Modern Educational Approaches
Z. Kalantarnia; A. Shahvaran Semnani; M.H. Behzadi; , M. Rostami Mal-khalifeh; M.R. Mardan-beigi
Abstract
Background and Objectives: Educating creative people is one of the important goals of educational systems. Undoubtedly, using educational models appropriate to educational content provides a suitable platform for achieving this goal. Innovative and 5 E patterns lead to increasing student creativity. ...
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Background and Objectives: Educating creative people is one of the important goals of educational systems. Undoubtedly, using educational models appropriate to educational content provides a suitable platform for achieving this goal. Innovative and 5 E patterns lead to increasing student creativity. In the innovation model, the student tries to look at the problem with a new perspective and turn it into a familiar problem by analogy and simile. In the 5E inclusive model, the student discovers relationships, solutions, and concepts through participation in a variety of activities. The aim of the present study was to investigate the effect of educational interventions based on innovation and 5E patterns on the academic performance of 9th grade students’ geometry. Methods: The research method was quasi-experimental in which pre-test, post-test design with control group was used. From the statistical population of 9th grade female students of Tehran public high schools, 3 classes, each class included 30 students as a sample, were selected by convenience sampling method. Then two classes were randomly selected as experimental groups of innovation and 5E and one class as control group. Data collection instruments included researcher-made performance tests tailored to innovation models and 5E, while the reliability and validity of these tests were assessed only for group 5E and the results were generalized for innovation groups and 5E. In order to collect the data, at the first phase, performance pre-tests based on the basic geometric concepts were administrated for innovation, 5E and control groups. Then, the content based on innovation and 5E patterns and the traditional method for innovation, 5E and control groups were implemented by the researcher in 8 sessions for 60 minutes in five consecutive weeks. Finally, the researcher-made post-test based on the geometric concepts was run for innovation, 5E and control groups. To analyze the data descriptive statistics (including mean and standard deviation) and inferential statistics containing Kolmogrov Smirnov (to check the normality of the data) and the ANOVA were used by SPSS statistical software. Findings: The results of the research in the descriptive statistics section showed that the mean difference between the pretest tests of the performance tests of the innovation groups with 2.73 and 5E with 3.16 compared to the control group with 0.42 showed significant differences. Also in the inferential statistics section, the results of the ANOVA test for pretests of the innovation, 5E and control groups indicated that the academic level of the students of innovation, 5E and control groups was the same. (0.05 <0.963). The results of the ANOVA test for post-tests of innovation, 5E, and control groups showed that 5E and innovation had a positive effect on the performance of 9th grade students in geometry. (0.00 <0.05). Conclusion: The use of innovation models and 5E led to students’ performance, so the educational system should emphasize the use of the methods that aim to increase interaction and cooperation between students. Therefore, it is suggested that the necessary training should be introduced in the curriculum of teacher training in order to get acquainted with and apply active teaching methods such as Baybi. Also, the content of textbooks should be organized based on active teaching methods, so that these methods can be taught and implemented in teaching materials. This research has been accompanied by limitations that may affect the generalizability of the research findings. Because it is not possible for the researcher to control disturbing variables such as intelligence and gender, these variables have some effect on the results. Also, due to time and space constraints and the issue of necessary permissions, this study was conducted only among 9th grade female students. Naturally, increasing the sample will lead to more accurate results.
Modern Educational Approaches
S. Goharrokhi; A. Saberi Kakhki; M. Sohrabi; M. Jabbari Noughabi
Abstract
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method ...
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Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method refers to methods in which students play an active role in the teaching process and gain experience using teacher guidance and learning has a two-way flow. Teaching methods seem to be on a spectrum, ranging from teacher-centered to student-centered. The command method is a teacher-centered method. In this way, expectations and goals are clear to students and are more suitable for use in large classrooms. Different teaching styles are used by the trainers, but there is not any theoretical agreement on the style that will have the most productivity. Therefore, the purpose of this study was to compare the effect of command and reciprocal teaching styles on the performance and learning of basketball throw with emphasize to Jentile Model. Materials: This is a quasi-experimental study conducted in pre-test and post-test phases. Participants included 43 volunteer teenage girls who were selected by available sampling. The participants were randomly divided into three groups: command, reciprocal and control. Participants practiced basketball free throws in accordance with the Gentile’s model and their performance was measured in four steps including pre-test, immediate retention and delay retentions. For analysis of data, mixed ANOVA with repeated measures and Bonferroni tests were used. Findings: Both command and reciprocal styles had a significant effect on participants' performance (P≤ 0.05). However, there was no significant difference between these styles (P≥ 0.05). Based on the results, it can be said that both styles can have a positive effect on the training process and improve this skill. Conclusion: The general results of the present study indicate that there is no significant difference between the two teaching methods in teaching and learning a basketball fixed shot, which means that both command and two-way methods can have positive effects on the teaching process. Although some researchers today have paid more attention to active teaching methods and emphasized it more, but the results of the present study showed that command teaching method causes the same progress in the learner that students in both teaching methods are likely to have related benefits. These methods have been used, some of which were mentioned in the discussion, and no significant difference was observed between the two teaching methods. Therefore, it is suggested that researchers manipulate other constraints in their research to clarify the hidden angles of the effectiveness of teaching methods.
Modern Educational Approaches
N. Farajpour; S. A. Samavi; M. Javdan
Abstract
Background and Objective:In various studies, the factors affecting academic achievement and performance are divided into two categories: the first category are variables and factors that are outside the learner and include factors such as teacher teaching method and socio-economic status of students ...
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Background and Objective:In various studies, the factors affecting academic achievement and performance are divided into two categories: the first category are variables and factors that are outside the learner and include factors such as teacher teaching method and socio-economic status of students and the category; the second are the variables that are related to the learner and are known as personal factors that include motivation, attitude, self-efficacy and cognitive factors. From the perspective of educational psychologists as well as teachers, motivation is one of the key concepts and is used to explain different levels of student performance. The purpose of this study was to examine the causal relationship between motivational variables and academic performance in science, mediated by conceptual understanding in male and female students of the eighth grade. Methods: The sample was recruited from all of eighth grade students in Darab city, Iran. The research method was correlational. The data gathered through the three questionnaires: the modified version of Harter's (1980, 1981) scale, Attitude Survey Questionnaire, and the researcher-made conceptual understanding of Science. In the descriptive section, the mean, standard deviation and correlation coefficient were used and in the inferential section, structural equation modeling was used. Findings: The results showed that all relationships between variables, except the extrinsic motivation for conceptual understanding were significant. Results also indicated that all indirect hypotheses, except the indirect relation of extrinsic motivation to the academic performance in science mediated by conceptual understanding were confirmed. Conclusion: In the explanation of the present study that there is no significant relationship between external motivation and conceptual understanding, it can be pointed out that students who are motivated externally, study activities simply to achieve the desired outcomes such as approval or reward and prevent undesirable consequences such as punishment. In other words, the external factor controls their behavior and encourages them to perform a specific activity. According to behaviorists, learning is a change in the obvious behavior of the individual and its realization requires the use of positive and negative reinforcers. And these environmental stimuli, which are used to reinforce or inhibit observable behaviors, lead to behavioral changes. Since behaviorists focus on observable and measurable behaviors, not on inaccessible mental processes, and given that conceptual understanding is a mental process related to one's perceptions, it is not unreasonable to expect that there is no significant relationship between external motivation. And observe conceptual understanding.
e-learning
A. Habibizad Navin
Abstract
Background and Objective:Human resources (HRs), as the most important asset of any organization, play a significant role in their goals, competition and success. Thus the training of human resources plays an important role to achieve the growth and success of any organization. Teaching and learning are ...
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Background and Objective:Human resources (HRs), as the most important asset of any organization, play a significant role in their goals, competition and success. Thus the training of human resources plays an important role to achieve the growth and success of any organization. Teaching and learning are performed by different technologies such as traditional education, distance learning, e-learning and the use of grid and social networks. Existing evaluation models of e-learning have mostly examined partially the educational outcomes, the employees’ efficiency and the impact of e-learning, Therefore, in this paper a comprehensive model is presented that models and evaluates the efficiency and cost of the organization and the time and efficiency of the personnel in the current and electronic methods. Methods:First, the relationships in the e-learning system were modeled and formally expressed with mathematical relationships, and then the simulation was performed, and finally the costs of e-learning were evaluated based on the simulation results. Findings: The obtained results by simulation show that e-learning system improves the HRs utilization by 15% and decreases the training cost of organizations by 18% in comparison to the common method. Conclusion: Waste of human resources in organizations reduces the efficiency of the organization, as for solving this problem in organizations and turn it into potential and increase the intangible assets of the organization, e-learning was proposed. Web-based e-learning system is a type of training system that uses a three-tier architecture under the Internet and increases the educational productivity of the organizations and in general reduces the waste of staff time, increases the efficiency of the organization and the amount of costs. It reduces the time spent on training, and in this way can reduce unemployment, leisure time and staff wastage through training under the computer network and mobile devices and the web, which are available everywhere and always at a low cost. It also converts the intangible capital of the organization and increase the expertise and capability of the organization. Common methods of modeling and evaluating the effectiveness of e-learning were examined. Most of these models only partially assessed the effect of education on learners' performance. Therefore, in this article, a comprehensive model was presented and evaluated both the efficiency and costs of the organization and the time and efficiency of personnel in the common and electronic methods. The simulation results using MATLAB software show that the number of trained employees and intangible assets in the web-based e-learning system increases more than three times compared to conventional methods. Training costs will decrease by eighteen percent and the efficiency of the organization's employees will increase by fifteen percent. Analyzing and evaluating network and cloud training is recommended for large organizations as future work
