Materials Evaluatio
Z. Ketabdar; M. Abdi; S. Ramezani
Abstract
Background and Objectives: Thesedays, people all over the world are faced down with the public media as new communication technologies in societies. A phenomenon that has been able to cover a large part of their daily lives and as the most important communication way with the world, affect on all private ...
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Background and Objectives: Thesedays, people all over the world are faced down with the public media as new communication technologies in societies. A phenomenon that has been able to cover a large part of their daily lives and as the most important communication way with the world, affect on all private and public areas such as religion, ethics, politics, society and culture. Media literacy creates the opportunity to achieve a framework of criticism view in this field by educating and raising the audience knowledge level. Therefore, media literacy could be introduced as the ability of the audience to analyze the message of various media with a criticism view of the content of these messages. Therefore, teaching media literacy to students, as individuals who will play the most important role in the future of any society, can have a significant impact on creating a correct and efficient understanding of the atmosphere of today's societies. Therefore, the purpose of this study is to determine the effect of teaching thinking and media literacy book on the ability of optimal media consumption and criticism analysis of its messages in the tenth grade students in the Khomein city.Methods: The present study is an applied research and quasi-experimental in terms of data collection method. In the present study, the pre-test & post-test designs has been used by performing four steps. The statistical population included 1173 students in the tenth grade of Khomein city in the 1398-99 academic year. Sampling method used in this research is available sampling. The sample size of this study in the experimental group is a class by 30 student. To evaluate the criticism analysis of media messages and its components, two standard media literacy questionnaires Azizi & Falsafi with 59 and 20 items were used, respectively. The validity of the questionnaires was confirmed by expert authors in this field and Their reliability was confirmed by Cronbach's alpha coefficient 0.89 For Azizi questionnary & 0.79 for Falsafi questionnary. Then, during the academic year, students were taught a book on thinking and media literacy. At the end, the post-test was taken from the experimental group. Data analysis in the descriptive statistics section includes plenty, percentage, mean and standard deviation and in the inferential section correlation or paired t-test; Data analysis was also performed with SPSS 25 software.Findings: The findings of this study show that the mean scores of the ability of optimal media consumption, criticism message analysis, message properties and the message criticism in the post-test compared to the pre-test has increased significantly. Also, the difference between the variables pair are at the 95% meaningfulness. In the other words, it can be claimed that there is a significant difference in all components of these two variables.Conclusion: According to this research findings, it can be concluded that teaching the book of thinking and media literacy in the tenth grade of high school in the Khomein city can improve the ability of optimal media consumption and the criticism message analysis in the students.
Materials Evaluatio
Z. Ojagh; F. Ahmadi; M. Hedayati
Abstract
Background and Objectives: Making developmental changes in a society requires systematic modifications. Education is a powerful driving force behind it. Due to the limitation of budget and space in most Iranian schools and time-consuming nature of fundamental changes in teaching methods, the capacity ...
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Background and Objectives: Making developmental changes in a society requires systematic modifications. Education is a powerful driving force behind it. Due to the limitation of budget and space in most Iranian schools and time-consuming nature of fundamental changes in teaching methods, the capacity of non-formal education should be considered to compensate for these shortcomings in order to achieve the educational goals of students. Museums and science centers are part of these opportunities. Iranian Museum of Science and Technology (INMOST) was established as an institution in the science and innovation system of the country and can play an important role in non-formal education by adopting different methods in representing science, and by communicating science and society, it can nurture and promote the students’ understanding of the nature of science along with the institution of formal education. To understand how this function is performed, the relationship between science museums and the concepts of science and science education must be studied from different perspectives. Due to the novelty of scientific studies in this field, the present study analyzes INMOST from the perspective of the nature of science and how it represents by museum exhibits. In this regard, the purpose of this research is to understand the status of representation of the nature of science in the Mechanics Gallery of the INMOST to clarify how educational visits to this museum help formal education.Methods: For this purpose, the concept of "nature of science" is described and the classification of Chiappetta, Fillman and Sethna (1991) is used as a conceptual framework. In this classification, the nature of science includes four categories: Science as a body of knowledge, Science as investigative nature of science, Science as a way of thinking, Science as interaction of science, technology and society. To understand the presence of features of the nature of science in museum exhibitions, deductive qualitative content analysis is conducted so, the statistical sample of the research are (1) all the labels explaining the displays and objects that are in the Mechanics Gallery of the National Museum of Science and Technology and (2) all the oral explanations of the museum guides to the visitors which were collected and analyzed. Therefore, purposive sampling was utilized.Findings: Analysis of the content of 14 devices in the Mechanics Gallery of the INMOST shows that each device has some components and lacks some other components, and there are fewer devices in this gallery that have all four components of the nature of science. This also is true for the descriptions of the guides. Comparison of the data shows that both in the description of the guide and in the labels, the level of attention to the dimension of "interaction of science with society and technology" is less than other dimensions. The highest extent of attention is paid to “Science as a research method” and “Science as a set of knowledge” in the labels and the guides’ descriptions, respectively.Conclusion: Science museums as a non-formal education institution can play a vital role in increasing scientific literacy, scientific understanding and improving the process of non-formal science education in society and contributing to the formal education. The INMOST can meet this expectation when museum exhibits, labels, and oral explanations are represented, designed and compiled based on communication principles, museum exhibits, and informal design instruction.
Materials Evaluatio
Z. Bagheri; J. Rahimian
Abstract
Background and Objective Age is an important factor in language learning. Sociologically, members of a language community at different ages have different patterns of behavior that change throughout life and through different stages. Age-related linguistic features may be purely lexical or may be phonetic ...
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Background and Objective Age is an important factor in language learning. Sociologically, members of a language community at different ages have different patterns of behavior that change throughout life and through different stages. Age-related linguistic features may be purely lexical or may be phonetic and grammatical. There are differences in the language behavior of different age groups in a language community. In this way, each age group tends to certain linguistic features. No progress will be made in language learning unless the characteristics of language learners are taken into account. We consider speech to depend on to whom we speak, where we speak, and when we speak. The importance of the sociology of language becomes clear where language is a means of communication and we must consider what we say and what we mean by that speech. If students discuss a topic of interest, they will certainly not simply forget the new sentences on that topic. For this reason, in learning a second language, the sociological skills of language, such as social class culture, age, etc., should be considered. The present study is a field study that analyzes the content of Persian textbooks (teaching Persian language to non-Persian speakers) to see to what extent they fit the age of students. Materials: The research sample includes 50 Persian language learners who have been selected by a researcher-made questionnaire. In this research, the following questions are raised: to what extent the selection of comprehension texts of the textbook of Persian language teaching to non-Persian speakers that is adapted to the age and interests of the learners can be effective in learning the vocabulary of Persian language to non-Persian speakers? What changes are proposed to make Persian language teaching books to non-Farsi speakers more relevant to the age of the learners? Findings:Findings of the research show that foreign language learners tend to have their own age preferences in proportion to their age, and are interested in certain texts. Therefore, in curriculum development, age and interests of the learners should be taken into account. In this way vocabulary of the texts is taught easily and effectively. The relevance of the text to the learner's age is important in learning the vocabulary of the text. Conclusion: From the point of view of teachers and experts, the content of textbooks for teaching Persian to non-Persian speakers does not lead to the responsibility and participation of language learners in the desired level of learning activities. The content of textbooks does not have the desired variety of content, examples and illustrations. In this course, books should be designed and arranged in such a way that language learners have the necessary ability to write answers to book exercises, write summaries of textbooks, write sentences with correct spelling and observe written technical points, including marking, use of capital letters, and create the correct calligraphy. Learners should be familiar with the facts of the Persian language, the culture of Persian speakers, and develop critical thinking in learners. Since the concepts of Persian language for learners as a non-native and second language are far from the mind and not very understandable, the content of Persian language textbooks should be designed in such a way that they form interesting content and examples, use a variety of pictures to help learns better learn the content. Textbooks can be effective in cultivating the imagination, sense of beauty, personality of language learners compared to Persian.
