پژوهش نامه مبانی تعلیم و تربیت
سال هفتم شماره 2 (پیاپی 14، پاییز و زمستان 1396)

The main purpose of this paper is to investigate the epistemological problems of learning the concepts of empirical sciences by students. For this purpose, the notion of epistemological obstacles and the psychoanalysis of objective knowledge method presented by Gaston Bachelor, was used. The psychoanalysis of objective knowledge method has three main aspects of psychoanalytic, epistemological, and historical. The psychoanalysis of objective knowledge, with regards to these aspects, addresses the factors and obstacles that have hampered the development and advancement of science. In addition to the determinative role played in scientific researches, epistemological obstacles also have important educational implications in the field of empirical science education. In this article, we will focus on the major educational implications of epistemological obstacles in the teaching of empirical sciences, and we propose a new approach to science education. The proposed approach emphasizes the use of epistemological errors in students to identify and eliminate learning obstacles. The results of the research indicate that application of the consequences of epistemological obstacles to science education can help to improve the quality of teaching science by identifying and eliminating learning obstacles from different aspects.

The research mainly aims to examine the nature of relationship between teacher and students in the new generation of e-learning. The study used phenomenology as the research method. Regarding Heidegger’s idea, the theoretical foundation of the study is that technology is not neutral and as Ihde refers, ICT amplifies some aspects of our experience at the cost of weakening others. Thus it has been asked what are the advantageous and disadvantageous of the alteration of the nature of relationship in MOOCs? Thus this paper reveals that how the nature of relationship between the teacher and the students has undergone alteration as the result of e-learning. Then it is argued that how the relationship in MOOCs encounter with the appropriate relationship between the teacher and leaner. The findings of this study indicate that MOOCs could facilitate the ability of learners for social interactions by altering the nature of relationship. However, MOOCs could lead to congruent relationship.

The main porpuse of this paper is to investigate learning from a biological and ecological perspective. To do so, in an analytical study, learning is defined as part of the individual’s process of shaping physiology, morphology and behavior within the boundary of organism’s biological nature, to adjust to the environment. Since Children’s biological nature has been evolved in long-term evolution in a particular natural ecology, there is an innate tendency towards nature in human being which is called biophilia, which emerges as a set of emotional experiences which are related to the adaptive learning rules that have helped species survive in a particular habitat, and help children proceed in their learning trajectory spontaneously. But today, children’s environments are different from the ancestral habitat, mainly closed spaces in which children’s spontaneity and independent mobility is highly restricted. Thus this paper suggests as a result, that groups of children have more chance of being spontaneously in natural settings. This will have important implications for human settlement planning and children education.

The main aim of the present study is to explain the theoretical framework of the concept of the flipped classroom approach and to answer the question that how theflipped classroom approach, which is a pivotal and active learning claim, responds to the challenge of time management in classrooms and facilitates pivotal and active learning. To achieve this goal, systematic review and conceptual analysis methods were employed. The results indicated that each of the basic components of the flipped classroom approach consists of elements comprising the component of instructions inside classrooms, covering learner-centered learning theories and interactive activities, and the component of instructions outside classrooms, including teacher-centered learning theories and direct learning. In addition, the flipped classrooms responds with the transfer of lectures outside the classrooms and the allocation of class time to improve learner's understanding and learning activities for better understanding the lesson concepts and meet the aforementioned challenges. Moreover, the learner-centered learning activities include active learning, peer learning, cooperative learning, problem-solving learning, and participatory learning, which was consistent with theoretical evidence of the flipped classroom approach.

The present article is devised to deduce the new principles of new conceptualization of Cartesian doubt based on epistemological criticisms of Protagoras Sophist doubts. The findings of this study indicate that Descartesepistemic style in a cross-sectional skepticism, Conjecture, discontinuous epistemic deterrence, intrinsic independence and self-centeredness of man, quantitativeism, criticism, rule of thumb, and coherence are criticized for the principles of teaching-learning in the educational system. One of these criticisms is the critiques made by the Protagoras Sophist doubts for cartesian doubts on the presentation of general rules, originality and equality of reason, the agent, the degree and criterion of truth, epistemic structuralism, the unification and classification of sciences, skepticism procedure and the search of truth, Criticism and denial of cultural-social conditions and in order to overcome this gap and defects, from its point of view, it has been redesigned. And with the inference of persistent research criticism, critical criticism, qualitative deterrence, artisticism, multiple self-orientation, the combination of horizons, representations- distribution of it in teaching-learning, it has hindered dogmatism and a systemic suspicion in Cartesian doubts.

The main purpose of this paper is to explain and critique the eclectic integration discourse on the one hand, as well as to critique the works of one of the thinkers of the field of Iran education system has, at least in the last two decades, been pursuing its scientific and research activities on the basis of the eclectic integration approach, under the titles such as “Realistic Constructivism”,” Constructive Realism” and the “establishing approach”, etc. To achieve the objectives of the case consideration of methods such as concept analysis, conceptual renewal, critical analysis, and then inference as appropriate methods. By elaborating the fundamental questions about the logic of the eclectic integration discourse or constructive reconstruction, and criticizing the approach of Dr. Khosrow Bagheri, this paper concludes that the eclectic discourse, on the one hand, has not been successful in explains the logical possibility of this reconstruction, and on the other hand, it suffers from ambiguities and shortcomings, particularly in terms of the logic and methodology of eclectic integration and reconstruction.

The main purpose of this paper is to explain the gap in theory, research and practice in the school management excellence program, relying on the historical course of the school effectiveness movement since the 1960s until now. To achieve this goal, documentary research method was used. A review of historical events focusing on the school effectiveness movement suggests a quantitative and qualitative development of systematic activities to reduce the gap between theory, research, and practice. Effectiveness, excellence and improvement are the climax of these systematic studies throughout the history of educational reform. The main achievement of these studies is the creation of the school effectiveness knowledge, which, with evolutionary process, provided a clear picture of the effective school's image in convergence with excellence and improvement. Convergence and co-operation of experts, educational researchers and executives, as well as emphasis on the implementation of programs based on field-based research evidence is one of the most important implications of effective school studies. However, the adaptation of these achievements with the experience of educational reforms in Iran, especially the school management excellence program, suggests that there is no inconsistency between the observations made with the characteristics and considerations of the movement of effectiveness and the lack of effective and dynamic communication between the educational researchers, educators and policy-makers.