Educational Science
Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari
Abstract
The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population ...
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The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population includes experts in the field of school effectiveness. Which in part of Quantitative Research, included a limited number of faculty members in Hormozgan universities in the fields of education, of which 30 were selected as samples. Also In the qualitative section, the sample volume was estimated with a theoretical saturation of 10 people. A targeted sampling was used to select the sample. The Data collection tools were through interviews and questionnaires. For data analysis in the Quantitative section, One sample t test and In the qualitative section, open and axial coding was used. The results led to the identification of six Dimensions from 24 concepts that named them as follows: management and leadership; Belief in collective wisdom; Promoting health, health and safety at school; Empowering staff; Establishment of the teaching and learning system and extracurricular activities.
Educational Science
M. Rajabiyan Dehzireh; F. Dortaj; H. Bashirnejad Dastjerdi
Abstract
Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as ...
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Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as the only force with educational authority has ended. Traditional educational classes are no longer very effective because they depend on specific time and place and cannot provide a real and appropriate context for learning. New technologies provide rich resources that can provide an opportunity for learners to grow. Today, one of the effective factors in motivating students is to use information and communication technology in education. In addition, one of the important goals of teaching and learning is to help students learn how to think productively by combining high-level thinking (evaluating ideas) with creative thinking (creating new ideas). Using modern information and communication technologies, students and teachers are aided to learn and improve thinking skills. Augmented reality is one of the new educational technologies that has been recognized by educational researchers. The effectiveness of augmented reality can be extended to other types of technology, such as mobile devices. The use of smartphones has led augmented reality applications to overspread in almost every area of study. The purpose of this study thus was the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students. Methods: The methodology of research was Quasi-experimental, with pretest-posttest and control. The population of the study was all second grade high school students in twelve Tehran city. 60 of them were selected by cluster sampling method and were replaced in two groups (30 person experimental groups and 30 person control groups). The research tools consisted of a perceived motivational atmosphere questionnaire and a high level of thinking by Saramd et al (2011). The experimental group was trained in six sessions of one-hour with educational augmented reality. Data analysis was performed using SPSS24 software and to test the research hypotheses used from multivariate covariance analysis. Findings: The findings of the study showed that the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in the experimental group was significantly higher than of the control group. Also, the effect of educational augmented reality on the component of follow up progress by students in the experimental group was significantly higher than the control group, but on the other components of perceived motivational atmosphere, there was no significant difference between the experimental and control groups. Conclusion: The results showed that augmented educational reality affects the perceived motivational atmosphere and high-level thinking of students and improves the perceived motivational atmosphere and high-level thinking in students. Educational augmented reality also influences one of the components of motivational atmosphere (student follow-up progress). Because the most important advantage of augmented reality is its unique ability to create mixed learning environments using a combination of digital and physical objects, in this way, skills such as critical thinking, problem solving, and communication through shared exercises are easily developed; and with the use of this technology and interaction with it, students' motivation increases. This technology helps students collect, process, and recall information. In addition, it will lead to interesting and joyful learning for students. Using augmented reality in teaching to provide students with teaching materials is one of the best teaching and learning methods; students can solve scientific problems virtually by wearing augmented reality glasses or taking a mobile phone camera on textbooks in the environment. They see the real things and easily understand everything. Therefore, it increases students' motivation and helps them to acquire better skills.
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.
Educational Science
E. Jamor; M. Pourjamshidi
Abstract
Background and Objective:Assignment is an activity given to learners after teaching and can be done in the classroom under teacher's supervision or outside the classroom. Some of the assignments that are done as a part of classroom work in the learning environment are called class assignments, and others ...
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Background and Objective:Assignment is an activity given to learners after teaching and can be done in the classroom under teacher's supervision or outside the classroom. Some of the assignments that are done as a part of classroom work in the learning environment are called class assignments, and others are taken home by the learner so that they can benefit from parents’ assistance in addition to teacher support. Thus, part of the learner's time outside the school environment is devoted to homework. In general, homework is an important principle in the teaching-learning process. Researchers believe that classroom assignments provide learners with the opportunity to practice more on the concepts presented in class. Teachers also use classroom assignments to help learners learn and engage after class time, and parents become aware of their children's learning process. This research has been conducted to examine the effect of type of structured and semi-structured tasks on the behavioral engagement and motivational engagement of students in Educational Sciences in academic year of 2016-2017. Methods: The research method was quasi-experimental with pre-test and post-test with a control group. The statistical population included all the students of Bu-Ali Sina university in the field educational science in academic year of 2016-2017. Of these, 30 students were selected through a random sampling procedure and were randomly assigned to experimental and control groups (15 per group). A group with structured task and another with semi-structured assignments. Data was collected by Thinou's Engagement Questionnaire (2009). Validity of this questionnaire has been obtained through content validity and formalism, and reliability of the questionnaire in the internal consistency of the questionnaire, using Cronbach's alpha was 0.96 and in the sub-components this value for behavioral involvement was 0.90 and motivational engagement 0.92. To analyze the data, descriptive statistics including frequency, mean, standard deviation and inferential statistics including independent sample t-test and covariance analysis test were used. Findings: The results revealed that there is no difference between the type of structured and semi-structured tasks and student motivational and behavioral engagement. Conclusion: Based on the findings of this study, it can be said that both types of tasks, semi-structured and structured, provide engaging conditions for learners. Semi-structured tasks, due to their greater degree of independence and identity, lead to learners’ commitment, satisfaction and the structure of the learner's intellectual control. Structured assignments, due to their features such as regularity and similarity to the structure of long-term memory, as well as careful planning and scheduling, make people less stressed make them do their homework without ambiguity, and as a result, the person does the without worrying about running out of time. They also increase a person's emotional involvement.
Educational Science
D. Tahmasebzadeh Sheikhlar; M. Sadeghpour
Abstract
Background and Objective:The use of new communication technologies, especially social networks in recent decades, has entered a new era and society; the society that Daniel Bell calls the post-industrial society; Tada Omsu, the network society; and Manuel Castell, the information society. The increasing ...
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Background and Objective:The use of new communication technologies, especially social networks in recent decades, has entered a new era and society; the society that Daniel Bell calls the post-industrial society; Tada Omsu, the network society; and Manuel Castell, the information society. The increasing development of electronic communication technologies such as satellite and Internet networks and their impact on many social, cultural, political and economic aspects, society has undergone such fundamental changes that some experts in virtual social networks called the virtual social media the new dimension of power in the 21st century. While we are witnessing a growing trend of users and members of Internet social networks, it is essential to know the various dimensions of networks and be aware of their effects. With the arrival of technology into the countries, we must always witness its ups and downs. The use of new technologies, in addition to creating opportunities, also becomes a threat. The purpose of this study was predicted the academic procrastination based on use of social networks with the intermediate role of self-regulation learning strategies among high school students. Methods: The research method is applied research in terms of aim and is correlation in terms of the natures of subject. The statistical population includes all secondary school students in Hashtrood city. The sample size was 309 people based on the Morgan table and were selected randomly by multi-stage cluster sampling. Social networking questionnaire, self-regulation learning and academic procrastination were used to collect data. The opinions of related experts were used to determine the validity of the questionnaires and their reliability was determined by the coefficient of Cronbach's alpha (virtual networks, 0.88, self-regulatory learning strategy, 0.79; Academic procrastination, 0.80. Findings: The results showed that the questionnaire had a good reliability. SPSS and Lisrel software were used to analyze data, Pearson correlation coefficient to examine the relationship between variables and the path analysis method to investigate the effect of variables. Conclusion: The results showed that there is a relationship between social networks with academic procrastination and student self-regulation learning strategies, and has an indirect effect on student’s procrastination. Based on the results, the following suggestions are given: the national media should consider a program as informal education to inform about the harmful consequences of improper use of social networks. The country's Educational Research and Planning Organization and institutions related to the production of curriculum content, should develop content to raise students' awareness of how to properly use social networks. School principals should hold educational workshops to raise awareness of the student community so that students become aware of the disadvantages and advantages of virtual networks and can use social networks to promote education. School principals need to keep in touch with students' parents and keep them informed of students' behaviors and practices so that parents can contribute to students' academic lives. - Teachers should inform students about their educational status in order to eliminate students' negligence. Principals, teachers and parents of students should cooperate in order to control the optimal use of social networks by students. Teachers inform students about the benefits and goals of using self-regulated learning strategies. Teachers should teach students how to use self-regulated learning strategies in the learning process in appropriate opportunities such as extracurricular activities.
Educational Science
A. Taheri; N. Tahmasbipour
Abstract
Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and ...
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Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and teach emotional intelligence. Emotional intelligence refers to the ability to control the feelings and emotions of oneself and others, to distinguish these feelings and to direct personal behavior and thinking based on this information. Research on emotional intelligence has shown that emotional intelligence is an effective and determining factor in real life outcomes such as success in school and education, success in work and interpersonal relationships, and overall health function. Emotional intelligence is positively correlated with mental health and negatively correlated with mental disorders. In addition, various studies have shown impairment in emotion regulation and emotional intelligence in some disorders such as borderline personality disorder, schizotypal personality disorder, schizophrenia, depression and anxiety disorders. In fact, the relationship between emotional intelligence, which is measured by the Transcendental Traits Scale, with variables such as depression, anxiety, and general mental and physical health in adults has been confirmed. The present study determines the relationship between emotional intelligence and its components and anxiety symptoms among country Olympiad students in educational year 2004-2005. Method and Materials: The study used a descriptive- survey research design. The population included 380 Olympiad male students from middle schools in Iran in educational year 1393-94. 181 students were selected based on Morgan table. The instruments included: Scale (TMMS) which is an objective self-report questionnaire based on emotional intelligence model and made by Salovey et al to assess three components of emotional intelligence; and Beck Anxiety scale (BAI) with 21 items and made to assess anxiety level. The method of data analysis in this study was correlation coefficient, one - way variance analysis and regression. Findings: The findings showed that there is a significant relationship between emotional intelligence and its components and anxiety symptoms among Olympiad Students. In addition there was no relationship between the component caring for the feelings and anxiety symptoms. The component feelings clarity also correlated significantly with anxiety symptoms. Finally, there was no significant correlation between the component feelings renewal and anxiety symptoms. Conclusion: According to the results, there is a significant relationship between emotional intelligence and anxiety and this variable predicts anxiety negatively. This means that students with high emotional intelligence are far less likely to be anxious. In addition, the explanation in this regard is that emotional intelligence with two important domains of mood, namely positive emotion (feeling happy, eager and interested, etc.) and negative emotion (anxiety, feelings of hostility and dissatisfaction, and ...) is also relevant. People with negative moods tend to experience emotional stability due to the stability of such situations, which may make it difficult to truly understand what is being felt. While positive-tempered people are more likely to be optimistic about their abilities; therefore, they evaluate themselves positively in terms of emotional ability, and people who are able to recognize, control, and use these emotional abilities will enjoy greater social support and a sense of mental health satisfaction. The above findings, which are the result of the anxiety component related to emotional intelligence, have been observed in fewer studies, and in this regard, the present study can be the source of serious challenges in such research.
Educational Science
H. Mehdi Zadeh; F. Lotfi; M. Eslam Panah
Abstract
The main purpose of this paper is identification and determination effects of the using education by argumentation maps on improvement the average grades of the Critical thought in the students. This research is modeled in a multi-group semi-experimental project with pre and post examination. Data ...
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The main purpose of this paper is identification and determination effects of the using education by argumentation maps on improvement the average grades of the Critical thought in the students. This research is modeled in a multi-group semi-experimental project with pre and post examination. Data of done this project، in order to consideration the rate of think and logic testing’s، the test is done using Watson Glaser Critical thought. The sample of research was included of the 60 girls and 60 boys students at EIVAN Township have been done، who are studying in the second grade in guidance school at academic year 89-90. In part of the four groups is considered، which are selected using random sampling from students in the second grade of guidance school. Thence forth the experimentally group during 7convocation 90 minutes’ by using argumentation maps was exposed on the experiments and responsibilities learning. After two weeks the end of the project، the Critical thinking from all testing’s is done again. The data of research are briefed and classified using qualified statistically index such as: average، variance، amplitude and percent of amplitude. Then the assumptions of research are analyzed using test (t)، variance and covariance analyses. The analyses of the obtained data shown that carrying out of the argumentation maps in the class at science subjects are more effective on increment of the grad averages of Critical thought for girls and boys students.
Educational Science
M. Ghazavi; Saeed Bazzazian Bonab
Abstract
در مقاله حاضر، چگونگی یاد گیری درسهایی از جامعه مورچگان برای بهینهسازی مسائل مهندسی ارائه شده است و به عنوان یک مثال برای چنین مسائلی، دیوار حائل بتن مسلح در نظر ...
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در مقاله حاضر، چگونگی یاد گیری درسهایی از جامعه مورچگان برای بهینهسازی مسائل مهندسی ارائه شده است و به عنوان یک مثال برای چنین مسائلی، دیوار حائل بتن مسلح در نظر گرقته شده است که از نظر هزینهها میتواند بهینهسازی شود. روش طراحی سنتی برای دیوار حائل بتن مسلح، تنها با استفاده از روش سعی و خطا قادر به طراحی بهینه است. این مقاله، به معرفی یک روش بر مبنای یادگیری از مورچهها پرداخته شده است که اساساً یک روش جستجو برای مسائل بهینه سازی ترکیبی است و دارای پیچیدگیهای خاص است. این روش براساس مدل سازی ویژگیهای گروهی مورچهها و بالاخص ویژگی غذایابی آنها میباشد. این روش میتواند دیوارهای بتن مسلح را با توجه به دارا بودن قابلیت جستجو و استخراج جواب به صورت مؤثر از فضای جستجو، بهینهسازی کند. اساس تحلیل در این مقاله، تعیین کمترین وزن و کمترین هزینه برای طراحی دیوار حائل بتن مسلح است به طوری که در این طراحی، نیروی جانبی کل ناشی از فشار خاک پشت دیوار محاسبه شده و ملاحظات ظرفیت باربری، نشست، پایداری، و اصول طراحی سازههای بتن مسلح در نظر گرفته شده است. نتایج بدست آمده، گویای این مطلب می باشد که روش بهینه سازی بر اساس جامعه مورچگان می تواند مهندسین را در جهت به دست آوردن حداقل هزینه ساخت دیوارهای حائل به طور مؤثر آموزش دهد.
