marjan sojoodi; Marzieh Dehghani; mohamad javadipour; Reza Zaefarian
Abstract
Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present ...
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Idea Generation and innovation creates a favorable environment for cultivating the seeds of ideas in children's minds and creates in them a new vision for looking differently, innovation and self-efficacy; This is especially important in the curriculum of the elementary school. Based on this, the present research was conducted in order to identify the fundamental factors affecting the flourishing of ideas and innovation among elementary school students. The present study is practical in terms of purpose and the research approach is qualitative and phenomenological. The sample size was 12 people and sampling was done in a targeted way. The data collection tool was a semi-structured interview. Data analysis was done using Claysey's method. The identified factors in the flourishing of children's ideation and innovation included four main factors. The first factor, "idea search tools", includes the application of idea search techniques and creative strategies, games and gamification, and innovative activities and assignments. The second factor, "mental factors" includes; Students' questioning and the power of imagination and mental imagery, the third factor "inspiring teachers and parents" includes the guiding role of the teacher, encouraging and knowledgeable parents and proactive and active teachers and the fourth factor "atmosphere and physical space" which includes the atmosphere and physical space and The governance was an atmosphere of trust and acceptance. The results of the current research show the broad angles and dimensions of ideation and innovation, and the activation of these angles through the factors identified in this study plays a significant role in realizing the goals of the elementary school and provides the ground for cultivating thinkers, active and free-thinking learners. Makes. On the one hand, searching for ideas promotes individual and social identity and independence and increases the self-confidence of elementary school students, and on the other hand, from a practical point of view, it leads to the active participation of children in educational activities and special events of the elementary school.
Hedyeh Mohamadzadeh; Afsaneh Naraghiadeh; Parvin Samadi
Abstract
IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research ...
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IntroductionThe present research was conducted with the aim of analyzing the responsibility of primary school students from the perspective of teachers, administrators and parentsMethodThis study was qualitative in terms of applied purpose, with thematic analysis approach. The participants in the research were teachers, administrators and parents. The research tool was a semi-structured interview that reached theoretical saturation with 8 teachers, 7 managers and 9 parentsResultsThe results of the analysis of the theme in the teachers' section for examples of responsibility in two sub-categories: individual (personal) and class (professional); For factors affecting responsibility, there are four sub-categories of family factor, social factor, personality factor and educational factor; For the teacher's actions to make students responsible, two sub-categories of formal assignments and informal assignments; For the evaluation method, two quantitative and qualitative sub-categories were extracted from responsibility, and three short-term, medium-term and long-term sub-categories were extracted for the consequences of responsibility.DiscussionAlso, the results of the content analysis of managers' interviews for examples of responsibility under individual and group categories, to affect responsibility under family, personal, environmental and educational categories; The manager's actions for students' responsibility of team, individual, social and organizational categories were extracted and for the consequences of responsibility, two sub-categories of individual and social were extracted. In general, when a person learns from childhood to create a balance and be responsible for his potential and actual abilities and the expectations that exist from him, he will undoubtedly be successful in his educational, career and life destiny. Less confusion and failure.Since developing societies need responsible and self-sufficient people, therefore today's people must accept responsibility for their lives and destiny more than ever, and this is not possible unless the basis of education is based on increasing children's understanding. and teenagers about their role in building their destiny and quality of life, and to achieve this goal, effort and careful planning is necessary. Teaching responsibility helps children and teenagers to accept responsibility for their feelings, knowledge and behavior and also to accept that they are responsible for their health, success, relationship with others and relationship with the environment.
Akram Dehbashei; Hadi Pourshafei; Mohsen Ayati
Abstract
Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method ...
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Many educational activities in schools are planned in order to prepare students for the future life and the ability to play different roles. The aim of the current research is to investigate and identify the effects of students' future prospects.MethodThe research approach is qualitative and its method is research synthesis. The research area consists of 293 articles about the future prospects of learners, which were presented in reputable scientific journals between 1999 and 2023. The research sample includes 43 articles that were collected purposefully and were selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents. Content analysis was used for the synthesis of scientific documents and documents in the field of research. The data obtained from this research were analyzed based on coding in three open, central and selected levels.ResultsBased on the data analysis, the effects of the future perspective for learners were classified into 5 dimensions, 17 factors and 47 categories, which include the behavioral dimension (reducing stressful behavior, strengthening healthy behavior and emotional behavior); psychological dimension (motivation, self-knowledge and psychological effects); The contextual dimension (economic and social), the educational dimension (academic progress, motivation, learning independence, active evaluation, academic satisfaction and deepening of learning) and the planning dimension (planning, time management and goal setting) were classified. DiscussionThe results showed that creating an attitude of the future perspective in the learners can be the basis for many effects for the learners in the present and future times, therefore, the ground should be provided to improve and strengthen this attitude in the learners according to the curricula. come Paying attention to the perspective of the future in the three areas of the curriculum, including the intended, implemented and acquired programs, provides the background for the dynamics of educational systems in relation to the changes in society.
Somayeh Saedi; Parvin Samadi; parvin Ahmadi
Abstract
IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society ...
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IntroductionReforming the mission of universities in the field of employment has been considered in the world for three decades. Due to the continuous social changes, education and academic research should be in the direction of solving social, economic, cultural and technological problems of society in order to be able to solve some of the issues related to employment and gaining new job competencies. The aim of this study was to validate the university curriculum model based on Fugit's employability model.MethodThe present study was conducted in terms of the type of development goal and quantitatively with a survey approach. The research instrument was a researcher-made questionnaire and the statistical population was all undergraduate students in comprehensive public universities in Tehran. Sampling was Stratified Random Sampling method. The statistical sample size according to Cochran's formula for was estimated at 384. Due to the limitations, 290 questionnaire samples were completed and entered into the analysis process. The obtained data were analyzed using analysis test. ResultsFindings indicated that adaptability to employability skills by 0.529, job identity to employability skills by 0.807 and socio-human capital to employability skills They have a positive and direct effect of 0.424. Also, content on human-social capital (0.960), teaching method on human-social capital (0.998), teaching method on job identity (0.236), evaluation method on human-social capital (1.23), Learning characteristics on human-social capital (0.247), teaching characteristics on job identity (1.39), teaching characteristics on adaptability (0.382), learning environment on job identity (13/13) 1) Finally, the learning environment affects adaptability (2.06). DiscussionThe sum of extracted elements, components and concepts provides a basic model of university curriculum based on students' entrepreneurial competencies. The higher education curriculum framework based on entrepreneurial competencies for students, while creating a new lens, forms a window through which the higher education community can look at its possibilities with a fresh perspective, and also provides this possibility. make it possible to look at the strange and normal separation of the university and other organizations and institutions outside the borders of the university with an enlightened view.
Fahimeh Ansarizadeh; Mohammad Reza Keramati; sifollah fazllolahi; Robyn M Gillies
Abstract
IntroductionOne of the active and effective approaches that has attracted the attention of researchers today is cooperative learning. In the process of implementing cooperative learning, students have the opportunity to work together in an environment in the form of small heterogeneous groups to achieve ...
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IntroductionOne of the active and effective approaches that has attracted the attention of researchers today is cooperative learning. In the process of implementing cooperative learning, students have the opportunity to work together in an environment in the form of small heterogeneous groups to achieve a common goal. In the process of implementing this approach, motivation, critical thinking, and problem solving are developed. These advantages are achieved when teachers can successfully implement this approach in the classroom. The successful implementation of cooperative learning requires that the challenges of the implementation process be minimized by using appropriate solutions. The basic question is, what is the process and solutions for implementing cooperative learning approach in elementary school?MethodThe current research was conducted with a qualitative approach and meta- synthesis method. This method examines the findings extracted from other related and similar studies. Sandelovski and Barso (2007) method was used to conduct the research. This method includes seven stages of setting questions, regular review of texts, search and selection of appropriate documents, information extraction, analysis and combination of findings. ResultsThe synthesis of existing knowledge in the field of cooperative learning process and implementation solutions shows that teachers' familiarity with the concept, methods and techniques of cooperative learning approach can provide suitable conditions for the implementation of this approach. In the process section, the teacher's actions and students' actions are emphasized, and in the solutions section, the roles of teachers and students are emphasized as two important elements of the curriculum.DiscussionIt can be concluded that five groups of stakeholders can play a significant role in the quality implementation of the cooperative learning approach: policymakers, managers, teachers, parents, and students. The findings indicate the central role of teachers and students. The role of these two groups in the cooperative learning process and its implementation solutions has been repeated with a very high frequency. In the cooperative learning process, the actions of the teacher, and the actions of the students play a key role. Teachers can effectively implement this approach through familiarity with cooperative learning, classroom planning, classroom management, and measuring student performance, and preparation and familiarity with student teamwork can facilitate the implementation of this approach, also in the solutions section, the role of teachers and students as two important elements of the curriculum has been emphasized.
nahid ajourlo; behboud yarigholi; Gholamreza Golmohammad Nazhad Bahrami
Abstract
IntroductionThe current research was conducted with the aim of presenting a high-quality education model in dense classes of elementary school students in Qazvin city.MethodTo achieve the research goal, a systematic qualitative approach and grounded theory method have been used. In order to collect data, ...
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IntroductionThe current research was conducted with the aim of presenting a high-quality education model in dense classes of elementary school students in Qazvin city.MethodTo achieve the research goal, a systematic qualitative approach and grounded theory method have been used. In order to collect data, semi-structured interviews and document review were used, and for sampling, a mixed purposeful sampling method (combination of theoretical sampling, snowball, and criterion sampling) was used. The participants of the research were expert professors of this field, managers and teachers of the first and second elementary years, managers and experts responsible for the first and second elementary years of the General Department of Education of Qazvin province and districts one and two, heads of educational groups and leaders. Sampling and semi-structured interviews continued until data analysis and exploration reached theoretical saturation after 19 interviews. In order to ensure the reliability of the research, strategies of review by expert professors and review by participants have been used.ResultsFinally, based on the research results, 23 main categories were identified. The transformation of the classroom into a moral learning community was recognized as a central phenomenon. Other categories were grouped into 5 main categories (causal conditions, contextual conditions, intervening conditions, strategies and consequences) and the relationships between them were drawn and presented in the form of a paradigm model.DiscussionAccording to the findings, the central concept of the moral learning community and the potential of social education was raised through the mutual communication of the main actors, who are in a dynamic relationship with each other, and high-quality education requires understanding their combined and separate effects. According to the findings, the central concept of the moral learning community and the potential of social education was raised through the mutual communication of the main actors, who are in a dynamic relationship with each other, and high-quality education requires understanding their combined and separate effects.Keywords: High quality of education, Student density, Class size.
Hassan Jorfi; gholamhossien ebadi
Abstract
IntroductionLearning is a fundamental and adaptive function for humans. Compared to other creatures, humans are more flexible learners who actively acquire knowledge and skills. Currently, science refers to new concepts in the learning process that require the development of cognitive capabilities and ...
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IntroductionLearning is a fundamental and adaptive function for humans. Compared to other creatures, humans are more flexible learners who actively acquire knowledge and skills. Currently, science refers to new concepts in the learning process that require the development of cognitive capabilities and abilities, problem solving and reasoning power. When it comes to education, concepts such as teacher and especially teaching appear far more than other related topics. Based on this, one of the biggest goals of today's education systems is to develop and change teachers' teaching methods in order to provide conditions for learners to acquire knowledge and information through research methods instead of direct information transfer. The aim of the current research was to investigate the effectiveness of the teaching method based on the constructivist approach on motivation to progress, academic progress and reading performance of fifth grade students in Ahvaz city. MethodThe current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans (1970) achievement motivation questionnaire, Pham and Taylor (1999) academic achievement questionnaire and Karami Nouri and Moradi (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in The teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism and in the second group, the lecture method was implemented. In this research, in order to test the hypotheses, repeated measures variance analysis has been used.ResultsThe results showed that the constructivist teaching method is effective in improving students' progress motivation, academic progress and reading performance.DiscussionThe teaching method based on the constructivist approach is an effective method in motivating progress, academic progress and reading performance of students. It is suggested to consider teaching courses based on constructivism approach for teachers. One of the limitations of this research was that some teachers showed a little resistance to new teaching methods due to getting used to traditional methods.Keywords: The Teaching Method based on the Constructivist Approach, Motivation to Progress, Academic Progress, Reading Performance
javad pourkarimi; mahsa azizi; seyed hosein mousavi
Abstract
IntroductionIn today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.MethodThe present research used a qualitative approach and a meta-synthesis ...
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IntroductionIn today's rapidly changing world, teachers play a crucial role in fulfilling and promoting educational objectives. The present research was conducted with the aim of identifying the self-development competencies of teachers.MethodThe present research used a qualitative approach and a meta-synthesis method. All scientific documents found between the years 2016 to 2023, totaling 267 scientific documents, form the population of this research, which were found in seven foreign databases and four domestic databases. Ultimately, 22 scientific documents were selected and analyzed after reviewing their titles, research methods, and findings. The analysis of the findings was conducted using thematic analysis method, and in order to control the research quality, the analysis and review of documents were meticulously documented; furthermore, the Critical Appraisal Skills Program (CASP) tool was used to evaluate the quality of the findings by expert evaluators. ResultsThe self-development competencies of teachers were categorized in five dimensions of skills, abilities, knowledge, attitudes, and personal and professional organizational characteristics. The skill domain encompasses components of professional self-regulation, leadership in the teaching-learning process, professional networking, self-directedness, and technological skills. The ability domain includes components of self-awareness, self-management, self-motivation, cognitive and emotional maturity, and the knowledge domain consists of pedagogical knowledge and extrinsic organizational knowledge. Enthusiasm for change and improvement, and occupational motivation are components included in the attitude domain. Personal and ethical professional and organizational characteristics are also identified components in the characteristic’s domain. In conditions of continuous changes and turbulent educational environment, the key to the quality of the teaching-learning process and the professional advancement of teachers is the Self-Development competence.DiscussionThis research discovers the components of self-development competency, its results can be used to recruit and educate competent teachers and can be helpful in teaching and learning. In the conditions of continuous changes and a turbulent educational environment, self-development competence is the key to the quality of the teaching-learning process and the promotion of the professional status of teachers.
reza masouminejad
Abstract
IntroductionThe present study was conducted with the aim of identifying and explaining the concept of " reparation Narrative " in order to form the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative ...
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IntroductionThe present study was conducted with the aim of identifying and explaining the concept of " reparation Narrative " in order to form the true self of teachers in the curriculum based on autobiographical identity. MethodIn terms of the data collection method, the research is of a qualitative type with an exploratory nature. In this study, in the framework of the qualitative approach, the narrative research method was used with an emphasis on thematic analysis.The research field included 12 teachers with experience between 5 and 20 years in West Azerbaijan province in the academic year of 1402-1403, which was selected by the purposeful sampling method of the desired type and data collection continued until its saturation. In line with the implementation of the research, reparation narrative was Description and explained as an open attitude of continuous improvement in the teaching activities for teachers. In order to collect information, in-depth narrative interviews were used, in which the teachers' personal experiences were emphasized individually, in such a way that the teachers based on the nature of subjective experiences of lesson concerns, which are considered a stimulus for more activity, draw a work plan in line with resolving the deficiencies and compensating them in the form of narratives were discussed in a reflective manner. To validate the obtained findings, techniques such as researcher self-review, member control method and systematic comparison method were used in data recording.ResultsThe findings showed that 7 components of publishability, comprehensibility, self-discourse, philosophizing, intellectual property, motivationalism, and teacher conceptualization are the main codes, which are effective with 21 core codes and 131 primary codes in the framework of the reparation narrative process in the direction of the real self-development of teachers in curricula. Therefore, as reparation narrative deals with the development and completion of the real self of teachers, it gradually makes the goals of the ideal self a part of the real self by achieving its components, an identity that was defined before, but with the passage of time and the compensation of teaching capabilities It becomes real and forms the autobiographical nature.DiscussionThe results show that the educational system should seek to develop the narrative skills of teachers as a developing mentality in the field of curriculum activities and try to define the reparationary nature of the narrative in the framework of the process of recreating the role of teachers in the curriculum.
Zargham yousefi; Tahereh Azmsha; maryam karimi; Esamaeel Veisia
Abstract
Introduction:In order to achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, motivated and creative teachers to implement the set programs and realize the objectives of the physical ...
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Introduction:In order to achieve important goals in the field of physical education, the country's education and training organization needs teachers with strong communication skills, high social skills, motivated and creative teachers to implement the set programs and realize the objectives of the physical education lesson.Method: In this research, the mediating role of communication skills in the influence of metacognitive beliefs on the creativity of physical education teachers was investigated. This research was of applied research type and in terms of purpose, it was descriptive-correlation type of structural model type, which was conducted in the field and using a questionnaire. The statistical population of the research included all physical education teachers of the first secondary school in the 4 regions of Ahvaz city, numbering 425 people; According to the table of Karjesi and Morgan, the statistical sample was determined as 182 people. The sampling method in this research was relative random. The data collection tools include 3 standard questionnaires of seven communication skills (Qassimi, 2017), the creativity questionnaire of Lee et al. (2014) and the questionnaire of Beyer's metacognitive beliefs (2011), which were used after checking validity and reliability. In this research, descriptive statistics were used in order to organize, summarize, classify the raw scores and describe the sample sizes, and in order to analyze the data, first the assumption of using modeling, i.e. the collinearity test, was examined, and then in order to test the hypotheses from the structural equation modeling method and specifically from Partial least squares approach was used using Smart-PLS and SPSS software.Results: The results of the research showed that metacognitive beliefs have a direct and significant effect on the communication skills of physical education teachers in Ahvaz. It was also found that metacognitive beliefs have an effect on the communication skills of physical education teachers in Ahvaz city and communication skills had a direct effect on the creativity of physical education teachers in Ahvaz city by 0.38.Discussion: According to the results of the research, holding conferences, workshops and training courses to improve the abilities and creativity of physical education teachers to succeed in teaching and achieve educational goals, as well as planning to design a system for selecting physical education teachers based on appropriate personality traits and planning It is recommended to select and employ teachers with creative talents and communication skills.
Mustafa Ghazal; Mohammadali Nadi; salh sahib; faranak mosavi
Abstract
IntroductionThe process of learning and development of learners' capabilities strongly depends on the active participation of learners in education. Therefore, this study was conducted with the aim of evaluating active teaching-learning methods in developing students' abilities and then evaluating professors' ...
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IntroductionThe process of learning and development of learners' capabilities strongly depends on the active participation of learners in education. Therefore, this study was conducted with the aim of evaluating active teaching-learning methods in developing students' abilities and then evaluating professors' views on how active participation affects students' general abilities.MethodA mixed method (quantitative-qualitative) was used to carry out the study. The statistical population in the quantitative part included the students of Babylon University in Iraq, 145 people were selected as sample members using Cochran's formula and selected as sample members using available sampling method. The tool for collecting information in this section was the "Student Participation Questionnaire". Active teaching-learning methods and its effect on learners' abilities were analyzed using analysis of variance and the contribution of the investigated methods was analyzed using Chi-square test. In the qualitative part, faculty members were considered as the statistical population and the purposeful sampling method was used until the saturation point was reached (12 people). Interviews were used to collect information in this section. Faculty members' responses were analyzed using thematic analysis. ResultsAccording to the obtained results, most of the students considered active teaching-learning methods to be effective in developing their abilities. Active teaching-learning methods have led to a significant increase in learners' abilities, which shows the efficiency and effectiveness of such methods. Active learning opens the door to hands-on learning, enabling learners and instructors to investigate, think outside the box, and come up with practical solutions to problems themselves.DiscussionThis study provided first-hand information about the effect of active participation on the development of capabilities, and it shows that these effects are related to the interactions between students, professors, as well as the learning environment, which are necessary to improve the capabilities of learners.Keywords: Skills, Teaching, Active learning, Capabilities.
heshmatollah nazari; Ebrahim Talaee; Javad Hatami; Abdolzahra Timas
Abstract
Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally ...
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Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally a type of measurement research, specifically a type of scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.Results: After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, from among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.Discussion: The lack of a standard rubric for writing is one of the reasons for the unclear situation of elementary school students writing skills in Iran. The presence of a rubric not only provides a clear view of the student's writing skills but also makes them aware of the expectations and goals of the writing curriculum. This awareness leads to an improvement in their writing skills.Introduction: A writing rubric is a type of guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in upper elementary school.Method: The study was generally a type of measurement research, specifically a type of scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.Results: After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, from among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.
Ali Noferesti; Bakhtiar Shabani Varaki; Rezvan Hosseingholizadeh
Abstract
IntroductionThe educational organization, a crucible for managing teaching and learning processes across the annals of human societies, has undergone two distinct epochs marked by the Industrial Revolution since ancient Greek times. In the contemporary era, amidst the ramifications of the Industrial ...
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IntroductionThe educational organization, a crucible for managing teaching and learning processes across the annals of human societies, has undergone two distinct epochs marked by the Industrial Revolution since ancient Greek times. In the contemporary era, amidst the ramifications of the Industrial Revolution, the educational organization grapples with challenges, prompting a critical reexamination of its conceptual underpinnings.MethodThis study embarked on an exhaustive exploration of the developmental trajectory of the educational organization concept from ancient Greece to the present through meticulous document reviews. Subsequently, employing a conceptual analysis method, a novel perspective on the educational organization emerged.ResultThe investigation traces the evolutionary phases of the educational organization, unveiling two historical periods characterized by turbulence and dependence. In the pre-industrial revolution era, the educational organization lacked distinct characteristics, and education was dispersed among various institutions and individuals. Post-industrial revolution, under the influence of management theories and organizational structures, the educational organization assumed a more defined form. An alternative interpretation of the educational organization is posited using the neurophenomenological approach to learning and cognition.DiscussionIn our redefined paradigm, the "place" element expands in both environment and society, "time" sheds its constraints, the definition of the "learner" becomes contingent on learning conditions, paths, time, and place, and the concept of the "teacher" transcends a mere human role to encompass anything facilitating the learning process. The "teaching-leadership method" undergoes a transformation from static to dynamic, monophonic to polyphonic, and centralization to decentralization. The innovative educational organization aspires to reintegrate the elements of "humanity" and "life" into the educational realm.This study contributes to the ongoing discourse on educational organization evolution by presenting a nuanced perspective that accommodates contemporary challenges. The proposed redefinition, drawing from neurophenomenology, opens avenues for dynamic, inclusive, and decentralized educational practices, fostering a holistic approach that prioritizes the fundamental elements of "humanity" and "life" within the educational sphere.
Saeed Azadmanesh; Hamideh Khademi
Abstract
The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, there are some common themes that emerge in discussions of ...
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The concept of childhood has been the subject of much debate and discussion throughout history. There is no single definition of childhood that is universally accepted, as the concept has evolved over time and varies across cultures. However, there are some common themes that emerge in discussions of childhood, such as the idea that childhood is a time of innocence, play, and learning. In recent years, there has been growing interest in the study of the characteristics of Generation Z and Generation Alpha. These two generations are the first to grow up in the digital age, and their experiences and perspectives are significantly different from those of previous generations. The people of this generation are connected to each other through digital devices and social media. They are the first generation to have known the world with the possibility of having infinite information and the opportunity for infinite connection in the digital age. Technology is deeply intertwined in the lives of this generation. They take for granted the internet, networks, and related digital tools, and have incorporated technology and online activities into everything. As Generation Z and Alpha become the main audience for current and future education, it is crucial to understand their unique characteristics in order to organize education, especially in childhood. Considering this necessity, this research aims to reflect on the concept of childhood in light of the characteristics of these two generations. Using the Conceptual Analysis, we identified ten key characteristics such as “Real Life in the Virtual World”, “Acceptance of New Virtual Behavioral Codes”, “Fluid and Multifaceted Identities”, “Continuous and Lifelong Learning” and “Individualism and Social Isolation versus the Extent of Virtual Interactions”. Based on these traits, we called the concept of childhood as “Netizen” or “Networked Child” which includes conceptual components; “Virtual-Real Dual Life”, “Experience of Living in a Pluralistic World”, “Self-Learning and Self-Articulating” and “Social Isolation within Group Activity and Cooperation” are four conceptual components. Finally, we conclude that “Recognition of the Virtual World in Childhood Education” is essential in educational interaction, ignoring it can create a fundamental gap in the education process and even more importantly lead to the disappearance of childhood.
Aَbbas Ramezani; Ladan Hajianvari
Abstract
IntroductionGeneration Z and Alpha consist of students who, regardless of the legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network ...
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IntroductionGeneration Z and Alpha consist of students who, regardless of the legal working age, have not waited to graduate from school. They are actively involved in various capital markets such as Forex, cryptocurrencies, and other new businesses. These include influencer marketing, digital network marketing, internet advertising, etc. Despite the growing interest of students in new businesses and the capital market, and recognizing the importance of exploring this trend, there is a remarkable lack of research in this area. For this reason, the current study aims to identify the factors influencing students' tendency towards new businesses and the capital market.MethodThe current applied research employs a mixed-method, specifically a sequential exploratory type. The research is based on the philosophy of pragmatism. In the qualitative section, semistructured interviews were conducted with 27 experts in the field and students actively engaged in these areas. They were selected through targeted snowball sampling, and after reaching data saturation, the interviews were concluded and themes were analyzed. Based on the insights from the qualitative phase, a researcher-developed questionnaire with 25 items was formulated for data collection in the quantitative section. The quantitative portion of the research focused on a population of 18,357 male and female high school students in Zanjan city during the academic year 2023-2024. A sample of 376 individuals was selected using proportional stratified random sampling based on Cochran's formula. The data from the quantitative part were analyzed using SPSS software version 27 and exploratory factor analysis. Subsequently, a final research model was developed using path analysis.ResultsSubsequently, in consultation with experts, appropriate names were assigned to the variables, leading to the identification of factors shaping students' preferences for new businesses and the capital market. The factors influencing students' interest in new businesses and the capital market encompass individual, economic, demographic, social, technical-technological, and family-related factors.DiscussionThese findings emphasize the multifaceted and diverse nature of the influencing factors, highlighting the necessity for collaboration among economic, cultural, and educational planners to address this phenomenon effectively and in a logical manner. Considering the focus of this research on the factors affecting students' tendency towards new businesses and the capital market, it is suggested that future researchers test the model of this research in a new sample (validation sample) to assess the quality and validity of the model.
Fatemeh Ahmadi; rezvan Hosseingholizadeh; Mojtaba Bazrafshan Moghadam
Abstract
IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, ...
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IntroductionThe main aim of this study is to describe the lived experiences of academic freedom members of the Ferdowsi University of Mashhad.MethodThe qualitative research method used descriptive phenomenology to reach this aim. All Ferdowsi University of Mashhad faculty members formed the study sample, and 18 people were selected as key informants by purposive sampling. Semi-structured interviews were used to collect the required data, and Strauss and Corbin's analysis method was used to analyzing the data obtained from the interviews. Also, four criteria of Lincoln and Guba were used to validate the findings. ResultsBased on the findings, five main themes of academic freedom, including educational freedom, research freedom, individual freedom, cultural freedom, and organizational freedom, were extracted as the experiences of faculty members of Ferdowsi University of Mashhad. In the theme of educational and research freedom, the results obtained indicate the different experiences of faculty members regarding freedom and limitations in these two themes. The categories related to the individual and the perception of faculty members of academic freedom were placed under the theme of individual freedom. The theme of cultural freedom also expresses the link between social, political and societal culture and academic freedom. Finally, the theme of organizational freedom refers to the categories related to the organization and structure of the university.DiscussionIn the theme of educational and research freedom, the obtained results indicate the different experiences of faculty members regarding freedom and restrictions in these two themes. The categories related to the individual and faculty members’ perception of academic freedom were placed under the theme of individual freedom. Also, the theme of cultural freedom expresses the link between social, political and society culture with academic freedom, and at the end, the theme of organizational freedom refers to the organization and structure of the university.
Farzaneh Askary; Mohamad Javadipour; Rezvan Hakimzadeh; Keyvan Salehi
Abstract
IntroductionOverloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of underlying factors and its consequences. The aim of the current ...
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IntroductionOverloaded curriculum is an emerging and complex phenomenon in the field of curriculum, which is considered a necessity for every educational system. Prevention of this issue requires a comprehensive investigation in terms of underlying factors and its consequences. The aim of the current research was to identify the predisposing factors and consequences of dense curriculum in the elementary school in order to provide solutions to deal with it.MethodThe current research is a qualitative, which was carried out by the method of Grounded theory Raised byCharmaz (2006). The participants of the research were education specialists, teachers, students and parents who were selected as a purposeful sampling in two stages of preliminary sampling (by criterion method) and theoretical sampling. Data collection was done through semi-structured interviews and the data was analyzed using the Charmas constructivist method and through initial, focused and theoretical coding. Lincoln and Guba (1985) four criteria and Charmas (2006) credit enhancement criteria were used to evaluate the quality and the methods of member check, external audit and peer review (with 89% agreement between the first and second coders) were used.ResultsIn the process of coding, four theoretical codes were obtained, according to which, the research Substantive-level theory was presented and examined in the context of Iran's primary education. During the coding process, 74 initial codes, 17 focused codes and 3 theoretical codes were extracted. The findings of the research indicated that the silo’ structure and engineering approach, the general culture of the society, haste in changing the structure and reforms, laxity in monitoring, weakness in implementation and lack of confidence in the ability of teachers were the main factors in creating an overloaded curriculum in the primary education of Iran, and the consequences hasty and personalized teaching, shallow and ephemeral learning, Attention defecit to the cultivation talent and creativity, reluctance to study and school, burnout of teachers, and ineffectiveness of education have followed.DiscussionThe results of the research showed the solutions of turning from the engineering approach to the cultural approach and involving teachers in developing the curriculum, updating the curriculum, Implementation of content piloting, reviewing the allocation of time between courses, reducing the number of textbooks and replacing them with educational packages, eliminating difficult and ambiguous contents and maintaining a balance between the breadth and depth of the content can be effective in dealing with and preventing an overloaded curriculum.
tohid ashrafzade; JAVAD mesrabadi
Abstract
IntroductionAcademic performance refers to the measurement of the learning level achieved by students and is considered a key indicator of the effectiveness of educational institutions. Academic performance is a complex phenomenon influenced by the interaction of various factors. Teaching methods is ...
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IntroductionAcademic performance refers to the measurement of the learning level achieved by students and is considered a key indicator of the effectiveness of educational institutions. Academic performance is a complex phenomenon influenced by the interaction of various factors. Teaching methods is one of these factors. A teaching method refers to a systematic approach or strategy educators employ to impart knowledge and facilitate learning among students. Over the past years, many researchers have examined the effect of teaching methods on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field to reach a general conclusion, resolve the existing contradictions, and discover possible moderators.MethodThe present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 2011-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Teaching models, Academic performance, Academic progress) and applying entry and exit criteria, 622 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. ResultsFrom selected studies as a sample, in total, 758 effect sizes were extracted 41 extreme effect sizes were eliminated in sensitivity analysis and the next analyses were performed on 717 effect sizes. The value of the “fail-safe N” statistic was obtained at 2667, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.918 in the fixed model and 1.227 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, Sub-components of teaching methods and teaching patterns were examined as the moderator variables. The results indicated that the effect size of teaching methods on academic performance in the information processing pattern is greater than other patterns. Also, the results indicated that in the teaching methods of information processing pattern, the effect size of the project-based learning method on academic performance is greater than other teaching methods. DiscussionThe results of the study showed that teaching methods had a significant effect on academic performance. Because of the different ways of learning and comprehending learners, it is suggested that teachers use various teaching methods.
Mojtaba Jahanifar; amir masnavi; afarin Zanganeh
Abstract
Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence ...
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Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence and motivational beliefs, and science learning behaviors was explained. A sample of 469 high school students in the variables of teacher feedback, and adaptive teaching (components of formative assessment); Intrinsic motivation, instrumental motivation, and academic self-efficacy (components of competence and motivational beliefs); and science learning behaviors were measured. With the structural equation modelling, causal relationships between variables were investigated. The findings showed that formative assessment both directly and indirectly and through motivational beliefs (mediator variable) creates science learning behaviors and strengthens them. Also, the direct and indirect effect of teacher feedback on science learning behaviors is greater than the effect of adaptive teaching. The result is that the suggestion and feedback of the teacher when presenting the material if it fits the learning targets and expectations of the students, will increase students' motivation and academic self-efficacy, and the important consequence of this will be the creation of correct and positive scientific behaviors in the science classroom.Formative assessment is a purposeful process that helps teachers and students identify their strengths and weaknesses and continuously improve the teaching and learning process. In this research, with a conceptual model, the causal structure between the components of formative assessment, competence and motivational beliefs, and science learning behaviors was explained. A sample of 469 high school students in the variables of teacher feedback, and adaptive teaching (components of formative assessment); Intrinsic motivation, instrumental motivation, and academic self-efficacy (components of competence and motivational beliefs); and science learning behaviors were measured. With the structural equation modelling, causal relationships between variables were investigated. The findings showed that formative assessment both directly and indirectly and through motivational beliefs (mediator variable) creates science learning behaviors and strengthens them. Also, the direct and indirect effect of teacher feedback on science learning behaviors is greater than the effect of adaptive teaching. The result is that the suggestion and feedback of the teacher when presenting the material if it fits the learning targets and expectations of the students, will increase students' motivation and academic self-efficacy, and the important consequence of this will be the creation of correct and positive scientific behaviors in the science classroom.
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