that there is a relationship between all components of lifelong learning and teachers' professional development. And based on this, three focus groups were created, which indicates that the dimensions of professional development are explained by the dimensions of lifelong learning.DiscussionIt can be said that the factors of motivation, perseverance, self-regulation and curiosity play a role in the professional development of teachers. the institution of education can create lifelong learning skills in developing the competence of teachers to meet the educational needs of society and prepare citizens for the new era. this learning and development requires the participation of three basic principles of self-contemplation, cooperation with parents and society, and teacher and student.
Mohsen Bohlooli Faskhoodi
Abstract
IntroductionMeno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning ...
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IntroductionMeno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning is one of the most important topics in Meno’s dialogue. In the text of this dialogue, important educational points such as the condition of teaching a subject, the method of learning based on recollection, and the dialectical method of Socrates are discussed. Conversation with Meno's paradox plan has shown that learning and inquiry the nature of something is difficult. To solve this problem, Plato spoke of the theory of recollection as to the most original way of learning. MethodThe method in this paper is philosophical-analytical based on Meno’s Text and its interpretations.ResultsThe research aims to design a dialectical method in Meno’s dialogue as the most appropriate method for teaching and learning critically and collaboratively in the educational system. This method is the product of cooperation between the teacher and the learner and will not be possible without the active participation of the learner and his critical attitude towards the learned material.DiscussionMeno’s dialogue can be divided into two separate parts. The focus of the first part of the article is an epistemological question about understanding the nature of virtue. In the second part of the dialogue, Plato focuses on an ontological approach to get rid of the paradox of research and learning and move towards the desired result. In the final part of the dialogue, the theory of recollection. The research question is whether the theory of recollection is the best explanation for the original way of learning? Research claims that the answer is negative for two reasons. First, this theory is not able to cover any learning. Second, this theory contradicts Plato's original theory of the teaching of virtue, in which Plato claimed that any learning requires education and, consequently, a teacher.
khadijeh kheneyfar; Saeed Shahhosseini; Mohsen Bagheri
Abstract
AbstractIntroductionGiven the rapid developments in the field of science and knowledge, one has to look for ways to learn how to learn, and it can learn at any time and place, and among these methods, methods that are closer to the learning style of learning. And causing more conflict with content. The ...
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AbstractIntroductionGiven the rapid developments in the field of science and knowledge, one has to look for ways to learn how to learn, and it can learn at any time and place, and among these methods, methods that are closer to the learning style of learning. And causing more conflict with content. The purpose of this study was to investigate the effect of flipped learning through video and multimedia methods on learning in the mathematical science course of sixth grade.MethodThis quasi-experimental study was a post-test pre-test with control group. The statistical population of this study includes all sixth grade elementary school students in Shoush city and its sample consists of sixth grade pupils of the School of Pooshinebaf, Reyhaneh and Danyal Shoush sity. At first, three schools were selected purposefully. Then, from these three schools, a school was selected as a draw for a flipped learnin through video, and a flipped learning school through multimedia and other school method for traditional methods. The study volume was 81 students. 30 students were in the reverse training group using video images and 30 students in the multimedia reverse learning group and 21 students in the traditional education group. In this research, a learning test, a movie CD of teacher teaching, and a researcher-made multimedia CD were used to collect the data. In order to infer the data, covariance analysis were used.Results The findings showed that flipped learning, using video and multimedia methods, has a significant effect on learning mathematical lessons. As well as between the two methods of flipped learning, flipped learning by multimedia method has a significant effect on reverse learning by means of video images on learning.Discussion flipped learning because the students were ready in class, the teacher had enough time to give more and diverse questions. As well as more practical application of the students' lessons learned, which leads to more learning. In between the two methods of flipped learning, flipped learning by the multimedia method is due to multimedia features such as interactivity, Being attractive, using animations and pictures, and singing various exercises, taking tests and giving feedback on the series It has more impact on learning.
Educational Psychology
Saeed Gharaaghaji; Shahram Vahedi; Eskandar Fathi Azar; yousef adib
Abstract
Introduction The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components. Method This study ...
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Introduction The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components. Method This study aimed to explore the contextual, processual, and consequential factors related to procrastination. For this purpose, the current study used grounded theory. 30 third-grade high school students in the academic year 95-96 were selected through purposive and theoretical sampling. Semi-structured interviews were conducted to collect data. During this process, open and axial coding were carried out. Related categories in the field of paradigmatic model, process and outcome were determined. Then in the selective coding, the core category or main research theme was extracted. Results The findings revealed 12 main themes and 33 sub-themes in the model paradigm. In the domain of context, the structure of the educational system, factors related to teachers, peers, tasks, parents, and individual traits; in processual domain, poor planning and time management, low mindfulness and delay in doing homework, and finally academic and emotional consequences were extracted. The central category extracted was an instrumental attitude towards learning. Discussion According to the results of this study, students consider learning as an instrument for achieving external outcomes. Therefore, learning activities take priority when there is a possibility that they might lead to the desired results; otherwise they will be set aside. Central category linked context to the process making the consequences of procrastination more comprehensible. Findings specified the components of academic procrastination in the framework of grounded theory. Based on this model, suggestions were presented in different areas for education authorities, teachers, parents and students.
E Aminifar; kh Karemikeya
Volume 21, Issue 2 , December 2015, , Pages 23-38
Abstract
This research aimed to improve students’ learning about the first order equation based on their misconceptions on this topic. A test consists of 45 questions was designed according to the goal-content’s table concerning Bloom’s taxonomy. Then it was run on 30 students in the first year ...
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This research aimed to improve students’ learning about the first order equation based on their misconceptions on this topic. A test consists of 45 questions was designed according to the goal-content’s table concerning Bloom’s taxonomy. Then it was run on 30 students in the first year of high school in Pakdasht city. By using difficulty coefficient, distinction coefficientand internal consistencycoefficients, 26 questions (α=0.872) remained that showed questions have reliability and compliance with instructional objectives. With cluster sampling 127 students were selected and participated in the final test. Then by analyzing the results a learning empirical model was developed. Data analysis with using structural equations modeling showed that the total effect of the ‘equation identifying’ on ‘equation solving’ and ‘equations equivalence’ is t= 2.439 and t=2.307, respectively (p<0.05). The ‘equation identifying’ enhances the components ‘equation solving’ and ‘equations equivalence’ in the learner. The total effect of the ‘equation identifying’ and ‘equation solving’ on forming knowledge of ‘application’ is t=2.600 and t=3.215, respectively (p<0.01). Therefore, these two components assist students in learning application of this subject.
Curriculum Development
Abstract
In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. ...
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In this research it has been tried to use the teaching methods of ‘Kinesthetic intelligence theory’ of Gardner to evaluate the effectiveness of these methods on the science lesson and compare it with traditional methods. Research method Quasi-experimentalism, Nonequivalent control-group. Statistical community includes by 1st class boy students of Ghods city in the educating year 2011-2012. Then by using test method, the preferences of multiple intelligences of both group (control & experiment) determined. One week before beginning of experiment a pretest was taken from both groups, and then experiment group passed eight week training trail, when the controlling group was training with traditional method. Then by taking a post test, the learning level of these students was evaluated and was compared by the marks of witness group. The statistical data was analyzed by covariance test. The results showed that there is a significant relation between learning based on Kinesthetic intelligence and science lesson, and also there is a significant difference between 2 groups of students that learned from Kinesthetic intelligence and students that were not thought by this method (significant level of test that the measure was 0.00 and less than 0.05) and the experiment group had more efficient result compared with control group because of methods based on Gardner’s ‘Kinesthetic intelligence’ method. Therefore this researcher suggests using this teaching method at schools for students.
