Curriculum Planning
S. Sayyedi; F. Ahmadi; S. Nasri; M. Sadrolashrafi
Abstract
Nowadays، in an effort to improve learning process، application of the new and active techniques in teaching methods، instead of the traditional method of teaching is essential. One of the active teaching methods to science teaching is hands-on and laboratory methods. To improve some of the deficiencies ...
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Nowadays، in an effort to improve learning process، application of the new and active techniques in teaching methods، instead of the traditional method of teaching is essential. One of the active teaching methods to science teaching is hands-on and laboratory methods. To improve some of the deficiencies in the laboratories، the use of simple tools and hand-made instrument is suggested. In this regard، in this study it is trying to be reviewed the effect of using the experimental hand-made on the first year high school girl students'' academic achievement، knowledge، comprehension and application in the subject of light-refraction. This study was a quasi-experimental research and it’s method is Solomon four groups design and the population is all high school girl students in Dehgolan city and its suburbs to the number of cases is 527. The samples are four groups including 97 people. The school selecting as well as the class selecting and assigning them to experimental and control groups، is random sampling. Two experimental groups taught with the use of the hand-made and two control groups taught with traditional method. Results of the analyses showed that there was a significant difference at 0.05 percent (p< 0.05) between the experimental and control groups in academic achievement and application. The findings of study suggest that the teaching light-refraction by hand-made are more effective than the traditional teaching without using of hand-made to development of learning and application.
competency of teachers
S. Rekabslamizadeh; F. Nowroozi larky; S. Nasry
Abstract
This investigation studies teaching via problem solving with emphasis on Scheonfeld's problem solving theory. The purpose of this study was to determine the effectiveness of training via problem solving based on Schoenfeld's mathematical problem solving theory on improving the student's beliefs in problem ...
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This investigation studies teaching via problem solving with emphasis on Scheonfeld's problem solving theory. The purpose of this study was to determine the effectiveness of training via problem solving based on Schoenfeld's mathematical problem solving theory on improving the student's beliefs in problem solving and increasing the group's activities and student's mathematical problem solving skills. This research has been studied at high school level with two randomly chosen groups of subject one control and one experimental group. The experimental group's teacher had been trained in a period of mathematical problem solving based on Schoenfeld's theory and the control group's teacher had not received any instruction. Pre and post-test was used to measure the progress of students in problem solving. A questionnaire was used to measure their beliefs and group activity before and after the training. The results of a t-test show significant differences between teaching via problem solving based on Schoenfeld's theory and student's group activity (t=3.595, p ) and problem solving ability (t=3.567 , p ). The analysis of u test shows there were significant relationships between teaching via problem solving based on Schoenfeld's theory and student's beliefs (z=-4.349 , p 0.01).
Education technology -Engineering training
M. Mahmoudi Sahebi; S. Nasri; H. Gholinia
Abstract
Continuous professors' teaching quality evaluation has a great effect on their teaching quality progress. How to do an evaluation and criteria that are used to it, are really important. In this research, common methods for evaluating teaching quality are studied and new criteria were suggested. This ...
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Continuous professors' teaching quality evaluation has a great effect on their teaching quality progress. How to do an evaluation and criteria that are used to it, are really important. In this research, common methods for evaluating teaching quality are studied and new criteria were suggested. This research tries to select the statistical population among the engineering field and uses the students and professors’ idea to recognize the teaching evaluation criteria in theoretical lessons as well as project, laboratory and workshop lesson and come to new conclusions. In introducing the new criteria indexes including lessons plan, professional behavior, test questions, social behavior, case studies of the postgraduate and professors' performances in workshop and laboratory lessons and students' projects and thesis are targeted. For identifying criteria of professors' teaching performance evaluation, the research was a kind of descriptive-survey one. In this research, a statistic population including 340 students and 106 professors were selected as a sample group and their opinions about the criteria for evaluating the professors' teaching quality were collected. Data was analyzed by SPSS version 16.0 software. The professors and students’ opinions were processed by using this software. The results indicate that for professors, criteria for lesson plan, scheduling in class session by following the book topics and for students, providing booklet, answering questions, using suitable examples, professor skill in experimental lesson, participation and supervision of projects and student’s thesis are the most important criteria for evaluating professors' teaching quality.