Educational Science
A. Dinarvand; Z. Golzari
Abstract
Background and Objective:Among the many factors that are involved in the field of education, the role of the teacher is certainly more prominent than others, and in fact the leadership of the future generation of any society is in the hands of the teachers of that society. Therefore, the teachers’ ...
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Background and Objective:Among the many factors that are involved in the field of education, the role of the teacher is certainly more prominent than others, and in fact the leadership of the future generation of any society is in the hands of the teachers of that society. Therefore, the teachers’ personality should be projected in a way that students accept them as a knowledgeable, kind, and honest leader and consider them as their role model. Obviously the teachers can fulfill their educational mission and meet the social expectations when they have sufficient and necessary qualities. One of these qualities that is related to the success or failure of teachers, is self-efficacy. Another important feature is the attitudes of teachers towards their jobs that guarantee organizational efficiency. In addition, these factors increase competition and better performance among teachers in the future, and have a strong relationship with students’ success. Considering the importance of professional attitudes and self-efficacy, the present study intends to examine the effectiveness of flipped instruction on professional attitude and self-efficacy of high school teachers in Tehran. Methods: The present study is a non-empirical quantitative research with a causal-comparative (retrospective) method. The statistical population included all high school teachers at 22 districts of Tehran who adopted inverse teaching method. Using purposive available sampling method, 15 teachers who had the highest score in terms of gender, years of experience, type of employment, and the district of service were selected as the study group. 15 counterparts who were teaching via the conventional methods were selected as the control. To investigate the effectiveness approach, the dependent variables of professional attitude and self-efficacy were examined by related questionnaires. To analyze the data, multiple analysis of variance and one-way analysis of variance were used. Findings: The results indicate that the level of the professional attitude and self-efficacy in general and the components of self-efficacy were significantly higher for teachers using flipped classroom methods than teachers who used conventional methods in their class. Conclusion: The present study showed that a teaching method can also have a positive effect on teachers' professional attitude and self-efficacy. For better efficiency of this method, parents are required to cooperate with teachers and the country's officials are expected to introduce this approach in in-service courses. It is recommended to researchers to include male samples teachers with less than 20 years of experience in their studies in other parts of the country.
Education technology -training course
E. Reyhani; Z. Sharifi
Abstract
Background and Objectives:One of the most important concepts in mathematics, which has always been difficult for students to understand, is the concept of limit. Due to the connection of this concept to many other concepts such as infinitely large and infinitesimally small, continuity, derivative and ...
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Background and Objectives:One of the most important concepts in mathematics, which has always been difficult for students to understand, is the concept of limit. Due to the connection of this concept to many other concepts such as infinitely large and infinitesimally small, continuity, derivative and integral, its correct understanding and comprehension is of particular importance and this has led to its teaching and learning by math educators. Although this concept has been explored many times in educational research by researchers, it is still difficult for students to understand. There are several ways to identify problems in understanding concepts, including the concept of limit. One of these methods is to study how concepts and structures are formed that students create to learn concepts in their minds. The aim of this study is to assess students, understanding of the concept of limit in the third year of secondary school based on the APOS theory. APOS theory is a theory of learning that is used in academic mathematics. The theory categories students’ understanding of concept across the levels, and is able to models mental structures that person to understand of the concept. Method and Materials: This research is a descriptive study using survey. The sample of this research is 234 students in third grade from Qarchak city who have been randomly selected. The instrument is a researcher-made questionnaire with six questions. The reliability of the test was estimated by Cronbach’s alpha and is approved in the amount of 0.82. Findings:The results show that most students do not have a good understanding of the concept of limit and they mostly can do the limit problems correctly, if they have a routine way to solve them. The weak structures affect not only their understanding of the concept, but also depend on the understanding of the concepts such as continuity. Conclusion: When introducing the concept of limit, the teacher can prevent the construction of correct schemas of the concept of limit by using slang and giving the initial idea. Because the role of the teacher in constructing a concept of limit is very important, if the teacher teaches in an inappropriate way, it may prevent the student from absorbing the concept of limit. Another reason for stopping the growth and development of the concept is the continuous evaluations in educational environments that do not emphasize the need for conceptual understanding of the concepts and are limited to routine methods to achieve better results. For this reason, doing research in the field of teaching and learning any concept in mathematics, such as the concept of limit, can lead to more effective teaching strategies.
