نشریه رویکردهای نوین آموزشی
سال هفدهم شماره 1 (پیاپی 35، بهار و تابستان 1401)

The purpose of this study was to examine the level of academic burnout experienced by student teachers at Farhangian University and explore factors that influenced it, during the COVID-19 pandemic. The research was conducted via a mixed approach using the explanatory sequential design. First, via quantitative approach and stratified sampling, all junior and senior student teachers (290 people) in Hashemi Nejad Campus responded to the standard Maslach Burnout Inventory-Students Survey. The questionnaire measures three dimensions of academic burnout, including emotional exhaustion, cynicism, and depersonalization as well as the feeling of lack of professional accomplishment. Then, via qualitative approach and intensity sampling, 25 student teachers were selected as participants for semi-structured interviews. Quantitative findings revealed that all almost of the student teachers (91.57 percent) reported emotional exhaustion over the last 2 years. Again, there is a significant relationship between student teachers’ academic burnout and their marital status, and habitat too. But, there was no significant relationship between student teachers’ academic burnout and their majors. In addition, there is a negative correlation between student teachers’ academic burnout and their GPA. Qualitative data were analyzed by thematic analysis (Ryan and Bernard, 2000). Qualitative findings revealed that the most important factors leading to academic burnout, include the structure and rules dominated over curriculum, the inadequacy of the existing syllabus for teaching and evaluation in the COVID-19 era, the quality of professors’ feedback, the lack of sense of presence in class, students intensive planning and lack of social support.

The present study was conducted with the aim of investigating how primary school teachers encounter the integrated approach in the social studies textbooks. This research was done with a descriptive phenomenological approach. The participants in this research were 15 teachers of elementary education in Faminin city in the academic year of 1999-1400, who were sampled by snowball method. The data collection tool was a semi-structured interview with general questions were approved by three curriculum studies experts and a pilot study. The data of this research were analyzed by coding and categorization in three levels of awareness, attitude and behavior. In order to evaluate the validity of the research findings, the method of member checking was used by two of the research participants. The results showed that the teachers have a good knowledge of the integrated approach and consider its philosophy to be the interdisciplinary nature of social studies science and the creation of coherent knowledge for students. Also, they have a positive attitude towards this approach and consider it effective due to providing multidimensional knowledge, emphasis on concepts, lasting learning, students' interest and reducing the number of course titles. Of course, some teachers resist it due to the disappearance of the boundaries of science, difficulty in evaluation, ambiguity of the teacher in teaching and getting used to the traditional way. In the implementation of the integrated approach, teachers use some components of active teaching in describing their method, which indicates that despite the appropriate awareness and positive attitude, there are still many uncertainties regarding implementation of the integrated approach for teachers.

The methods of teaching basic lessons of architecture must be chosen to be most effective for the students. Basic lessons, including construction materials workshop and construction, teach the primary skills in architectural design, therefore, are used by architects during their education and in their professional careers. There are many studies and innovations about teaching methods and different methods are discussed in scientific articles. One of these methods is to use game-like features and ideas to achieve non-game aims; this method is called gamification. This method is used not only in an educational fields, but also in different fields such as digital, marketing, educational, and social technologies. Game-making techniques exploit people's natural inclinations to socialize, learn, master, compete, achieve status, express themselves, altruistic, or superficially respond to a situation framework such as a game. Since the construction material workshop is one of the higher education’s primary lessons of architecture in Iran, are taught during the first semester in university; it is, in fact, a space for transitioning from high school life to university life. Therefore, using gamification for this group of students can lead to a more superficial bond with this class. So by designing the practices of this lesson to be more attractive, by using gamification elements, while following the predetermined educational curriculum, the new students can better bond with this lesson. The purpose of this study was to evaluate the effect of gamification on the students’ academic engagement in this class, to eventually determine how beneficial is this method in teaching the construction materials workshop and construction, Through the post-event survey approach, this study examines the effect of using the gamification method on the students’ academic engagement in the class of construction materials workshop and construction. Two classes, one using the gamification method, and the other using standard teaching methods, were compared. This comparison was made by distributing questionnaires based on Reeve’s academic engagement indices. After evaluating the data’s validity through the t-test, the results were evaluated. Moreover, the results showed that using this method positively affects the students’ academic engagement. Among the four micro scales, introduced by Reeve in the academic engagement indices, the agentic engagement with lesson materials micro-scale has the highest effectiveness. The cognitive micro-scale has the lowest effectiveness. using the gamification method leads to a strong bond between the students and their practices. The results of this study are proof that the class, in which the gamification method was used for designing the practices, resulted in higher academic engagement. This increase in academic engagement leads to increased quality of education and students’ deeper learning. Therefore, it is suggested to use this method in teaching the primary lessons of architecture, especially in construction materials workshop.

AbstractThe derivative is one of the most important topics in calculus that is used in various sciences.  One of the topics in this field is the interpretation of the derivative function graph with the help of its antiderivative function and vice versa. Research shows that because students understanding of derivative graphs requires high-level thinking skills, students have difficulty in understanding the relationship. The present study investigates the methodology and content of these studies to determine their underlying theory. This study is a descriptive study and qualitative meta-analysis method to show an insight into the coherence of these studies. The research field included all related research that were done by regularly searching for keywords and also by searching among citations of articles in national and international databases based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the inclusion criteria, 182 studies were identified between 1992 and 2022 and finally, based on the exclusion criteria, 26 studies were selected for final review and analysis. The qualitative meta-analytic findings identified 13 main frameworks among the research that focuses on the three Krutetskii thinkers (analytical, visual, and harmonic), Dubinsky APOS (action-process-object-schema) theory and the three layers of graph disclosure (objects-relationships- functional relationships) is Swidan. The new method used in the qualitative meta-analysis of the present study can be used by researchers in different fields of education. Also, the findings of this meta-analysis for teaching and learning the relationship between the graph of the derivative function and its antiderivative function for teachers, and professors; will be useful for authors of textbooks and researchers.

Educational organizations, especially the schools of our country, in today's changing conditions, in order to deal with the many issues and problems they are faced with, urgently need managers and teachers who are creative and up-to-date and show this creativity in their job performance. So, the present research was conducted with the aim of investigating the effect of successful intelligence on creative performance through the mediating role of teachers' self-efficacy. The research method was quantitative, descriptive and correlational. The research population were all teachers in district total (4) of Shiraz 1890 people, from which a sample of 318 people were selected by simple random sampling method based on Morgan's table. Data were collected using the Successful Intelligence Questionnaire of Grigorenko, Jarvin and Sternberg (2002), Riggs & Knight (1994) self-efficacy, and the creative performance of Oldham and Cummings (1996). To determine the reliability and validity of the instruments, Cronbach's alpha techniques and confirmatory factor analysis were used. The results showed optimal reliability and validity of the instruments. Data analysis was performed using descriptive (mean and standard deviation) and inferential techniques (confirmatory factor analysis and confirmatory path analysis) using SPSS and Lisrel software. The results of the analysis showed that successful intelligence had a direct, positive and significant effect at the 0.05 level on teachers' creative performance and self-efficacy; self-efficacy had a direct, positive and significant effect at the 0.05 level on creative performance. Also, successful intelligence had an indirect, positive and significant effect on teachers' creative performance through the mediating role of self-efficacy.

The purpose of this study was to explain the element of evaluation in the online education and learning curriculum of technical and vocational centers. This research was applied and descriptive-survey method and is among the combined research. In the qualitative section, 20 knowledgeable professors and trainers were purposefully selected and interviewed in order to determine the optimal status of the evaluation element in the online education curriculum of technical and vocational centers. In the quantitative part of the research, the statistical population consists of two groups. The first group includes teachers and trainers teaching in the centers of Qazvin province and the second group includes trainees of technical and professional centers of the province. These individuals were selected by simple random sampling. For this section, a researcher-made questionnaire was used, the content validity of which was approved by expert. Its reliability was calculated based on Cronbach's alpha coefficient at 84.4. For data analysis in qualitative part, categorization method and in quantitative part, one-sample t-test, Friedman test, independent t-test and Levin test were used. From the respondents' point of view, the evaluation element in the curriculum in the desired situation should have the features that are presented about the evaluation element in four categories. The results of the quantitative section also showed that there is a significant difference between the views of teachers and trainees about the compatibility of the curriculum element in the current situation with the desired situation.