جستجوی مقالات مرتبط با کلیدواژه « یادگیری فعال » در نشریات گروه « علوم تربیتی »

To align with current trends in chemical engineering education worldwide and meet the industry’s expectations from chemical engineering graduates, the Faculty of Chemical Engineering at Amirkabir University of Technology undertook a curriculum revision. It was conducted a comprehensive analysis of the curriculum of selected universities across the globe, taking into account the industrial requirements. Based on this analysis, new syllabi for chemical engineering thermodynamic courses, were developed. Based on the previous syllabus proposed by the Ministry of Science, Research, and Technology, the thermodynamic courses offered in the chemical engineering programs at Iranian universities dedicated a significant portion of the curriculum to various types of thermodynamic cycles. Consequently, the courses did not sufficiently cover topics specific to chemical engineering, such as different types of phase equilibria, in addition to vapor-liquid equilibrium. This article briefly overviews the course content and syllabi, reference books commonly used, and teaching methods used in renowned universities worldwide for thermodynamic courses in chemical engineering. Furthermore, we present the proposed syllabi and course plans, along with valuable insights into teaching strategies, active learning approaches, and recommended resources for thermodynamic courses. Our objective is to improve the course plan and instructional techniques employed in teaching chemical engineering thermodynamics.

The aim of this study was to survey the role of research activities and active learning in the development of professional competencies of student teachers. The statistical population consisted of student teachers of Farhangian University/ Shahid Bahonar Campus of Kerman (Girls) in two associate and bachelor degrees and ten fields of study. Using random sampling method, 248 student teachers were selected as a sample. Three questionnaires were used to collect data: research activities questionnaire (Niemi & Nevgi, 2014), active learning questionnaire (Niemi, 2002) and professional competencies questionnaire (Niemi, 2012). The reliability of the questionnaires was confirmed using Cronbach's alpha coefficient and their construct validity was confirmed by confirmatory factor analysis. Structural equation modeling was used to test the hypotheses. The results of the hypothesis test showed that research activities and its two components (research literacy and research for teaching profession) directly and indirectly (through active learning) lead to the development of student teachers' professional competencies. Also, the results showed that research for teaching profession plays a more decisive role in active learning and development of professional competencies of student teachers than research literacy. Finally, it was concluded that research studies and activities can serve as a path to deepen professional learning and 21st century skills

This article evaluates curriculum programs based on constructivist learning theory, with a focus on developing critical thinking in students. Constructivist theory, as a major learning theory, emphasizes the importance of active and collaborative learning. Accordingly, curricula designed based on this theory can effectively enhance critical thinking skills. This study employs a descriptive analysis method to examine existing literature and studies. The results indicate that constructivist curricula not only facilitate deeper learning but also improve students' abilities to analyze issues and make logical decisions. Additionally, challenges and barriers in implementing these programs, including resistance from teachers and students to shift from traditional to constructivist approaches, are discussed. Finally, recommendations for improving the quality of curricula and strengthening critical thinking skills in educational systems are provided.

Storytelling removes barriers to creativity and provides problem-solving power for students. The main purpose of the study was to improve students' social identity by using one of the active learning methods, namely storytelling, and learning. Therefore, the research seeks to answer the question of whether is it possible to improve students' learning and interest in the content of the social identity course by using storytelling? The method of this research is action research (research in practice). The research sample consisted of 26 experimental students and 28 mathematics-physics students of Ali ibn AbiTaleb (AS) school in Ferdis (twelfth grade) and 70 twelfth grade teachers of Alborz province (human group), who were randomly selected. In this study, two categories of evidence were used to collect information. The first category of evidence included the traditional test (test-descriptive) of students and a survey of teachers. And the second category of evidence included storytelling (including tools that enhance active learning). The results of the first evidence indicated the poor performance of students (with an average score of 12) as well as their low interest in the subject. But the results of the second evidence showed that the use of the storytelling method leads to improved learning (with an average score of 16) and increased students' interest in the relevant lesson.

The present action research entitled “How Could I Improve the Level of Interest, Motivation and Progress of Sixth Grade Students in Mathematics by Using Active Methods and Creating Applied Learning Opportunities in Teaching and Learning?” was performed on a sample of 26 students in Shahid Bahonar 2 Primary School, Hamadan in the academic year of 1398-99. The main goal of the study was creating interest and improving students' academic progress in mathematics. After observing problems such as lack of attention, not doing homeworks properly, anxiety and lack of self-confidence, roots of the problems were analyzed via interviews with students, observing behavior, holding parent-teacher meetings and reviewing teaching methods and determining the students’ academic status. In this research, strategies such as using active teaching methods (e. g. problem solving and exploratory methods), arousing motivation, correct way of understanding problems, teaching mathematics in a practical way and creating practical situations in life and paying attention to individual differences were used. After implementing these strategies, the results showed that “very good” and “good” grades of students in the second round (June) compared to the beginning of the school year increased by 34.6% and their interest rate rised by 57.7% in thje same period.

Active teaching methods refer to approaches that can improve students’ activities and change learning to interactive process, involving activities such as group discussion, problem solving, case studies, role-playing, essay writing, question making, etc. Therefore, the main focus of active teaching process is on the students and their learning requirements.
Over the past two decades, many researchers have examined the impact of active learning methods on students’ academic achievements in experimentally and semi-
experimentally designed studies. Most of researcher’s results have shown that using active teaching methods in most cases, led to improvements in the students’ academic achievement. However, in some cases, the results are contradictory and unclear, not giving readers a convincing answer about the impact of active teaching methods on academic achievement. Further undetermined is the extent to which active teaching can affect academic achievement. Applying a meta-analysis approach can help researchers to resolve the existing ambiguities.
Meta-analysis is a quantitative statistical method for synthesizing and integrating descriptive statistics from primary research studies that address and test the same research question and hypothesis. This method provides many advantages to researchers and policy makers for policy and decision-making purposes. Objectivity, bias reduction, statistical power, improved generalizability, research quality control, and precision of the meta analytic quantitative estimates are examples of such advantages.
Research questions
The present meta-analysis study integrates the results obtained from different studies to determine the total effect size of active teaching methods on the student’s academic achievement. The main purpose of this study is to quantitatively combine the results of different studies about the causal relationships between active teaching methods and the students’ academic achievement by using meta-analysis approach.
This is a Meta analysis.
Participants and procedure
The statistical population in this study included all valid scientific studies in data bases and master-of-science and PhD dissertations that were done using experimental and semi experimental methods to investigate the effectiveness of active teaching methods on students’ academic achievement from 1996 to 2014. The sample, on the other hand, included 37 studies, selected from a body of 70 related research studies to be used in the
Meta-analysis. To collect data and estimate the effect size of this teaching method, the study adopted Hunter and Schmidt’s approach.
The studies involved in this research were collected from different data bases such as Iran doc, Scientific information Databases (SID), Iranian magazines, Iranian journals (Magiran), Noorma, Human Science database and dissertations of Tabriz university. After evaluating the inclusion and exclusion criteria (such as focusing on the effectiveness of active teaching for improving student achievement, having the necessary methodological properties, using experimental or semi-experimental designs, availability of the required statistics (e.g. mean, standard deviation, etc.) for estimating effect size, using samples within the age range of 8-18 that did not suffer from any mental disabilities, having been conducted between 1996 and 2014) the selected studies were analyzed with Comprehensive meta-analysis software (CMA).
Because some studies had used different variables or intervention, they were analyzed several times in the process of meta-analysis so that in the end, 55 effect sizes were extracted from all the selected research. In order to answer research questions regarding the effect size of each intervention, integrative effect size with two models of fixed-effect and random-effect, moderated analysis with 95% confidence interval compared to the weighted average size, funnel plot, sensitivity analysis homogeneity test and S-statistics were used and reported.
The result of the present meta-analysis review showed that during the last two decades, many different forms of active teaching methods have been applied, all having a positive and significant impact on the students’ academic achievement with 90% effect size, which according to Cohen scale, suggests a high level of impact. Moreover, taking the gender of participants as a variable, the results revealed that the effect size for the impact of active teaching on female students’ learning was 88 and for male students 86, both being statistically significant at 0.001.
In sum, based on the results of the present review study, it can be concluded that applying different forms of active teaching could significantly improve the students’ academic achievement.

Having sufficient technical knowledge and the ability to use it creatively, architects can better interact with structural, electrical and mechanical engineers in the professional work environment in addition to designing optimal architectural projects. To achieve such conditions, some scheme are proposed in regard to the review of curriculums and teaching methods of technical courses in architecture; so that students can acquire the theoretical knowledge of technical courses in learning process and represent it through their design abilities. This paper mainly aims to provide students with an efficient content and methodology for teaching students about mechanical utilities and services. This study is an applied research based on survey, which is carried out through library research and questionnaire. Questions of the questionnaire are according to the educational psychology educational theories. It is associated with attitudes and teaching-learning approaches of humanism and constructivism, active learning, an overview of existing conditions of architectural education in the three of the world’s top universities and a proposed teaching tool based on the augmented reality technology. Finally, a survey of suggested approaches regarding the content, teaching methods and proposed supplementary teaching tool is conducted among faculty members who have professional experience of interaction among architects. This indicates the emphasis on dedicating a part of the course to practical works. Linking the course with architectural design workshops in different semesters and the acceptance of the proposed supplementary teaching tool due to giving the learner an active role, increasing the accuracy and focus of the learner, enhancing the spatial visualization of components and paths and knowing the ultimate effects on architectural form.

The present study aimed at investigating the students’ and faculty members’ perceptions and experiences regarding the concept of academic rigor and identification of its descriptive categories and exploring the relationships among them. The qualitative phenomenography method was applied in this interpretive research. Potential research participants were full-time faculty members and students of University of Kurdistan during the academic year 2016. Purposive, criterion-based and snowball sampling procedures were used. With maximum diversity and theoretical saturation of data, semi-structured interviews were done with 51 participants (20 students and 31 faculty members). Data were analyzed inductively, by theoretical coding method. The results demonstrated five different methods by which faculty members and students realized and experienced academic rigor. Descriptive categories of academic rigor including, fulfilling the expectations of the university system, swimming upstream, maintaining the proper social distance, and providing an appropriate situation for active learning were categorized as fluid concepts. In general, students and faculty members reported academic rigor as a set of duties, meeting the standards, difficulty, attraction, and trying for the future objectives.

Presenting the informative messages through the art and environmental graphic media may serve as a novel and effective method in increasing knowledge of the modern life. But the real amount of the efficacy is unknown among other factors due to various reasons. Using the field research approaches, the present study tried to find the rate of efficacy of this media on transferring the pedagogic messages through a case study on the knowledge acquisition of primary school students about environment. To achieve this goal, the other intervening factors which may affect the transfer of information to the students were controlled.The research population included female students studying at 4th, 5th and 6th grade primary schools of Isfahān. One of these schools was randomly selected as the target group. Then, an environmental stand was designed and installed within the school. To evaluate the efficacy of the designs, a series of questionnaire was administered. After investigating the validity of the questionnaires by experts, the reliability of them was measured via Cronbach’s Alpha method and then they were filled by 244 students and staff at school prior to and following the installation of the stands. Comparing the results of pre and post-tests supports the educational efficacy of the environmental graphic media and a significant change was observed in the information of the students, meaning that the information and knowledge of the students has increased up to 40%. The students considered the environmental graphic media to have more effect on increasing their knowledge about the subject compared to other effective factors like books and teachers.

The main goal of this research was comparing the performances of, active and ordinary methods of teaching on students achievement in statistics, which was done based on an experimental classic psychological research approach. This is a semi experimental research. The population includes all undergraduate female students who study educational sciences in Isfahan campus of Payam Noor University on the first semester of 1393-94. 30 students from this population were selected and split randomly in two groups, each with 15 subjects. The control group were thought ordinary, while the experimental group has taught the active method. The students’ scores are gathered through the pre-test and post-test. The data was analyzed by using Anova: Results showed that there is a significant difference between the mean of two teaching methods. That is, the active method did better on the students’ achievements in statistics. This means that the active method improves the achievement.Based on the above results, we suggest using the active method in teaching statistics to undergraduate students of educational sciences. This will increase their achievements and hence learning Statistics. So, using the active method is recommended to the in structors who teach descriptive and inferential statistics for such students.

The aim of the present study is designing Instructional Design based on virtual social networks and then investigate it’s effect in Learner's knowledge Production.This reseach is A quasi-experimental design post-test with single group. After studying and designing
Instructional design, 31 students for a semester were trained using this method. The Content produced by students in The social network is investigated by William Rummy’s method of content analysis technique. The results showed that learners were actively involved in the production of knowledge (Involvement coefficient=0/97). The results of analysis of variance with repeated measures showed that this difference was statistically significant (P> 0.05).Finally The results of this study indicate that use of social networking in education, enables learners to take responsibility for their own learning And engage in the production of knowledge, thought and knowledge dissemination.The results showed that learners were actively involved in the production of knowledge

This study seeks to determine the level of students’ active involvement with the sixth grade science and math books. The method is content analysis based on Wiliam Romey technique and according to student involvement in three components as "text", "questions" and "image". The statistical population is consisted of sixth grade science and math book's contents including all texts, questions and images that are contently analyzed based on Wiliam Romey technique. In the analysis of text, questions and images of science book, 320, 100 and 140 units have been studied and rate of student's involvement with text, questions and images are calculated as 0.84, 9 and 0.19, respectively. 182, 862 and 97 units of math book have been studied, too; Student's involvement with text, questions and images are estimated as 0.85, 13.26 and 0.30, respectively. The results show that text of math and science books are actively developed; however, their images are inactive and their questions are over active which would cause students’ fatigue and lack of motion. Since the contents of these two books in the case of questions and images are not successful enough to encourage students to think and analyze well, better design and development seem so essential.

The main purpose of this paper was to evaluate the relationship between faculty’s flexibility and students’ active learning. The population included all MSc students of engineering faculties in Shiraz University. By random classified sampling method 300 students were selected. The instruments included Intellectual Development Subscale of College Student Experiences Questionnaire (Pace & Kuh, 2002), and Personal Style Inventory, PSI (Taggart and Taggart – Hausladen, 1993). The questionnaires were distributed among the sample and data were entered in SPSS 16 and analyzed. The results of the research showed the average attitudes of the students about their active learning and facultie's flexibility in Shiraz University. In addition, the results indicated that from the student's viewpoints, facultie's flexibility had a significant effect on their active learning.

Educational performance (educational failure or achievement) is affected by different biological, psychological, and social factors. Various factors including goal, motivation, and learning can ensure high performance of students. It is true that teaching and learning methods have been considerably enhanced along with the developments in education and educational psychology. What was considered important in the past, is not of importance now. Instead some other issues like motivation, attitude, learning, and modern teaching methods are considered as effective and important factors in education.At least since 1980s, several studies have been conducted to investigate the effect of cognitive and motivational factors acting interactively and jointly on the achievement and learning ability of students (Linnenbrink & Pintrich, 2002). Teaching and organizing of knowledge by activating students has drawn attention from 200 years ago. Experts believe that teachers should not teach the contents to their students, rather they should teach them how to learn the contents (Palmer, 2003).The role and importance of active learning in a classroom are essential issues that have attracted the attention of many researchers. This type of learning makes students become mentally involved in learning, increases their learning ability, and improves their motivation and educational performance. According to the self-regulated learning theory introduced by Pintrich and De Groot (1990), self-efficacy (expectancy), intrinsic evaluation (values), and text anxiety (affection) are considered as motivational beliefs, and student’s cognitive and meta-cognitive strategies as well as their management and control of efforts as the self-regulated learning strategies. According to this theory, affective (motivational) components, and cognitive, and meta-cognitive factors work jointly as decisive factors in the student's learning performance.Considering the importance of active learning and motivational beliefs in educational performance, we are required to study the differences in educational performance of these two variables.Research Question: Does the student's educational performance differ significantly based on their profiles of active learning and motivational beliefs? The research method used in this study is of descriptive – comparative type. The statistical population consisted of all the high school students of the city of Tehran. The sample used in the study included 379 students (184 boys and 195 girls) selected through multistage random sampling. To assess the active learning application and the motivational values, a researcher-made questionnaire and the Motivated Strategies for Learning Questionnaire (MSLQ) were used respectively. To assess the educational performance of the students, the semester GPA of the students was used in the form of self-reporting. The results confirmed the reliability and validity of the scores of active learning application and motivational beliefs. The Cronbach’s alpha coefficient was 0.88 and 0.80 for learning application questionnaire and motivational beliefs respectively. To analyze the data, cluster analysis, discriminant function, and t-test were employed. The students were classified into two distinct clusters. The average scores of the active learning and motivational beliefs variables of the first cluster were higher than those of the second cluster.The first cluster was called high motivational learning cluster and the second one low motivational learning cluster. After clustering the members of the sample, discriminant function analysis was employed to ensure the accuracy of clustering. The results of this analysis indicated that this classification was done accurately. Analysis of the data through t-test in the last phase indicated that the two high and low motivational learning groups were different in terms of their educational performance due to their motivational beliefs and active learning components. The educational performance of the high motivational learning cluster was significantly better than that of the low motivational learning cluster. The results of this study are in line with those of studies such as Ahmadi (2011), and Pintrich (2003) that focused on personal differences using assignment value, control beliefs, expectancy of success, and creation of two motivational clusters. In many research findings on the motivational profiles, the variables such as the high value of the high self-efficacy assignments and high mastery goals are the best predictors of educational processes, and consequences such as educational performance and continuation of cognitive processes (Rattle et al, 2007).The results of the studies conducted by Izadifar and Ashtiani (2009) as well as Deniska et al. (2010) show that the application of modern teaching methods accompanied by active learning improves the educational performance of the students and leads to higher educational achievement. The findings of these studies are consistent with those of the present research in which the average score for all the components of active learning in the high motivational learning cluster with higher educational performance was higher than that of the low motivational learning cluster. The finding of this research can be explained by referring to the constructivist theory which states that students build their knowledge and meaning actively using their experiences. When students build their learned knowledge actively, teaching will be more exact and meaningful, and such knowledge becomes more durable and meaningful for the students and it can be employed in new situations more conveniently. This improves educational performance (Fetsco & McClaire, 2005).In general, the findings of this study could specifically be utilized by the teachers, and teacher training students. They may benefit from the findings in terms of employing active teaching methods and encouraging students to apply active learning for improving their motivational beliefs and educational performance. Moreover, educational experts are expected to provide better conditions and educational facilities so that teachers can benefit from such modern teaching methods in their classrooms.

The aim of this study was to investigate the relationship between active learning and motivational beliefs and educational performance among high school students. To this end، 379 high school students (male and female) were selected through multistage cluster sampling. Active learning questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ) of Pintrich and De Groot were used to collect the data. The reliability of both questionnaires was identified using Cronbach Alpha coefficient. Exploratory factor analysis was run to check the validity of active learning questionnaire and confirmatory factor analysis was used for validating the MSLQ. The analysis of data was conducted using correlation and multiple regression methods. The results indicated that there was a significant relationship between the implementation of active learning and educational performance. Significant relationship was also found between implementing active learning with self-efficacy and internal evaluation. The results of multiple regression analysis revealed that only self-efficacy variables، activity، facility، and test stress among all other factors of active learning and motivational beliefs can predict the educational performance of the students positively and significantly. Among these variables، self- efficacy was the strongest predictor of the students'' educational performance.

ABSTRACT- Students learn course material via different styles. Education and instruction methods are also diverse. Students’ learning in class depends on the conformity between students’ preferred learning style and the professor’s education method، among other factors. In traditional university education method، most of class time is spent on professor lecture and students listening. Students do their homework alone and group work is not encouraged. On the contrary، in student-centered methods، the focus of activities is shifted from instructor to student. In other words، the responsibility of organizing what should be learnt is given over to the student him/herself. The most important of these methods is active learning، in which students are effectively involved in what they are taught، answer questions، raise questions، participate in discussion، and explain the material. In collaborative learning، students work as teams on homework and projects، so that both their individual responsibility and effective group work is satisfied. In problem-based learning، first a question is raised and then required knowledge and skills to solve that problem is gradually provided to students. Student-centered methods have a clear advantage over traditional instructor-centered methods. This advantage can be observed in instances like faster and more lasting learning، deeper comprehension of course material، application of critical thinking or creative problem solving skills، and establishing a positive attitude toward lectures.

It seems that taking advantage of the new media and inspiring learning atmospheres، as well as using teaching materials beyond the framework of the present materials are necessary in this constantly changing world. According to constructivism and discovery learning، as two of the most advanced theories of learning، students are not willing to tolerate axiomatic، receptive learning، and are eagerly looking for creating and discovering. Playing with interactive devices facilitates teaching abstract and logical concepts، creates an encouraging environment for all learners especially young learners، boosts creative and rational thinking، and develops reasoning and thinking as main the objectives of teaching philosophy for children. In addition to reviewing different learning theories، the present study focuses on constructivism as the most effective learning theory. Furthermore، it emphasizes the role of interactive learning in teaching philosophy to children and provides some samples of educational devices.