Education technology -training course
R. Afkhami; N. Asghary; alireza medghalchi; F. Pashaie
Abstract
Background and Objectives: The principles and standards of school mathematics (NCTM) in the branch of algebra propose standards that consider the development of students' understanding of algebraic symbolization and especially the understanding of the variable concept as one of the basic needs of students. ...
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Background and Objectives: The principles and standards of school mathematics (NCTM) in the branch of algebra propose standards that consider the development of students' understanding of algebraic symbolization and especially the understanding of the variable concept as one of the basic needs of students. Functional thinking is also the highway of algebraic thinking and teachers should consider it as the heart and soul of math education. Figural patterns have characteristics that are favorable for starting the generalization and development of functional thinking and can be used in school mathematics. Also, attention to mathematical structure should be an important part of the teaching and learning mathematics. The structure of a mathematical pattern is the way a pattern is organized and is often expressed as a generalization. The purpose of this research was to investigate the performance of students in building the concept of figural pattern generalization based on APOS theory (action-process-object and schema) and to improve the stages using the states of awareness of the structure, and will help teachers and students to have a more accurate evaluation of the figural pattern generalization and better identify the problems and improve their stages of understanding.Methods: The data collection method was quantitative-qualitative. The data collection tool included a researcher-designed test and a semi-structured interview. The statistical population included 493 seventh grade students of public schools in Malekan city (Azerbaijan-e-sharghi). According to Cochran's sample size formula, 220 male and female seventh-grade students were selected and participated in the researcher-designed test. The validity of the test was checked and confirmed by three mathematics teachers and four experienced teachers. The reliability and internal consistency of the questions were confirmed by finding Cronbach's alpha coefficient and alpha as 0.69.Findings: Students' mental structures were identified according to APOS theory in the figural pattern generalization. The highest percentage of correct response was at the action stage and the lowest percentage was at the object stage. The stages of APOS were hierarchical and from simple to complex, and the results of this research confirmed the characteristics of this theory. At the action stage, about 18% of the students were unsuccessful, and according to the first attentional state (holing wholes) looking at the figural pattern was introduced as a tool to improve the understanding of these students. About 60% were unsuccessful at the process stage, which the discerning details and recognizing relationships as second and third attentional states helped students to reach the process stage. About 88% of the students failed to reach the object that the fourth attentional state (perceiving properties) as auxiliary tool was introduced. Reasoning on the basis of identified properties as the fifth attentional state was used to upgrade students to the schema stage in APOS theory.Conclusion: This research provided a framework for measuring and evaluating students in the figural pattern generalization that teachers can use in better teaching of this concept. At each stage, solutions can be provided according to the student s' stage to improve their understanding of generalization to higher stage. This research showed the power of APOS theory in compatibility with other constructionist theories. Adapting the APOS theory with the theory of structural awareness and benefiting from this adaptation in order to improve the stage of understanding of the seventh-grade students in figural pattern generalization was considered as one of the innovative aspects of this research.
Education technology -training course
M. Norollahi; H. Zangeneh; M. PourJamshidi
Abstract
Background and Objectives: The central objective of the educational system is to cultivate student success, promote academic progress, and foster meaningful and enjoyable learning experiences. Achieving these aims hinges significantly on student engagement in the learning process, as its absence may ...
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Background and Objectives: The central objective of the educational system is to cultivate student success, promote academic progress, and foster meaningful and enjoyable learning experiences. Achieving these aims hinges significantly on student engagement in the learning process, as its absence may lead to academic failure and suboptimal outcomes. Numerous factors influence students' academic engagement quantity and quality, warranting thorough investigation. This need has been accentuated by the widespread implementation of virtual education during the COVID-19 pandemic, which has been associated with declining academic performance and reduced interest in learning among students. In response to this challenge, examining the factors that impact academic engagement, including the support provided by teachers, parents, and classmates, and integrating new technologies that have become integral to the educational landscape is essential. However, utilizing these new technologies also brings unique challenges, notably technology anxiety, wherein students may experience fear and apprehension when confronted with technology-related tasks. The present research explores the relationship between the type of social support and learners' level of academic engagement, considering the mediating and moderating role of technology anxiety. By elucidating such relationships, this study aims to propose innovative and contemporary solutions that effectively harness social support, ultimately ensuring educational success and fostering positive learning experiences amidst the complexities of modern education.Materials and Methods: The research adopted a quantitative and survey-correlation methodology. The statistical population comprises 528 eighth-grade high school students (264 girls and 264 boys) from Famnin City during the academic year 2021-2022. Initially determined as 225 individuals using Karajesi and Morgan's table and selected through random cluster sampling, the sample size was later increased to 402 participants (221 girls and 181 boys) to enhance generalizability. The research instruments consist of Reeve's 2013 Academic Engagement Questionnaire, Dimrai and Maleki's 2002 Social Support Questionnaire, and Bandalos and Benson's 1990 Computer Anxiety Questionnaire. Convergent and divergent validity assessed the items' validity, while Cronbach's alpha, combined reliability, and Spearman's tests measured item reliability. The presented model and results were analyzed using structural equations and Spearman's correlation test.Findings: The findings from the structural equations analysis indicate a significant relationship between social support and the extent of student academic engagement mediated by technology anxiety. The social support provided by parents, teachers, and classmates exhibits both direct and indirect effects on students' academic engagement. This support, comprising instrumental, informational, emotional, and evaluative aspects, positively influences students' engagement in various technological aspects, including communication, work success, confidence, and intimacy. Consequently, technology anxiety is reduced, increasing academic engagement across behavioral, cognitive, emotional, and causal dimensions. Furthermore, this positive effect remains evident even when not considering technology anxiety as a mediating factor.Conclusions: The research findings highlight the crucial and fundamental role of parents, teachers, and classmates in addressing students' challenges, particularly in the realm of technology and its application in education. These key stakeholders can provide essential support to students, facilitating the resolution of technological issues. Recognizing their significant impact, policymakers and educational authorities should harness these valuable resources to enhance the quality of online education. Implementing targeted programs and plans to encourage parents, teachers, and classmates to offer increased social support will ultimately improve the overall learning experience and academic engagement.
Education technology -training course
Z. Chaliat; G. Rekabdar; B. Soleymani
Abstract
Background and Objectives: The ever-increasing expansion of virtual education and the access of more and more people to mass communication tools, including mobile phones, caused this tool to be favored in order to increase the ease of learning and the optimal transfer of information. Since these media ...
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Background and Objectives: The ever-increasing expansion of virtual education and the access of more and more people to mass communication tools, including mobile phones, caused this tool to be favored in order to increase the ease of learning and the optimal transfer of information. Since these media provide the role of a communication bridge between the teacher and the learner, their timely and correct use can play a significant role in the desired transfer of information and a better and easier understanding of the course materials by the learners. Learning with the help of programs that can be installed on smart mobile phones has been one of the teaching-learning methods in recent years, which is expanding dramatically as the advantages of technology in teaching and learning. The effectiveness of computer-aided learning on mathematical academic progress has been investigated in various studies. This research was conducted with the aim of investigating the effect of teaching MATLAB graphic calculator that can be installed on a mobile phone on the performance and attitude towards mathematics among the 10th-grade humanities students.Methods: The current study was applied in terms of its purpose and quasi-experimental in terms of method, with a pre-test and post-test design with experimental and control groups. The statistical population includedt the 10th-grade female students in the field of humanities in Khorramshahr in the academic year of 2021-2022 and the available sampling procedures were used The sample consisted of 46 students who were randomly assigned to each of the experimental and control groups, including 23 students. In order to collect the data, the short version of Lim and Chapman's (2013) math attitude questionnaire was used. The reliability of this questionnaire was checked by Cronbach's alpha. The value of Cronbach's alpha reliability coefficient in the pre-test for the general scale of attitude towards mathematics was 0.87 and for the post-test, the alpha coefficient was 0.91. Also, math performance was measured by a teacher-made test. Its content and form validity were confirmed by the experts in the field of mathematics education, and the criterion validity of the math performance questionnaire was calculated by determining the Pearson correlation coefficient of math performance and attitude towards math in the pre-test at 0.42, which was consistent with the expectation of a positive relationship between performance and attitude towards mathematics. In order to check the reliability of the math performance test, due to the explanatory nature of the test questions, the reliability method of the correctors was used. Before the training, a pre-test was administered in two classes; then the experimental group was taught how to use MATLAB software and graphic calculator for seven sessions and each session lasted fifty minutes. But the control group received no training on this software. At the end, a post-test was given to both groups. Due to the non-normality of the data and the non-fulfillment of all the covariance analysis conditions, the data were analyzed using the normalized-gain method and Mann-Whitney test.Findings: The results showed that the average attitude and math performance in the experimental group were higher than those of the control group and there was a significant difference between the two groups at 5% level of confidence. The effect size of the Mann-Whitney test was reported to be 0.22 for math performance and 0.21 for math attitude. Using Cohen's criterion, the size of this effect was moderate.Conclusion: According to the results of this research, it appears that the use of MATLAB graphic calculator can play an effective role in creating a positive attitude as well as increasing the mathematical performance of humanities students in the tenth grade of high school. The use of programs that can be installed on mobile phones and graphic calculators in the curriculum, as well as content compilation in this field and its impact on evaluation has provided an opportunity to make changes with the aim of responding to the students' learning demand and create this possibility for constant learning without connection to a specific place or time.
Education technology -training course
M. Mehri Tekmeh; M.A. Fariborzi Araghi; E. Reyhani
Abstract
Background and Objectives: The purpose of this study is to investigate the use of researcher-made examples by GeoGebra software as an educational tool to increase the learning skills of geometric theorems and assess the attitude of 11th-grade math students towards geometry and provide a practical model ...
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Background and Objectives: The purpose of this study is to investigate the use of researcher-made examples by GeoGebra software as an educational tool to increase the learning skills of geometric theorems and assess the attitude of 11th-grade math students towards geometry and provide a practical model for teaching geometry.Methods: This research is a quasi-experimental type with an experimental group and a control group. It uses pre-test and post-test and is applied in terms of purpose. The statistical population of the present study included all-female high school students in the eleventh grade of mathematics in the districts three and four of Isfahan in the academic year 2021-2022. The statistical sample consisting of 120 students was purposefully selected using the available sample method. A pre-test of geometry course 1 as well as a three-scale Cattell intelligence test were administered to all groups in the same manner. A researcher-created questionnaire on a five-point Likert scale was given to all groups to assess the students' attitudes towards geometry before and after the research. The opinions of experienced education consultants and teachers were used to assess the validity of the questionnaire, and after correction, it was made available to students. The Cronbach's alpha coefficient was used to determine the reliability of the questions. Reliability was 0.93 indicating the high reliability of the questionnaire. The experimental group was taught how to use, construct simple shapes, and measure the components of shapes in GeoGebra via cyberspace, and their problems were solved by the researcher in five one-hour sessions.A researcher- created nine practical examples related to the sections of the circle and transformation sections in Geometry 2 using the opinions of five experienced professors and teachers, their answers were designed using GeoGebra software, and they were provided to the experimental group. Using this software, they guessed the components and checked their accuracy. The correct answers were then given to them. They also deduced the original form of the relevant theorems and demonstrated them. During this time, the control groups were given the contents of this section of the book in the traditional manner. The post-test was administered equally for all groups at the end of this period. The inferential part of SPSS 25 software, which included MANCOVA analysis, Kolmogorov-Smirnov test, Levin test, and M box test, was used to analyze the obtained data.Findings: The results of MANCOVA analysis show that the use of examples made by GeoGebra software compared to traditional teaching has a statistically significant effect on students' ability to guess and learn geometric theorems. In addition, the questionnaire given to the students show that they value the use of GeoGebra to solve these examples and guess and prove the theorems related to them and have more motivation to participate in the geometry class. Conclusion: According to the findings, the teaching method of proving a geometric theorem by using examples made by GeoGebra software increases the amount of learning in the classroom and increases students' motivation to learn geometry, and makes the classroom more attractive to them. This method increases students' creativity and causes them to be more involved in the learning process and becomes more active in the classroom, and these skills enable students and facilitate learning in the geometry classroom. There were some issues with the research. Some school principals, for example, refused to allow this method of teaching geometry. Some geometry teachers were also unfamiliar with GeoGebra software. In-service courses in this area are ideal for math teachers who want to help their students learn geometry more effectively and enthusiastically.
Education technology -training course
J. Mahdikhani Sarvejahani; H. Doosti; A. Tehranian; A. Shahvarani; M. Azhini
Abstract
Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies ...
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Background and Objectives: Metaphors are powerful tools, which are used to present teachers' attitudes about mathematics and reflect their experiences. Teachers' metaphorical perception can make many educational events more tangible in order to examine the current status of education. Previous studies asked provident teachers to provide metaphors for teaching mathematics and to use these metaphors to understand their attitudes about mathematics. On the other hand, these days, educational technologies have rapidly created new opportunities for meaningful education of mathematics. Therefore, the role of teachers in integrating education and technology is getting more and more important. Frequent use of technology, in almost every aspect of our lives, requires a change in the content and nature of school math programs, and it is important for students to use computers to increase their understanding of math concepts as they change. The use of computers in educational programs should be supported. Since the interpretation and explanation of teachers' attitudes toward the field of technology is important in teaching-learning, metaphors are used to compare mere and common interpretation. The National Council of Teachers of Mathematicshas stated that the use of technology is an appropriate method in mathematical reasoning, expression, problem solving, and effective communication. Moreover, the use of computers in educational programs should also be supported. Therefore, the main purpose of the current study based on the instrumentation method was to standardize the metaphorical perception scale of the effectiveness of mathematics education software in the teaching-learning process from the perspective of mathematics teachers.Methods: The research method was descriptive and the method entailed instrumentation and standardization. Using two-stage cluster sampling method and Morgan table, 198 male and female math teachers working in all primary and secondary state and non-state secondary schools in 1, 2, 3, 4 education districts of Tehranwere selected as the participants. Researchers prepared and designed a questionnaire with 44 items based on theoretical basics and related technologies in the field of mathematics education. In the first stage, CVI and CVR content validity indices were examined.Findings: After two stages of distributing questionnaires among eight experts in the field of education and technology of mathematics, the results showed that some items were removed due to not reaching the standard level. Finally, 28 items according to the components in the questionnaire were approved.The questionnaire was then distributed among math teachers in virtual networks.The results of reliability and exploratory factor analysis confirmed four factors with 26 items and the reliability value of each factor was proved and recordedbetween 0.78 and 0.94.Four main factors were identifiedincluding a metaphorical understanding of access and acquaintance, skill and mastery, interest, attitude, impact and application in the use of mathematical software.Conclusion: The results of this survey and tooling based on the views of math teachers showed that the four mentioned factors were very important in the efficiency and application of math education technologies and software in middle school teaching. Determining and explaining such factors can lead to a more detailed examination of the challenges and resources available in the preparation and distribution of mathematics education technologies in schools.
Education technology -training course
M. Maleki; M.J. Liaghatdar; M.R. Nili
Abstract
Background and Objectives: Today, vocational education is a part of the school curriculum that is more about preparing students for life and employment in the society. This training can be the main part of the curriculum with a part of as the requirements for graduation or the fulfilment of other courses. ...
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Background and Objectives: Today, vocational education is a part of the school curriculum that is more about preparing students for life and employment in the society. This training can be the main part of the curriculum with a part of as the requirements for graduation or the fulfilment of other courses. This type of training should be an integral part of all phases of education and should be provided through an organized and graded program. In this regard, the main categories of work that are specifically emphasized are: work related to individual needs, work at home, work in the classroom, school and extracurricular activities, and integrated school loss, work as a learning experience, work in society by focusing on altruistic and selfless services, and work related to professional growth, production, social utility, and the discovery of opportunities and ways of caring. In addition to business skills, in today's modern world, access to information and knowledge and gain insight and attitude in this field, is considered important, so the skill of acquiring credible knowledge and information can be a factor in the growth and development of societies. And any plan, initiative, tool and device that focus on the interaction between the instructor and the learner in order to gain competencies is an example of educational technology. The purpose of the present study was to identify the basic skills of work and technology curriculum designed for junior high school students. Methods: This research has been carried out qualitatively using phenomenological method. The research community consisted of sample Iranian instructors of work and technology curriculum. Sampling was carried out by utilizing target method and standard type sampling. Professional interviews with 13 participants to the extent of saturation were used. For data analysis, the three-step coding method (open, axial and selective) was used. Findings: The findings showed that the basic skills included in work and technology curriculum at the junior high school consists of a series of categories as follows: perceptual (11 subcategories), communication (5 subcategories), ethics (5 subcategories), technical (6 subcategories) and technological (3 subcategories). Conclusion: Today, it is clear that the teaching and learning of students in the field of work and technology is not limited to school and high school, but it is necessary that students throughout life, from formal to informal education, have a desire for lifelong learning. In the meantime, one of the important tools of lifelong learning that leads to the growth and development of students is the acquisition of information and technology literacy skills, so that information literacy for students increases their ability to recognize information needs, recognize incomplete information, ability to access and discover information, the ability to evaluate information and select information. Technological literacy also increases students' innovation in practice, as well as their ability to use, manage, evaluate, and understand technology, followed by lifelong learning. In general, whether a student is successfully completing high school or not, learning basic skills can prepare him or her for the future. Learning the basics of work and technology should be such that the student is equipped with the abilities, skills, experiences, ambitions that lead to success in life after high school. The results show that it is necessary to revise work and technology curriculum at the junior high school education, and take into account the basic skills mentioned in this study.
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.
Education technology -training course
H. Rangavar; A.A. Khallaghi; A. Nasri Fakhredavoud
Abstract
Principled instruction and appropriate combination of science and technology in technical/vocational schools have a crucial role in industrial boom and job opportunity creation of the country. In this regard, the compatibility of syllabuses of technical/vocational courses with the needs of the industry ...
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Principled instruction and appropriate combination of science and technology in technical/vocational schools have a crucial role in industrial boom and job opportunity creation of the country. In this regard, the compatibility of syllabuses of technical/vocational courses with the needs of the industry seems crucial. In the current study, the compatibility of the syllabus of wooden cabinet-making major with the needs of the industry was investigated. With this end in view, five major and specific courses were chosen: “Technical drawing of wooden cabinet”, “Wood products technology” , “Mobile and stationary machines”, “The process of project implementation” and “Making wooden cabinets”. The population included teachers of cabinet making technical/vocational schools and wood artisans in Khorasan Razavi Province. A researcher-made questionnaire was used for collecting data. Fifty questionnaires were distributed among teachers based on census sampling and 250 questionnaires were distributed among artisans based on random sampling. Descriptive and inferential statistics were used to analyze the gathered data. The results of data analysis showed that the compatibility of the wooden cabinet-making syllabus with the needs of the industry in Khorasan Razavi is above the mean. Therefore, it can be concluded that the curriculum of the wooden cabinet-making has met the needs of the industry up to a satisfactory extent.
Education technology -training course
K. Abdollahpour; A. Rafiepour
Abstract
The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located ...
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The aim of the present study is to examine the lived experience of the modeling cycle students with using a phenomenological approach. For this purpose, a problem called "local bread and city bread" was used that designed upon 3- year experience of the first author who lived in one of the villages located in the south-eastern part of Iran. In this research, purposive sampling was used to achieve data saturation. In this study, a total of 16 ninth grade female students (8 pairs) took part. Data of this Study collected from various sources, including participant observation, student responses, dialogue between teacher and students and semi-structured interviews. These data were analyzed through interpretation. Finding of this study show that students are capable to determine real world problem and they can make a math model for real world problem. Indeed, experience of everyday life of students helps them to visualize and interpret the bread problem. So, important findings of this study are firstly lived experience of students help them to solve the modeling problem, and secondly lived experience can fill the gap between real world and mathematical world.
Education technology -training course
N. Yaftian; A. Bashir
Abstract
The aim of this research is to evaluate the mathematical content of 7th grade math textbook from the aspect of how the content according to Anderson taxonomy of cognitive domains, concerns creativity, and finally analyzing considering the distribution of contextual problems. The method used is content ...
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The aim of this research is to evaluate the mathematical content of 7th grade math textbook from the aspect of how the content according to Anderson taxonomy of cognitive domains, concerns creativity, and finally analyzing considering the distribution of contextual problems. The method used is content analysis. The population is the 7th grade math textbook 2014-15. To validate the face and content validity of the study, views and opinions of some experts and math education teachers at university were used. For reliability, the percentage of agreement of three coders through Scott reliability coefficient formula was calculated and the reliability coefficient of 84% was obtained. The findings of this study indicate considering cognitive domains, the content has paid much attention to procedure knowledge, whereas analysis of the book according to mental processes and creativity models indicates that less attention has been paid to foster mental processes and high levels of creativity. On the aspect of contextual problems, little attention has been paid to the relationship between mathematics and the real life. It is essential that the authors and all who involved in education consider the level of thinking, age and prior knowledge of learners in preparing the contents to provide more opportunities for learners to grow in all aspects.
Education technology -training course
M. Sabbaghan; J. Shahi Bigbaghi; M.R. Emamjomeh
Abstract
The purpose of this research is green chemistry education with the design and implementation of green chemistry experiments in stoichiometric subject in high school. The designing experiment was used to compare the green chemistry learning of experimental and control groups with pre-testing and post ...
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The purpose of this research is green chemistry education with the design and implementation of green chemistry experiments in stoichiometric subject in high school. The designing experiment was used to compare the green chemistry learning of experimental and control groups with pre-testing and post testing. The school selecting as well as the class selecting and assigning them to experimental and control groups، is random sampling. The method was done in two stages, to begin the practical in education on the basis of green chemistry (Independent variable) experiment was performed by "How glue is made?" experiment. A next step, teaching saponification by means of green chemistry dealing with tendency aspects and stoichiometric topics of the subject is considered as in experiment which covers many of green chemistry objectives by experimental group. Saponification experiment was done for control group without considering green chemistry objects. The data collected through teacher-made tests for cognitive domain of learners and check lists for tendency and painting open drawing in green chemistry for skill domain of learners. In this study, statistic population consist of experimental group (N=30) and control group (N=30) in high school girl students in Jafarabad city. The research has been done through descriptive–evaluative method. The research has been done through descriptive–evaluative method. The results clearly indicated that the principle of 1, 2, 3, 4, 6, 7, 11 and 12 of green chemistry principles were learned by experimental group. Also, teaching on the basis of green chemistry objectives, play important role in educating responsible students discovering talent students, training creativity, encouraging and motivating students to study and research in the field of green chemistry and replacing green method by classical method.
Education technology -training course
A. Taheri; N. Tahmasbipoor; M. Sodeghi
Abstract
In this research the content of experimental science book of third grade students of guidance school has been investigated using bloom classification in the cognitive domain and its results were compared with the cognitive domain in TIMSS 2007.The statistical society of this research was the total ...
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In this research the content of experimental science book of third grade students of guidance school has been investigated using bloom classification in the cognitive domain and its results were compared with the cognitive domain in TIMSS 2007.The statistical society of this research was the total content of the experimental Science book of the third grade of guidance school in the educational year 89-90 included 156 pages. 4 sections and 14 chapters. In order to obtain reliability the statistical society was considered as an example. Research method was descriptive and from the type of content evaluation. To gather information related to behavioral objectives, the behavioral objectives of the book were extracted using, the text and teacher's guide of the book.For the purpose of the goal –content table was used and its validity was evaluated by face validity.The reliability measurement was done using agreement coefficient methods and its value was 76% the obtained information was analyzed by descriptive statistics including, frequency, percent of frequent and inferential statistics.The results showed that the objective of book is 23.35% in knowledge level, 40.14% in understanding levels, 10.56% in application level, 9.15% in analysis level, 4.43% in combination level and 9.84% in evaluation level.Then Bloom domain levels were combined together and the results were compared with three levels of the cognitive domain (knowledge, application and reasoning) in TIMSS.The results indicated that the objectives percentage allocated to these levels has significant difference with the behavioral objectives percentage of experimental science book. Also comparison between the content domain of book and evaluated content domain in TIMSS show that there is a difference between these two areas.Therefore the content of the science book is a reason for the Iranian Student to be success in TIMSS and the authors must be revise the content of the book.
Education technology -training course
S.R. Emadi; N. ZanjanI Maskan
Abstract
The main purpose of the present study was the comparison of the impact of instruction using instructional software and traditional method of learning and retention geometry lesson. This study was a quasi-experimental study. Statistical population consisted of all students in the Zanjan city's public ...
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The main purpose of the present study was the comparison of the impact of instruction using instructional software and traditional method of learning and retention geometry lesson. This study was a quasi-experimental study. Statistical population consisted of all students in the Zanjan city's public schools. Using random sampling, there are two classes of 30 and then randomly selected one class as the experimental group and control group was selected as another class. To get the result semi test method was used to collect the data needed for a self-made test. To analyze the data, were used descriptive and inferential statistical methods as Vic Shapiro test, t-test and analysis of covariance. The results showed that: Students who have been trained by a combination method these students had a higher level of learning and retention in the spatial geometry lesson.
Education technology -training course
T. Shah Jafari; H. Ebrahim Abadi; E. Ebrahim Zadeh; M. Hashem Rezaei
Abstract
This research studies the design of a model of afterschool programs in cyberspace for third grade students of guidance school in 2012-2013 school year in Tehran City. For this purpose, the main parameters of the model were identified and their interrelations were studied, in order to identify the determining ...
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This research studies the design of a model of afterschool programs in cyberspace for third grade students of guidance school in 2012-2013 school year in Tehran City. For this purpose, the main parameters of the model were identified and their interrelations were studied, in order to identify the determining needs and major parameters of afterschool programs in cyberspace. A researcher-made questionnaire has been used for the students and a semi-structured interview for the principals, teachers and other educational staff. The data collected from the questionnaires and the interviews were processed and analyzed by SPSS and AMOS. Thus the conceptual model "after school programs in cyberspace " was confirmed. According to the needs analysis that was performed, the parameters of the after school programs in cyberspace were divided into two exogenous parameters of knowledge and skill and seven endogenous parameters of individual-social features, gaining knowledge extracurricular use, accessibility to information and sources, leisure, place of after school programs, and network features. Finally, the results indicated that the two parameters of individual –social features and place of after school programs in having the most direct and indirect effects on the model of after school programs in cyberspace. Further, in addition to identifying the major parameters of afterschool programs and studying the amount of effects of each of them. The causes and necessity of such programs were studied according to the qualitative and quantitative results.
Education technology -training course
T. Yaghoobi; M. Abooei Ardakan; F. Gouyandeh Najaf Abadi
Abstract
Nowadays students, as digital natives, are attending social networks, social sites, blogging and doing other activities of Web 2.0, while it seems teachers, as digital immigrants, are less likely to use this technology than students. Given the apparent gap between digital natives and immigrants, and ...
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Nowadays students, as digital natives, are attending social networks, social sites, blogging and doing other activities of Web 2.0, while it seems teachers, as digital immigrants, are less likely to use this technology than students. Given the apparent gap between digital natives and immigrants, and the undeniable benefits of using these tools to teach or assist teaching that leads to collaboration, knowledge sharing and knowledge and data transfer, it is necessary to detect factors affecting the acceptance and usage of this technology by teachers, and then policy making in the field of education to be done properly by the authorities, based on these factors. Thus, this research has used the technology acceptance theory 3, which was introduced in 2008 in connection with the information technology to address these factors. This has been carried out through a descriptive study, and the data has been collected by a questionnaire on the sample of 340 high school teachers in Isfahan. Analysis of hypothesis has been done by structural equation modeling and path analysis methods using LISREL software. The results of this research showed convenient and perceived ease of use, has the most influence on the adoption of Web 2.0 technologies by teachers. Peer support, organizational support and computer self-efficacy positively and computer anxiety negatively are factors that affect ease of use.
Education technology -training course
M. Hadian; M.J. Eslampour; E. Reyhani
Abstract
In new teaching-learning approaches, it is emphasized in meaningful learning versus rote learning .So assessment and evaluation as an inseparable part of the educational process should also be altered to suit the new educational approaches. One of the new tools for assessment and evaluation of conceptual ...
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In new teaching-learning approaches, it is emphasized in meaningful learning versus rote learning .So assessment and evaluation as an inseparable part of the educational process should also be altered to suit the new educational approaches. One of the new tools for assessment and evaluation of conceptual knowledge is conceptual scheme. Conceptual scheme contains concepts or phrases that are set in a circle or other geometric shapes and lines connecting with the significant relationship together. Conceptual scheme is a useful tool for education, curriculum development, assessment and evaluation of learning. In this study, using the conceptual scheme, understanding of 25 third-year students who major in mathematics teacher in the Shahid Rajaee Teacher Training University was evaluated about limit concept. After familiarizing students with the conceptual scheme in three stages, students come with software to draw a conceptual scheme of “limit” individually and in groups. The findings show that misunderstanding and errors was reduced at each stage compared to a previous stage. Width and length relations get closer, more, and more complex respectively. Some misunderstanding of students that were identified in this way includes: (2) Definition of limit to a point where some students thought that the point should be in the function domain. (2)Some of them knew “limit’ ’for sequence divergence. (3)All asymptotic have not stated using the limit. Identify the misunderstanding of students using the traditional tools of evaluation was not possible. Moreover, according to the standard connections in learning, the relationship represents a deeper conceptual understanding of the concept when relations increase. The results can provide a basis for revision of assessment methods and improving the quality of educational designin.
Education technology -training course
L. Jokar; M.R. Fadaee
Abstract
Among the varieties of educational topics, mathematics as an essential subject, is taken under consideration in different aspects, but its abstract quiddity causes that people think mathematics and its classes have no relations with values. In this research while the values in mathematics and its teaching ...
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Among the varieties of educational topics, mathematics as an essential subject, is taken under consideration in different aspects, but its abstract quiddity causes that people think mathematics and its classes have no relations with values. In this research while the values in mathematics and its teaching are introduced and investigated, the amount of teachers tendency’s in high school to different mathematics values and its relation to the teaching methods are studied. The data are collected by 53 questionnaires. The mathematics teachers of high schools in Fasa city filled the forms of this research. The attraction aspects of class activities focused on the value of the control.
Education technology -training course
S. Asadian; M. Piri; L. Hasan Reihani
Abstract
The purpose of this study was to compare cooperative teaching and individual teaching on educational achievement in English in grade one of high school (female students). This study is a quasi-experimental study with pre-test- and post- test with two experimental groups. The Statistical population was ...
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The purpose of this study was to compare cooperative teaching and individual teaching on educational achievement in English in grade one of high school (female students). This study is a quasi-experimental study with pre-test- and post- test with two experimental groups. The Statistical population was high school's first grade female students of Mahabad. For sampling, multi-stage cluster sampling was used. The sample size was 52 consist of 25 and 27 members in the experimental group (1) and (2) in which cooperation and individual teaching methods were used respectively. In order to equalize the members of groups the student's GPA were controlled and pre-test and IQ test were done. The results showed no significant difference between groups.The pre-test was a researcher-made. Reliability of the pre-test was obtained 0.83. The cooperative and individual methods were done for 2 months and then post- test was carried out. The results showed no significant differences between them. T-test analyzes shows significant differences between the two groups so that the first experimental group (cooperative) showed better performance in educational achievement.
Education technology -training course
M. Taghizadeh; E. Fathiazar; H. Habibi
Abstract
The main purpose of this study is to investigate high school teachers’ and students’ experience in using technology. The quality and phenomenology method has been applied in this study. The statistic population includes all high school teachers and students in Behbahan city. Therefore, based ...
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The main purpose of this study is to investigate high school teachers’ and students’ experience in using technology. The quality and phenomenology method has been applied in this study. The statistic population includes all high school teachers and students in Behbahan city. Therefore, based on purposive sampling method, semi-structured interviews have been done with 8 teachers and 6 students in Behbahan with regard to the use of technology. To ensure the reliability of research data, continuous study method and comparison of the data, summarizing and classifying the information was used without causing any damage to data. The data were analyzed by Smith´s suggested method. In using technology three main themes gained including the effective use of technology, barriers in using technology, factors influencing the use of technology. Three major themes were extracted from the findings that can depict teachers and students’ experiences in the use of technology. The finding revealed that teachers and students are faced with many problems in using technology. The most important issues include; (a) ignoring computer training books (b) pass the entrance examination (c) teachers’ interest and (d) type of course.
Education technology -training course
E. Reyhani; M. Sedighi
Abstract
The present study was done to examine the role of mathematic anxiety on mathematic performance of high school students. Math anxiety is a factor that can affect performance in math. This anxiety is influenced by personal and environmental factors، cultural factors and gender roles too. In this research ...
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The present study was done to examine the role of mathematic anxiety on mathematic performance of high school students. Math anxiety is a factor that can affect performance in math. This anxiety is influenced by personal and environmental factors، cultural factors and gender roles too. In this research the effect of this factor son performance in math was assessed. The research method had a correlation design which is categorized in descriptive research. The participants of this study were 300 high school students who were studying in Damghan city high schools in 1389-1390. 150 male high school students and 150 females were selected randomly as sample. The subjects completed the math anxiety Scale (Chiu & Henry، 1990).This scale has four dimensions (mathematics anxiety، learning، problem solving، teacher). Findings showed that among components related to mathematic anxiety، just learning anxiety of mathematic could predict the students’ performance. But there was no difference between male and female students mathematic anxiety.
Education technology -training course
J. Hatami; R. Abdollah Mirzaee; J. Abbasi
Abstract
Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The ...
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Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The content of Iranian schools' curriculum is remarkably similar to that of other countries, but Iranian students have a relatively poor performance in comparison with their counterparts in other countries. Thus, paying more attention to new methodologies serves as the best sort of investment in the Ministry of Education. "Conceptual Map" is a new approach to effective teaching-learning based on Constructivism and Ausubel's Meaningful Learning Theory. Conceptual Map can be described as a drawing tool that organizes a set of concepts and meanings in a specific framework based on logical relations. It leads to deep and meaningful learning which is in contrast with rote learning. Conceptual map based curriculum on have many advantages. The present article intends to not only introduce conceptual maps but also elaborate on their application as a teaching-learning strategy, which is in turn an essential stage in course planning, in improving the instruction quality of the chemistry course in Iranian high schools.
Education technology -training course
E. Reyhani; H. Mesgarani; F. Farmehr
Abstract
Teaching and learning geometry at secondary level have usually many problems. Researches indicate that use of Dynamic Geometry Software (DGS) can reduce some of these difficulties. The aim of this study is to investigate the effect of DGS on the ability of conjecture making in geometry problem solving ...
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Teaching and learning geometry at secondary level have usually many problems. Researches indicate that use of Dynamic Geometry Software (DGS) can reduce some of these difficulties. The aim of this study is to investigate the effect of DGS on the ability of conjecture making in geometry problem solving at secondary level. One hundred forty-four students and teachers participated at this study. Results have been analyzed using the recorded sessions and clinical interviews. It shows that DGS causes the students to activate more relevant resources, highlight the links between the schemas and improve the control process. It also has positive effects on the students’ belief system.
