نشریه تدریس پژوهی
سال نهم شماره 4 (زمستان 1400)

One of the most important functions of educational systems in different countries of the world is to develop the artistic and aesthetic talents and abilities of students in different educational levels. The importance and necessity of this function is largely due to the positive and constructive role and influence that the category of art has had on the individual and social dimensions of human life and human societies at different times. In fact, it should be emphasized that art and its various fields are very important areas and phenomena of human life, who’s individual and social effects have always been considered and emphasized by various experts. Art is the origin of the manifestation of the potential talents of individuals and a platform for the realization and objectification of the inner and multiple capacities of human beings. The various roles and consequences of art are important in general, especially children and adolescents, and basically, art has a lasting effect on cultivating different dimensions of human personality and the development of its various characteristics and capabilities. A person who is exposed to artistic experiences has a developed taste and feeling and receives more stimuli with a wide and deep range of his perceptions. Of course, the cognitive field also needs this ability, and artistic and aesthetic education performs this function.It can be said that art provides unique opportunities for the growth of the individual in all dimensions and is a tool for communication between the inner and outer world of human beings and not using it disrupts the growth of personality. In addition, arts and related fields such as music, painting, drama and visual arts are common phenomena among human cultures and have had an influential place throughout history. Art can be considered as a twin category of man and his life, which in its most stable and original manifestations considers the ideals, cognitions, feelings and deep and fundamental values that man relies on. It goes beyond superficial interests and cognitions. Thus, on the one hand, art helps to convey feeling, emotion, perception and cognition without the need for language and speech, and on the other hand, it is a means of recording and perpetuating human values and beliefs.Due to the constructive and positive effects and functions of art, today in educational systems, a realm called art education is mentioned, which means legitimizing and recognizing the place of art in educational centers and its curricula. Art education is effective in the development of various dimensions of individuals and in particular provides the necessary context for the discovery and promotion of the identity of children and students. Basically, the relationship between the two fields of art and education is such that even some experts believe that the main basis of education is art and art is the basis of education. Art unites our intellect and emotion, stimulates our imagination and transforms our environment. It is with this connection that eminent scholars such as Eisner, Perkins, and Gardner have sought to show that art and art education should be an integral and inevitable element of every individual's education by documenting the effects and results of art in various walks of life.Of course, in this regard, the mental and developmental considerations of learners in different educational levels should be considered. According to this expert, students basically understand certain qualities and subtleties through art and are able to apply forms of thinking that belong to the world of art. These forms require the use of processes that facilitate mental creation and re-creation. With this view, Eisner believes that in addition to the three main skills of reading, writing and arithmetic, art should be considered as the fourth basic skill in educational centers and the most important step in reforming the educational system is to provide a suitable place for art in the curriculum.But the important point is that despite the positive and multiple functions of art and art education in the flourishing of students' abilities, the amount of practical attention to this field in our country's schools and educational system is not so much and there are various problems and bottlenecks in this field. Problems that are especially emphasized by primary school teachers. Basically, reviewing and exploring school curricula from the perspective of educational and training activists, especially teachers and teachers who are their own executives and are related to the hidden and visible angles of teaching and implementation of the program, can always provide data and useful information on the implementation facts and the actual effectiveness of programs and provide the necessary grounds for qualitative and necessary reforms. Of course, researching this important area and examining its various aspects from the perspective of the implementers of the educational system, ie teachers, can provide the necessary grounds for a better understanding of the current situation and make significant changes in this area. Understanding the importance of this point, the present study has tried to deeply and qualitatively examine the status of art and art education based on the narratives and lived experiences of primary school teachers. According to the above, the main purpose of this study was to analyze the functions, implementation and challenges of art education in primary schools based on the lived experiences of teachers. The statistical population of the study included all primary school teachers in Aran and Bidgol counties in Isfahan province. Using purposive sampling method, the narratives and experiences of 19 teachers as the main participants of the study were collected, organized and case by observing the principle of theoretical saturation. Analyzed. The data collection tool was a semi-structured in-depth interview that focused on three key questions that attempted to document the lived and thought-provoking experiences of the participating teachers about the functions, implementation, and problems of elementary school art education. Klaizi seven-step method was used to analyze the research information. Findings from the research showed that the participating teachers have a good mentality about the role and various functions of art education in terms of personal and academic development of elementary students. Also, they use various activities, especially painting and handicrafts, to implement art education in classrooms.

Studies have shown that educational technology can promote college language learning and performance and provide higher education stakeholders with more efficient means for dealing with academic and professional needs. Today, higher education programs can only be successful with the use of new educational technology tools in the teaching and learning process, especially when there are special education requisites. In tandem, there is a dire need to review educational technology tools that have been applied to college language learning and teaching continuously and renovate former, current, and future activities. Social robots with human-like features have paved the way for students to interact with the actual academic and professional contexts, which is thought to be important for Language for Specific and Academic skills education and the use of content materials and skills in real-life arenas. Social robots continue to be present in language education by the new face of social telepresence robots. This way, social robots are readily combined with mobile devices (e.g., cellphones, tablets). Substantial research has focused on integrating students' academic and professional into the social telepresence robot-aided college language skills teaching and learning. Lingual and non-lingual features of social robots offer a wide array of possibilities for college language skills education in relation to real-world needs. Fanfiction in the robot-assisted language learning modules provides the possibility to practice and share the true-to-life experience. Meanwhile, the argument that social robots may improve the learning of Language for Specific and Academic Purposes has been corroborated by the annotated features of the new generation of games (e.g., augmented reality games). The new generation of games in college language education can represent the overlap among academic and healthcare field contexts. In this fashion, the use of educational and pedagogical games has fortified the college language teaching and learning process. The game has also spawned new forms of robot-aided language learning; thus, true instantiation of real-world phenomenon can be enhanced by the verbal (written and oral) clouds of the augmented reality games on the moulage body of social robots. While may not be fully realized today, the integration of artificial beings into human life and society can evoke great images of variegated constituents of the actual-world scenes. By the use of the annotated moulage body of social robots and fan fiction, under the Covid-19 pandemic, the study investigated how students view the use of the social robots and its putative impacts on learning Language for Medical Purposes productive (writing) and receptive (reading) skills education. In effect, in examining the impact of social robot augmented reality games on college language learning the aim was to if engaging in real-life-like world scenes and scenarios with fellow students, providing richer emergent language practice and learning. This complementarity study was conducted through parallel and self-explanatory sequential designs in the academic years 2020-2021 at Isfahan University of Medical Sciences through the national learning management system of NAVID and an embedded free software web conferencing system of BigBlueButton. NAVID was selected for the participants to interact and proceed with the social telepresence robots, providing a milieu for ubiquitous online discussion and teacher tutoring. This way, using the convenience sampling method and the design of experiments, 389 students of midwifery, nursing, operating room, radiology, and health information technology, who took the obligatory two-credit lesson of language for medical Purposes, were selected. Then, the participants took part in the general language proficiency tests (Persian Language Proficiency test = AMFA and Ministry of Health Language Exam = MHLE) and they were divided into the foursomes of teacher- and student-written groups. This 16-week study was started with soliciting the participants' attitude regarding college language skills learning through robots relying on their experience. In each instructional classroom, initially, the participants practiced writing and reading skills through reading the content materials (in Persian or English) and integrating them into the annotated clouds on the social telepresence robots' bodies. It is of note that the social telepresence robot augmented reality games and fanfictions were two types, namely teacher-written and student-written fanfictions to be uploaded as the written clouds of the activities. While, in the teacher-written fanfictions, the language and content teachers collaborated to write fan fiction, in the student-written fanfictions, students wrote the content of fictional writings with reliance on their academic and professional experiences. Then, they were taught and assessed individually by the collaboration of language and content teachers (co-teaching or adjunct teaching). In the middle of the course (the eighth session), once again, the participants' attitudes were solicited. The quantitative phase of the study was closed by assessing the participants' reading and writing skills in the healthcare fields through a mini-Clinical Evaluation Exercise (mini-CEX) in the process of addressing the standard patients' needs. Finally, the study was closed by conducting an online focus-group interview. While the gathered data in the quantitative phase was analyzed through the repeated measures ANOVA, the participants’ responses to the interview prompts were content analyzed through MAXQDA 2020. Overall, this study revealed that although there are currently few reported occurrences of receptive and productive activities integrating students' experiences and thoughts into social robot-aided modules, fan fiction is a new channel for introducing the students' experiences into the process of practicing medical college reading and writing through social telepresence robots. Reading the self-written (vs. teacher-written) fanfictions to be glossed into the clouds of the social telepresence robots increased students' participation and performance. The analysis of qualitative data indicated that the participants applied different strategies during the study. Most frequently cited were cognitive and support strategies with addressing the (academic and professional) need (e.g., adopting a proactive role, vicarious learning). Like so, the social telepresence robot augmented reality games, were real-life-like college language activities, allow for cooperative interaction in the context of college skills language teaching and learning, where entities can be boosted with each other. The participants also held favorable perceptions about sharing their experience through reading and writing fanfiction for practicing Language for Medical Purposes skills through the medium of telepresence robots. Based on the findings, academic and professional implications are provided.

The Covid-19 pandemic is a threat to human health and and has fundamentally changed many human activities. Since November 2019, the world has been facing a crisis called Covid-19, which has created an emergency for different countries, especially for their education system. Covid-19 Pandemic has disrupted the education systems of most countries. Social distancing, the school closure or the reduction in the frequency of face-to-face teaching, and the expansion of online teaching are some of the effects of the Covid 19 pandemic. During the pandemic, most parents prevented their children from attending school because they feared they and their children would be infected with the Corona virus. In such a situation, home-based education was the most appropriate option to maintain the health of students on the one hand and the continuation of their education and learning on the other hand. Home-based education created a situation in which parents entered their children's education and learning cycle for a long time. This phenomenon created a new educational order in which students did not stop their education. The aim of the present study was to investigate primary school students’ mothers' experiences of home-schooling during the Covid-19 pandemic. The present qualitative study was carried out using a phenomenological strategy. The study population was all mothers of Zanjan students in primary schools. It should be noted that during the Covid 19 pandemic, especially in the elementary school, mothers were more involved in their children's teaching-learning process than fathers for a variety of reasons. Therefore, in the present study, participants were selected from among mothers. From this population, 15 individuals were selected as participants in the study using purposive sampling (chain sampling). Semi-structured (in-depth) interviews were used to collect data. The average interview time was about 90 minutes, and the interview process continued until reaching data saturation. The interviews were conducted on Google Meet after making the necessary arrangements and were recorded after obtaining interviewees’ permission. Data analysis was carried out using thematic analysis. To perform validity assessment, peer review and member checking methods were used. To perform the peer review method, contacts were made with some individuals with sufficient experience and expertise in qualitative research methods, and their opinions on research design, data collection, and analysis was obtained. Regarding the member checking method, the interview text was coded, and interview analysis results were provided to several of the interviewees to revise them and comment on them. Most of the interviewees expressed satisfaction with the research process. To evaluate the research reliability, the interview text was coded by three anonymous individuals. The result showed 85% agreement between the coders and the relative stability of the responses was confirmed. The research findings identified nine organizing themes as follows: 1) mothers' mental and attitudinal preparations; 2 teaching and learning platforms; 3) technological literacy for mothers and students; 4) guiding children's learning assignments; 5) supporting teachers' teaching; 6) supporting teachers' evaluation; 7) psychological status of mothers and children; 8) time in virtual teaching and learning; and 9) mothers' relationship with school agents (teacher, principal, assistants and counselor). The results showed that home-schooling is a complex and challenging phenomenon for mothers. After the widespread closure of schools, mothers found themselves in a challenging and unfamiliar situation due to a lack of preparation for home-schooling. Although mothers were initially forced to accept home-based education, they were concerned about the adverse effects of reducing their child's social interactions. Although mothers gradually improved their capacity for home-based education, they found face-to-face school education to be an irreplaceable element for elementary school students. At the beginning of the virtual teaching, due to the lack of a suitable platform, the teaching and learning process was followed on social networks such as WhatsApp. With the launch of the "SHAD" platform, the formality and order of the classrooms increased. This platform, due to its relatively diverse facilities, somewhat increased the quality of teaching and learning process. In addition to the above, the findings showed that mothers did not receive the necessary training on how to use the teaching platform. The findings also showed that mothers guided their children step by step in homework such as math.Some mothers showed impatience due to their children's lack of motivation to do their homework. Mothers were unfamiliar with teaching methods to their children at the beginning of home schooling. Gradually, through gaining experience, self-learning, and the use of digital learning resources, their skills in supporting and complementing teacher teaching increased. According to the findings, mothers were actively involved in evaluating their children's learning. Although mothers's anxiety and stress were greater than their children in the formative and final evaluations, they controlled themselves and tried to reduce their children's stress. Despite the various concerns of mothers during the Covid-19 pandemic, they tried to create a relatively good learning environment for their children at home. The results showed that during the Covid-19 pandemic, formal teaching time decreased but informal teaching time increased. This, in turn, created challenges in the mothers' life program. Finally, the findings showed that mothers have a better relationship with teachers in "home based education" than in "school based education". They frequently consulted with the teacher about their children's learning difficulties. Mothers' relationship with the school principal was purely administrative. The lack of a psychologist or counselor at school prevented some mothers from receiving specialized help in dealing with their children's mental disorders. Despite all the shortcomings and limitations of the Covid-19 pandemic, it provided opportunities for parents to enter the learning cycle more seriously and experience a new form of interaction with their children and teachers. Home- based education requires parental preparation; Providing the necessary software and hardware facilities; Psychological support; providing a suitable cultural background and so on. If these requirements are met, then effective learning opportunities will be provided for students, especially in emergency and crisis situations.

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.

Identifying the components of teaching at the Brand University is considered to be one of the most important and basic missions of the Brand University. The purpose of this study was to identify the components of teaching in branded universities. For this purpose, qualitative phenomenological research method was used. Based on the above method, purposeful sampling and data gathering were done using semi-structured interviews. The data were analyzed at open and axial coding levels. The research sample was selected by sampling method and included 32 experts in Sharif University of Technology. According to the analysis of the interview findings, nine main categories or strategies have been proposed as the most important components of teaching at Brand University. Curriculum content development strategies, streamlining university curriculum, streamlining university evaluation system, and human resource planning for university professors as key components and policy-making strategies, strengthening the education management system, adopting a future-oriented approach, entrepreneurship development, developing free education programs, and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. In addition, these components each consist of multiple categories and subcategories and have a specific definition appropriate to the participants' expressions. Therefore, it is necessary for university administrators to consider appropriate planning for the design and development of teaching components at the brand university.

The main purpose of this study was to the analysis of the first-grade elementary teachers experiences from educational games outcomes at the Corona epidemic. This applied study is a qualitative and multidisciplinary research that analyzes the experiences of first-grade elementary teachers from the results of educational games with a meta-analysis, the findings of global studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-analysis design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven-stage Colaizzi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 2020- 2021, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first-grade elementary teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. The conclusion is that the use of educational games in the classroom can reduce psychological problems and increase the effectiveness of learning.The main purpose of this study was to the analysis of the first-grade elementary teachers experiences from educational games outcomes at the Corona epidemic. This applied study is a qualitative and multidisciplinary research that analyzes the experiences of first-grade elementary teachers from the results of educational games with a meta-analysis, the findings of global studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-analysis design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven-stage Colaizzi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 2020- 2021, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first-grade elementary teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. The conclusion is that the use of educational games in the classroom can reduce psychological problems and increase the effectiveness of learning.The main purpose of this study was to the analysis of the first-grade elementary teachers experiences from educational games outcomes at the Corona epidemic. This applied study is a qualitative and multidisciplinary research that analyzes the experiences of first-grade elementary teachers from the results of educational games with a meta-analysis, the findings of global studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-analysis design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven-stage Colaizzi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 2020- 2021, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first-grade elementary teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. The conclusion is that the use of educational games in the classroom can reduce psychological problems and increase the effectiveness of learning.The main purpose of this study was to the analysis of the first-grade elementary teachers experiences from educational games outcomes at the Corona epidemic. This applied study is a qualitative and multidisciplinary research that analyzes the experiences of first-grade elementary teachers from the results of educational games with a meta-analysis, the findings of global studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-analysis design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven-stage Colaizzi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 2020- 2021, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first-grade elementary teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. The conclusion is that the use of educational games in the classroom can reduce psychological problems and increase the effectiveness of learning.The main purpose of this study was to the analysis of the first-grade elementary teachers experiences from educational games outcomes at the Corona epidemic. This applied study is a qualitative and multidisciplinary research that analyzes the experiences of first-grade elementary teachers from the results of educational games with a meta-analysis, the findings of global studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-analysis design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven-stage Colaizzi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 2020- 2021, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first-grade elementary teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. The conclusion is that the use of educational games in the classroom can reduce psychological problems and increase the effectiveness of learning.

The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.

The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.

The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.

Simultaneous With Expansion positive psychology , Attention to the Structures of personality Based on cognition ‌Positive Trend was Increasing. One of the most important of these structures is optimism. Another variable that can affect academic optimism is goal orientation . goal orientatons are same reasons or goals of students to engage in specific learning tasks.. Early research focused on two type of goal orientations ; Mastery goals in which the main focus is on mastery of learning tasks, and performance goals whose main focus was on competencies compared to others (Pintrich, 2000). (lin & et al 2017). In other words, the goals set by the students are also different. The main and most central division is the division in which students ; 1- tend to Creating competencies or 2- Demonstrating their competencies to others, which is in fact the same as performance and mastery goal (dwek, 1986). This dualism provided the ground for further progress in this field. Thus, the performance goals were divided into two parts; mastery goals (ie, the desire to show competence) and avoidance performance goals (ie, avoidance of competency) (Elliot & charch, 1997). Later, the dual division of avoidance - the tendency to mastery goals - also expanded. Thus, mastery approach (in the desire to be learning and desire to learn) and mastery avoidance (ie the tendency to avoid misunderstanding or failure in learning). Thus, a four-dimensional model of mastery and performance was created (et al, 2020) . (Tuominen Academic goal orientations are related to academic achievement and study-related activities such as self-regulation. According to theoretical principles, one of the other variables that can be related to students' academic optimism is academic self-regulation (wang & yang, 2020). self-regulation is concentrate of Thoughts, behaviors and emotions to achieve goals (Zimmerman, 1989, 2000) . Self-regulation Persons Are peoples who that select Goals For Self-selection and select strategies that suitable for learning goals maintains their Motivation for learning and Monitoring Your performance and evaluates self improvement toward goals. Self-regulated learning strategies are of four types. three of which are adaptive and one of which is unadaptive ( Zimmerman, 2000); The first strategy is to motivate and accept responsibility[1] for learning by students. This means that they have a responsibility to learn and progress and take responsibility for it. This is clearly a basic prerequisite for learning. The issue of accepting responsibility can manifest itself in preparing for classes, completing assignments on time, working hard, controlling efforts, and also tending to work hard. Ability to focus[2], The second strategy is self-regulation, which includes focusing on study activities and the ability to maintain control over failures and weaknesses that can make it difficult for students to achieve the tasks at hand. Concentration and attention enable the student to maintain and implement effective learning methods. The third strategy is information processing, ie expansion and reasoning, which represent metacognitive strategies. In fact, it reflects the deeper levels of information processing and has been shown to create active cognitive engagement in learning. But the fourth strategy for self-regulation, is self-handicapping that is incompatible way for self-expression [3] , and inconsistent motivational strategy to maintain and increase self-esteem. Some students deliberately postpone the study so that if they do not get the desired result, they attribute it to the delay in the study rather than not having a disability. Self-handicapping cause students to focus on other factors instead of focusing on their disabilities. This strategy is non-constructive and especially becomes more non-constructive over time

One of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent works. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. It seems that Farhangian University as a fledgling educational institution in Iran is facing serious infrastructural and structural challenges in training such benevolent and philanthropist teachers. To this end, this phenomenological qualitative aimed to evaluate the role and performance of Farhangian University in fulfilling this important mission and the challenges faced by the university from the perspective of student-teachers. For this purpose, the lived experiences of 70 student-teachers of the Farhangian University of Kerman were explored using a phenomenological approach. The analysis narrations and lived experiences of the participants revealed 9 main challenges and 37 sub-challenges faced by the university in training benevolent and philanthropist teachers. Therefore, following the phenomenological analysis of the lived experience of student-teachers at the Farhangian University of Kerman, it can be argued that the university has failed to have a lasting impact on students in line with this basic mission. The negligence of the importance of offering specialized knowledge in various fields teacher training programs, the failure to present a role model for benevolent and philanthropist teachers in formal and informal educational programs, demotivating students, the non-existence of an atmosphere to welcome constructive critiques, and the dominance of trivial matters over educational issues among students during their academic studies were some of the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers as evident in the student teachers’ experiences.

All human developments and accomplishment are resulted from learning. it is necessary to use the new teaching methods that are essential for learners' conceptual learning. One of these teaching methods, teaching method with a modeling approach, which in that are used from real-world problems to explain of lesson topics and students solve the problems in groups which can lead to a conceptual understanding of the content. The purpose of present the effect of teaching physics with a modeling approach on improving students' learning and eliminate Misconception

For this purpose, we selected A sample with multi-stage cluster sampling method of 40 people from the Statistical Society students of Experimental second male students. And they were randomly divided into experimental and control groups. In order to assessment of learning and eliminate Misconception, we benefit from some tests that we have evaluated their validity and reliability. In data analysis, was used descriptive statistic, analysis of covariance, Kolmogorov-smrinov test and chi-square testing.

The results showed that: teaching by modeling on academic achievement and correcting misconception has a positive effect. In fact, the research results indicate that modeling can improve the process of formation of knowledge structure in learners and thus increase their understanding of the concepts of science.This subject can be important for teachers of experimental sciences and Trustees of science education.abstract textIn the contemporary era, education based upon learning theories has become a major and important issue. New educational methods seek to develop creative and innovative citizens who are ready to live in the new era. We may say that the main mission of education and development is enabling all individuals to fully develop their talents and recognize their creative abilities. Although this goal might seem difficult and far-fetched, it is a crucial step to creating a fair world which is a better place to live. With the current approach, physics is a difficult science based upon mathematics which can be understood only by the few talented and capable students. However, understanding the ideas hidden behind most of the concepts of physics and its applications are beyond the capabilities of everybody. There are new techniques through which links can be established between physics and the real world. Utilizing the modeling method can be really effective as real questions are utilized.A modeling problem can show a comprehensive and full picture of application of physics in society to students.In the new methods, transferring knowledge through teacher and books to students and bonuses have been replaced by building knowledge through significant learning. Misconceptions have a great influence on the learning level of the students and are a great barrier in gaining knowledge . Despite the great efforts made by teacher, students do not get to realize the basic ideas and views in the class.One of the main features of a modeling problem is that it must be situation-based and adapted from the real world.In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked. The present research is conducted through the quasi-experimental method through pretest and post-test for the control and experiment group.For this purpose, pretests were administered on experiment and control groups. As for the experiment group, lesson plans were prepared for each session and problems associated with the real world were put forward, and students were asked to discuss the questions with other members of the group and solve them. The data collection tool in this research is a researcher made questionnaire whose validity and stability were confirmed and measured by physics instructors and experienced teachers. Cronbach’s alpha was utilized to measure the validity of questions. In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked. The present paper sought to answer this question whether modeling teaching method can result in educational progress of the students and remove their misconceptions or not.we can say that modeling is one of the active methods of teaching. In other words, as the unilateral role of the teacher in class becomes less and less, the role of the students in learning becomes more prominent and the level of interaction between students and teacher enhances. This results in development of individual skills and their prosperity. In this method, students participate in discussions, interpret data, propose new methods for solving problems, describe solutions and explain concepts through their own words.Describing the reason, we can say that as modeling method utilizes problem solving in the form of group work, students will have a higher sense of responsibility and express their ideas without fear and discuss and exchange their ideas. Furthermore, they will have time to realize their mistakes and analyze the examples taken from the real world, thus some of their misconceptions will be removed.These results are in line with the researches conducted by Koballa et al (1998), Symeou (2005), Rosenquist and Mc Dermot (1986) and Redish (2003).Koballa et al (1998) have pointed to this fact that the level of students’ comprehension through modeling goes up and this will result in signification of their knowledge structure. A paper has been written by Ronsokit and Mc Dermot titled(1986). This article is based on the observation of real movements and develops a conceptual understanding of cinematic concepts.Symeou (2005) in his paper titled “Translation of structuralism in educational design: potentials and restraints” states that teachers need to put students in center in the process of gaining significant learning. Teachers must switch from class reference to guide, consultant and facilitator of learning. They must also use real issues for educational materials and goals. Redish (2003) in a paper titled “Teaching physics with the physics suite” state that researches indicate modeling enhances the students’ level of comprehending scientific concepts and it helps give significance to concepts.

In today's competitive and dynamic world of banking, large-scale marketing goals cannot be achieved without considering marketing communications and training marketing tools for loyal customers.Today's world is a world of rapid and vast changes in all dimensions.There is no doubt that all countries in the world in close competition seek to enjoy economic, social, cultural benefits, etc., especially to receive a greater share of income and profits and thus improve quality through the use of information technology. Intense focus on service quality makes the product valuable to the customer and leads to their loyalty, and is one of the most common tools that marketing managers use to inform and persuade customers to direct their persuasive communications to their target buyers and communities. , Are the platform of cyberspace and marketing tools.In today's competitive and dynamic world of banking, I can not achieve the goals of specialized training without considering the communication and marketing tools for loyal customers. Intense quality service makes the product useful to the customer and increases their loyalty, and is one of the most common tools that managers choose to build and persuade customers to direct their persuasive communications to others and their target communities. they do. They are used as a platform for cyberspace and marketing tools. The present study, in terms of the time of the first nine months (1400), is "applied" in terms of purpose and correlational in nature and "descriptive-survey" in terms of nature. The research population of this research was the branches of Semnan Shahrestan Bank and the statistical sample in this research was the selection of 150 loyal customers of this bank. After collecting the data, the researcher used Smart PLS software to analyze it, and in the end, the results show that only among the variables "marketing tools through cyberspace", "brand awareness", "customer satisfaction" There is a significant relationship between customer loyalty.In recent years, marketing for items other than goods has expanded greatly, including the marketing of educational services. By directing their activities towards services, marketing managers should raise their awareness of new methods of marketing various types of services, including the marketing of educational services. educational services; It includes activities that are necessarily intangible and are offered from one person to another without leading to ownership.A tool for active development of goals, values ​​and products for partners, employees and the larger community, strategic partner, knowledge developer and facilitator of economic capital and society, a management process that requires planning, analysis, resource allocation, control and investment, Clear Educational objectives and policy unification to provide satisfied customers with educational services.Undoubtedly, cyberspace today has an inevitable role in advancing programs and socializing people, and they are used to shape public opinion and guide people and decisions in the desired direction; So that parallel governments and institutions in charge have enjoyed unparalleled power in the domestic arena. In the present age, technological progress, especially cyberspace, plays a high role and place in socializing people.Recent advances in technology, especially in the field of Internet and cyberspace, have led more and more individuals and organizations to interact with each other to achieve personal and organizational goals in cyberspace. As the number of people accessing the Internet increases, so does the importance of knowing how and why this digital environment and how it operates. We should note that the increasing use of cyberspace and social media has become very popular these days, which has had a significant impact on the relationship between sellers and customers and how customers engage with the brand.Studies by Blasco Arkas et al. (2016) show that both major brands (70%) and small businesses (80%) use social media to grow their business and make the most of Users have made purchasing decisions using online studies, online interviews, social information and trust in interviews as personal recommendations. Today, marketing activities in cyberspace have a great impact on today's markets, and customers first gather information about their goods or services from the Internet and virtual networks before buying. The issue of customer involvement and loyalty has attracted a lot of attention in recent years. This is because customer engagement is related to many important indicators of brand performance. Not surprisingly, many of these online brand interactions occur through social media. Customers who engage with their brand online communities feel more connected to their brand, have more trust in their favorite brands, have a higher level of satisfaction with their brand, and are more loyal to their brand.Marketers should be aware that as people become more inclined to cyberspace and online, their desire for traditional methods decreases. This reduces their focus on other communication channels, resulting in reduced cost-effectiveness and marketing activities, and changes in customer engagement methods. Therefore, in such a situation, one of the problems facing businesses is the awareness of the factors affecting customer engagement in cyberspace, and to the extent that these factors are aware, they can increase their customer engagement in cyberspace and in Ultimately, it has made the company more profitable and they can continue their activitiesBut the advancement of communication technology and the advent of the Internet and other media has increased consumer awareness and thus raised their expectations. Therefore, if organizations can use cyberspace tools in new marketing approaches to achieve a higher level of customer satisfaction, they can create loyal customers, for life, and in this case, engaging customers in cyberspace to The title is an important background for loyalty. With the advent of private banks in the Iranian economy, competition to attract customers has increased.Social media has changed the way people communicate, and companies have created their websites based on social networking sites so that they can interact and communicate directly with consumers. On the one hand, social media has a powerful function to convert customers 'offline social networks to online, therefore, it can serve as an effective platform for companies to use customers' social networks and expand rapidly. Information to be served to a large number of potential customers.Therefore, this study intends to study the marketing tools and cyberspace platform and its effect on customer loyalty of Bank Shahr so ​​that the results of this research can provide the necessary information and knowledge to develop and improve the performance of managers and experts of this bank.

In the current situation, students face fears and anxieties in the face of the public environment and people in the community; They think that in contact with others and the polluted environment of society, something bad will happen to them or they will be threatened with dangers, which may lead to their isolation and anti-socialization in the coming years. The main purpose of this study is to identify the challenges and innovations of education during the Covid 19 pandemic.

The research method is qualitative phenomenological and has been done using exploratory strategy. Research community Includes 10 families with children aged 6 to 10 years and 10 teachers in Khuzestan province, which was selected by purposive sampling method with respect to the saturation rule and maximum diversity. The data collection tool was a semi-structured interview. After coding, seven main categories of data emerged.

Thematic analysis showed that the challenges of e-learning include 8 themes, its opportunities include 6 themes, the consequences include 5 themes and the strategies for developing e-learning include 5 themes. According to the research results, it can be said that Corona pandemic on the one hand develops skills and learning experience, increases the skills and educational creativity of all stakeholders and on the other hand results in aggression, depression and isolation, delay in socialization of children, increase individualism And social isolation has led to the abandonment of cyberspace. Capacity building of this issue requires that the teaching methods used by teachers should be based on the knowledge of their learners' learning capacities and the individual differences that exist between learning styles. Present it in a way that learners can learn it effectively.