نشریه رویکردهای نوین آموزشی
سال چهاردهم شماره 1 (پیاپی 29، بهار و تابستان 1398)

The use of knowledge integration framework will result in relating different individual ideas of learners and will lead to a collective idea about concept of a phenomena among learners. Using dynamic visualizations, learners will be able to view and test phenomena in the non-visible levels. So, this study was conducted with the aim of examining the effect of using dynamic visualizations and knowledge integration framework on chemistry learning of tenth grade high school female students. In this research, the pretest-posttest, quasi-experimental method with control group was used. Statistical Population consisted of all tenth grade high school female students in Tehran, using convenience sampling method, 34 students were selected as the sample and were randomly assigned into two experimental and control groups. Measuring the instrument was a researcher-made tool for measuring academic achievement in chemistry lesson consisted of 13 items designed to test the relationship between learners' ideas towards a concept and different levels of chemistry. Before starting the course, a pre-test was performed in both groups, dynamic visualizations and knowledge integration framework strategy was used in experimental group in six 60-minutes sessions while the control group were taught using traditional teaching method in five 60-minutes sessions. Post-test was conducted in both groups. Results of covariance analysis confirmed the effect of using knowledge integration framework and dynamic visualizations in comparison with the traditional teaching method and the difference between the experimental and control group in terms of chemistry performance after the posttest (F=41. 462, p<0.0001). Findings showed that the group which has been taught using the dynamic visualizations and knowledge integration framework, established a better relationship between different levels of chemical reactions. In addition, the use of knowledge integration framework helped students to have a common understanding toward concepts of phenomena and systematically understand the connections between different ideas in a phenomenon.

The purpose of this study was to identify learning styles in students and to compare them with the intended curriculum for social studies at fourth, fifth and sixth grades. The Research method was descriptive and analytical surveys. Therefore, according to the nature of the research, there were two populations, samples and sampling method. In the first part, the population were all male and female students of the fourth, fifth and sixth grade of Elementary of West Azerbaijan province (N=145045) in the academic year of 2018-2019. 1961 students (928 boys and 1033 girls) were selected for sample of study by multi-stage cluster sampling. In the second part, the population were all social studies textbooks of the fourth, fifth, and sixth grades with focusing on aims, content, teaching and learning activities and evaluation. All social studies textbooks of the fourth, fifth, and sixth grades were selected for analyzing. The gadering data tools were VARK Learning Styles Questionnaire (1998) and VARK Learning Checklists. Results showed that, the highest were related to multiple learning styles, and the least percentages were related to aural styles in students. Analyzing the curriculum components (aims, content, teaching and learning activities and evaluation) showed that in the fourth grade the style of aural was ranked first and visual style was in fifth. At fifth grade, the style of virtual was ranked first and the multiple-choice style in fifth. Finally, at the sixth grade, the reading / writing style was ranked first and visual style was in fifth. Therefore, the preferred learning style of students were multiple style, but the preferred learning style in social studies curriculum components were the aural style at the fourth and fifth grades and reading / writing style were in the sixth grade.

The purpose of present study was to compare the effectiveness of self-regulated learning instruction and help- seeking instruction on educational buoyancy of procrastinating students at private schools. The method of this study was quasi-experimental with pre-test & post-test and control group. The statistical population of this study was all students of private schools in eleventh schools of Rasht in the academic year of 2017-2018. Out of these, 60 were randomly selected and Accidentally divided into three groups. Educational Buoyancy of Dehghani-Zadeh & Hossein-Chari (2012) completed all of the subjects in the pre-test and post-test phases. Then, one of the experimental groups received 12 sessions of 90 minute under the instruction of help-seeking strategies, and the other experimental group was received 15 sessions of 90 minutes under the instruction of self-regulated learning. While the control group did not receive any interventions during this period collected. Data were analyzed using inferential statistics of covariance analysis and LSD post hoc test. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational engagement of who were Procrastinating Students. The results showed that Instruction of self-regulated learning and help-seeking strategies increased Educational buoyancy of who were Procrastinating Students. On the other hand, the results of paired comparisons showed that there was no significant difference between the mean scores of self- regulated learning and self-help learning strategies between the two groups. There was a significant difference between the means of Educational Buoyancy in the two groups of self- regulated learning strategies and the control group. There was a significant difference between the means of Educational Buoyancy in the two groups of help-seeking learning strategies and the control group. Based on the results of this research, it can be concluded that the use of instruction of self-regulated learning and help-seeking strategies is used to reduce of procrastinating students.

The purpose of the present study was to investigate the effectiveness of self-regulation intervention on improving the components of academic competence of male and female high school students in Tabriz. The study population consisted of all students studying in academic year 2017-18. The multi-stage cluster sampling was employed to select 94 students participating in the study. The research tools included a questionnaire of self-regulatory learning (MSLQ) and a researcher-made academic competenc questionnaire (based on McGrew's Model of Motivation and Academic Competenc, 2013). The validity of the academic competency questionnaire was obtained through exploratory factor analysis and its reliability was calculated using Cronbach's alpha coefficient at 0.92. The method of this study was a semi-experimental pre-test-post-test with a control group and a follow-up study after 3 months. Data analysis was conducted using variance analysis through repeated measures, Results showed that intervention factor had a significant effect on developing academic competence (0/008), but the effect of gender was not significant. Intervention factor had a significant effect on subscales of orientation towards self (0.008) and Orientation towards learning (0.01). Furthermore, in the subscale of orientation toward others, neither intervention (0.08) nor gender (0.88) were significant. Overall, the results of the study indicated that self-regulated education had a significant effect on developing students' academic competence, however, since this intervention did not prove to be significant on the subscale of orientation towards others, it is recommended that further educational strategies and interventions be implemented and tested in this area.

The purpose of this study was to investigate the elements of life skills education curriculum in terms of goals, content, evaluation, educational facilities, place, time and providing solutions for quality of life skills education. The research method is a mix-type method, which has been used as a combination of sequential explanation type. The statistical population in this research included a sample of 2196 first-grade primary school life skill teachers in Fars province, selected by multi-stage cluster sampling proportional to community size in 225 the researcher-made questionnaire was distributed between them and a qualitative sample 18 of the experts and teachers who interviewed were identified. Findings showed that from the viewpoint of teachers, the goals, content and evaluation of the curriculum of life skills education were of moderate quality but the time, space and educational facilities of the curriculum of life skills training of high school were of desirable quality. In the opinion of the expert and teachers, the curriculum of life skills should be designed in accordance with the goals and designed according to the need, interest and ability of students, science and technology of the world, the existing facilities and conditions, and it is necessary to teach the teaching problem-driven students rely on students and teach them how to deal with different social situations. According to the main mission of this lesson, the curriculum is designed to institutionalize life skills in students so that they can use these skills in the real world and interact with issues and problems of life.

The purpose of this research was to study the role of teacher leadership and students problem solving skills with the mediating role of creative thinking in a causal model framework and through path analysis. Statistical population of the research included all high school teachers and students in Yasuj City, in academic year 2017- 2018, and a sample of 252 teachers and 370 students by using simple random sampling were selected. To collect data, researcher has used three questionnaires: one teacher leadership by Hoveida et al (2017), and problem solving skills by Heppner and Petersen (1982), and the creative thinking by Abedi (1984). The validity of questionnaires was confirmed and reliability of teacher leadership 0.89, problem solving skills questionnaire 0.78 and creative thinking questionnaire 0.80 were obtained. Collected data were analyzed using software SPSS 23 and Amos23. Findings showed that the teacher leadership has a positive and significant relation to problem solving skills and creative thinking, and were capable of directly explainin 25 and 48 percent of the variance of problem solving skills and Creative thinking. Also findings showed that the creative thinking has a positive and significant relation to problem solving skills, and is capable of directly explaining 18 percent of the variance of problem solving skills. Moreover, finding showed that teacher leadership by considering the mediating role of creative thinking indirectly explain 9 percent of variance problem solving skills.