Identifying history Teachers teaching Experience, An phenomenological approach
Dr. Saeid
Roomani
Assistant Professor of Farhangian University, Tehran, IRAN.
author
Mohammad Reza
Talari
Farhangian university,Tehran, IRAN.
author
Dr. Esfandiar
Sepahvand
Assistant Professor of Farhangian University, Tehran, IRAN.
author
text
article
2020
per
One of the main topics in the education system is how to teach the humanities. History is one of the courses that plays an important role in creating identity and changing people's attitudes towards the social environment. How to teach and the educational process of this lesson is very important for students. This research aims to identify the teaching experiences of veteran history teachers and provide solutions to accelerate the achievement of educational goals and raise the quality level of history education. The research method is qualitative and phenomenological. 11 people were selected using purposive sampling as well as theoretical saturation. Data collection was performed using semi-structured interviews and analyzed by thematic coding method. Out of the total findings of this study, 117 conceptual codes in the field of teachers' professional experiences were categorized. According to the research findings obtained during open, central and selective coding, the two main axes are involved in teaching history. 1) Choosing the best teaching techniques 2) How to do the educational process. In the first part, the use of different teaching methods and the use of skills in teaching history and in the second part, paying attention to learning students' information and spirits during teaching are effective and increases the motivation of students and teachers to achieve the desired results of the teaching and learning process
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
12
16
https://researchbt.cfu.ac.ir/article_1035_39b5ec1fe012fb86e1cbbca8399b19cd.pdf
The Effectiveness of Metacognitive Strategies Training on Students' Self-Concept and Academic Performance
Ehsan
keshtvarz kondazi
Department of Psychology, Islamic Azad University, Marvdasht Branch, Tehran, IRAN.
author
Mohammad Reza
Salehi
Farhangian University,Tehran, IRAN.
author
Bahram
Esmaeili
farhangian university, Tehran, IRAN.
author
text
article
2020
per
The aim of the present study was to evaluate the effectiveness of teaching metacognitive strategies on self-concept and academic performance of high school students in Marvdasht city. The research method was semi-experimental with pre-test-post-test design with control group. The statistical population included male students in the first grade of high school, in which 30 students were randomly selected by multi-stage cluster sampling and randomly assigned to two experimental and control groups. Metacognitive strategies were taught to the subjects of the experimental group in eight sessions. Data were collected using Rogers' self-concept study and Dortaj's academic performance questionnaires. The collected data analyzed by using covariance analysis. The results showed that teaching metacognitive strategies could significantly increase the components of academic self-concept and significantly improve self-efficacy, planning and emotional impact on students' academic performance. It did not change the lack of control over motivation. The results also showed that teaching metacognitive strategies increased students' self-concept and academic performance in the experimental group. The present observations confirm the effectiveness of teaching metacognitive strategies on increasing students' self-concept and academic performance.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
17
31
https://researchbt.cfu.ac.ir/article_1036_5b586b171454cb3e8a76c7040619b91b.pdf
The Relationship between Learning Atmosphere and Teachers' Self-Efficacy with Academic Achievement in Science Class: the Mediating Role of Attitude to Science
Dr. Mahboubeh
Alborzi
Associate Professor, Faculty of Psychology and Educational Sciences, Shiraz University, IRAN.
author
Dr. Fariba
Khoshbakht
Associate Professor, Faculty of Psychology and Educational Sciences, Shiraz University, IRAN.
author
Razieh
Moradi
Shiraz University, IRAN.
author
text
article
2020
per
The aim of this study was to investigate the relationship between teacher learning atmosphere and self-efficacy with academic achievement of science course with the mediating role of attitude towards science. Participants in the study included 300 male and female students in the sixth grade of elementary school in Behbahan, as well as their teachers, who numbered 50. The students were assessed by the Akpınar et al. (2009) attitude questionnaire, Williams and Desi (1996) learning atmosphere Questionnaire (1996), and the Science Progress Test. The teachers answered the Science Belief Efficiency Questionnaire (1990). In the present study, the validity and reliability of the questionnaires were evaluated and obtained. The results of regression and path analysis showed that positive and significant inquiry predicted the academic progress of science in students, but teacher self-efficacy with two dimensions of individual self-efficacy in teaching and educational consequences of science did not predict significant academic achievement. Also, the positive learning atmosphere was a significant predictor of attitudes toward science, but teacher self-efficacy was not a significant predictor of attitudes toward science. Analysis of the findings showed that attitudes toward science can play a mediating role between the learning environment (teacher-student interaction) with academic achievement in science.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
32
46
https://researchbt.cfu.ac.ir/article_1068_3d31cbfef5e78ca458e97730d36200da.pdf
Investigate of relationship between to make smart school Implementation and “learning- oriented climate” in Tabriz schools
Dr. Hamdullah
Habibi
Assistant Professor, Faculty of Educational Sciences and Psychology, Tabriz University, IRAN.
author
DR. Firooz
Mahmoodi
Assistant Professor, Faculty of Educational Sciences and Psychology, Tabriz University, IRAN.
author
Saeed
Khodayari shouti
teacher in Maku city, IRAN.
author
Zahra
Babazadeh
Expert in Educational Sciences, Mako, IRAN.
author
text
article
2020
per
The main purpose of this research is to determine the effectiveness of the implementation of the school intelligence plan and its relationship with the school learning-oriented atmosphere in Tabriz secondary schools in the academic year of 1392-1393. The present study is a descriptive correlational study. The statistical population of this study consists of all principals and teachers of Tabriz high school intelligent schools, including 460 people and 18 intelligent schools. 210 people and 14 intelligent schools were selected by using Morgan's table. Data collection tools included a researcher-made questionnaire with 38 questions on the level of intelligent implementation with a reliability coefficient (0.90) and the implemented questionnaire with 24 questions on the learning-oriented atmosphere of the school with a reliability coefficient (0.85). The data collected were analyzed by descriptive and inferential statistical methods (single-group T and Pearson correlation coefficient). Findings showed that there is meaningful and posetive relationship between intelligent implementation in the eight components (continuing the learning process outside the school, creating a dynamic and attractive environment for flourishing talents, increasing the presence, support and participation of parents in the learning process, accompanying the teaching staff with Modern teaching methods, creating an environment for continuous evaluation, providing a space for participation and interaction in the learning process, promoting experimental learning and student-centered learning and developing verbal, social and specialized skills) and the school learning -oriented atmosphere.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
47
64
https://researchbt.cfu.ac.ir/article_1096_feb688246dcab37e1de74b05fc0c0776.pdf
Analysis of the content of first grade elementary mathematics textbooks from the perspective of the Gilford Creativity Index
Dr. Ali
Shiravani Shiri
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, IRAN.
author
Nafise
Azadi
Farhangian University, IRAN
author
text
article
2020
per
The present study analyzes the content of mathematics textbooks in the first grade of three countries including the United States (California), Japan, and Iran from the perspective of the Gilford Creativity Index. In this analysis, divergent tasks are identified as the cause of creativity and the extent of those tasks in the first grade elementary mathematics textbooks of the three countries is examined. This research is a qualitative content analysis. The divergent tasks in these three books are based on Guilford's creative criteria of cognitive memory, convergent thinking, divergent thinking, and evaluative thinking, and the characteristics of flexibility, originality, and fluidity. The results indicate that the amount of divergent assignments presented in each of these three books is not the same, and each has a different level of Guilford creativity. The content of Japan's first grade math textbook focuses more on convergent thinking. Evaluator thinking is only included in the content of the first grade elementary math textbook in the United States. The content of the first grade elementary mathematics textbook in Iran takes students away from the main topic, and these tasks lead students' thinking to concepts other than the concepts in the mathematics textbook. Not only does it help students' mental creativity, it also tires students from thinking; This is because students do not get the idea they want and become confused by thinking more.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
65
84
https://researchbt.cfu.ac.ir/article_1114_a0770090d775f23f5ba3d96d2db78b22.pdf
Causal Study of Claire's Motivational Educational Design Pattern on Students' Learning and Motivation
Matin
Ghasemi Samani
PhD Student, Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, IRAN.
author
Maryam
Falahi
PhD Student, Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, IRAN.
author
Mehdi
Komasi
M.Sc., Educational Technology, Allameh Tabataba'i University, Tehran, IRAN.
author
text
article
2020
per
The aim of the present study was to investigate the effect of Keller motivational design model on learning and motivation of academic achievement of eighth grade female students in experimental sciences. The research method was quasi-experimental and according to the nature of the subject, its objectives and hypotheses were applied. The statistical population of the study consisted of all eighth grade female students in district 4 of Tehran in the academic year 2012-2012, and the statistical sample of the research included all 50 female students of the eighth grade of Tohid School. They were selected and placed in two experimental and control groups. In order to assess the subjects, a learning test and a questionnaire of academic achievement motivation were used. In this study, the experimental group was trained in the method of Keller motivational design training model and the control group was taught in the conventional method. Data analysis was performed using descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance and multivariate analysis of variance). The results of the data analysis showed that the rate of learning and motivation of academic achievement of students who were trained using the Keller motivational design model was higher than the control group.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
85
95
https://researchbt.cfu.ac.ir/article_1129_c8dbf2b762ed68d53bdb92f3aa177276.pdf
Emancipatory or captivity: Students reconstruction of schools meaning
Dr. Hossein
Ghorbani
Teacher,Isfahan, IRAN.
author
Ali
Behniya
Teacher,Isfahan, IRAN.
author
Dr. Gholam Reza
Khezerioo
Farhangian University, Tehran, IRAN.
author
text
article
2020
per
Students can be compared to birds whose existence requires them to open their wings in the skies and pick up seeds from the ground and risk a fishing trip so that they can learn about the laws of existence and the secrets of living. Sometimes the background and time provide a platform that threaten the sky, the cage, and the ground of the students. So that they can no longer remember the flight and become acquainted with the ritual of life. In the current education system, the existence of some educational structures and rules can lead schools to cages and classrooms to captivity. The aim of the present study was to enter the students' world and explore and represent the meaning of school through their perspective. To achieve this goal, narrative research method with thematic analysis method was used to analyze students' narratives. The results showed that if the students in the school had five themes: "authoritarian teaching style", "imposed educational structure and regulations", "dead curriculum content", "lack of educational facilities and inappropriate educational equipment" and "unprofessional behavior of the school's executive staff", then the school will become as a prison. The findings also show that the school, as an experience of liberation, is a place where students can learn four topics: "emancipatory teaching style", "live teaching program", "physical facilities and equipment", "appropriate and sympathetic manner of the executive staff of the schools". These results suggest that the context of primary schools, namely educational rules, the teaching process, physical and educational facilities, and curricula, requires a fundamental revision based on the requirements, and living conditions of students.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
96
117
https://researchbt.cfu.ac.ir/article_1130_d600baf3eb9ce53dff19c5f1632b1b71.pdf
Evaluation of strategies to increase the level of preparation and language development of primary school students in bilingual areas
Noor Mohammad
Brahuei Moghadam
Faculty Member of Farhangian University, Tehran, IRAN.
author
text
article
2020
per
Bilingualism is a global phenomenon that exists in most countries of the world. The term bilingualism refers to the regular use of two or more languages that are used in an individual and social sense. Relationship between bilingualism and education is one of the important issues facing today educational policymakers, planners, psychologists, linguists and teachers. The results show that bilingualism in Iran, like other multilingual countries, is a controversial issue. Bilingual children are at risk of misunderstanding when entering school due to the abandonment of their mother tongue and the consequent inability to comprehend. They face education and drop out. It seems that teachers' experiences, suggestions and initiatives can be used in the short term to reduce the effects of such problems. For this purpose, in this research, an attempt has been made to collect and summarize the valuable memories, experiences and suggestions of teachers who are studying in Resalat and Motahhari campuses of Sistan and Baluchestan province during their undergraduate courses, as well as Zahedan teachers who have been studying for several years. In the rural and nomadic areas of the province, effective solutions have been provided to reduce the language problems of students in bilingual areas.
Quarterly Journal of Education Studies
Farhangian University
2588-4182
6
v.
21
no.
2020
118
129
https://researchbt.cfu.ac.ir/article_1131_35e7ffa4718f129318d46323a1eae0e2.pdf