اسماعیل عظیمی

Critical thinking is a method for solving problems, based on persuasive, logical, and rational arguments, which includes examining, evaluating, and choosing the correct answer for a given task and the reasoned rejection of other alternative solutions. Special attention is paid to various things. In this regard, due to the growing tendency of students towards digital games, the importance of designing educational games in digital form with the approach of strengthening critical thinking has increased. For this purpose, in order to promote critical thinking in students, a framework based on the theory of social constructivism for designing a digital educational game has been done.Based on the review of the research background of the main components of the desired model, including needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, game quality evaluation, learner evaluation, and the feedback and sub-categories were obtained, which was used to modify and verify the model using the internal validation method. In this model, ten experts in educational games were invited for validation. This validation was approved by experts after three rounds with an agreement rate of 84%.Also, this model is categorized and summarized in the form of an extensive review of the theoretical framework, including the components of needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, evaluation of game quality. Evaluation of the learner and feedback.

The main purpose of this research was to investigate the barriers, facilitators, and continuance of implementing a creative instructional method (Collaborative prototyping of digital educational games using design thinking). This study employed a phenomenological study as a qualitative research method. The data were collected using a semi-structured interview. Participants included 20 teachers that have experienced the method mentioned above in their class teaching in primary schools. An abductive content analysis was conducted to determine the main and sub-categories. The identified barriers and facilitators were categorized according to the stages of the design thinking process: empathy, definition and idea generation, prototype construction and evaluation. Regarding continuance factors, six categories were identified: learning and instructional activities, content organization strategies, game conditions, teacher-related factors, student-related factors, and evaluation-related factors. Future research suggestions were discussed in light of the study findings.

Introduction and problem statement :

One of the main issues of any educational system by educators is to make learning meaningful for learners and their academic achievement. Because meaningless learning is not particularly attractive to learners and will be forgotten. This is doubly important when learners want to apply what they have learned in real life [Khaghanizadeh and Shokrollahi, 2010]. The use of educational tools and materials that have a facilitating role in the process of teaching and learning, reduces the high cognitive burden and increases motivation in learners and enriches their learning [Dehghanzadeh et al., 2016]. In addition, it reduces learners' anxiety in learning [Kutlutürkan, 2010]. The presence of teaching materials and necessary facilities will greatly help the teaching process. Educational materials are tools and objects that help learners to better and more understand the subject of education [Sharma et al., 2015]. There are other studies that have pointed to the positive impact of educational tools and materials on the learning process. These studies include Dehghanzadeh et al (2016), Dehghanzadeh et al (2021), Zarei zavaraki and Gharibi (2013), Azizinejad and Allahkarami (2019), Khodayari (2019), Karimi shalton (2020), Madadi (2020) and Christopoulos et al (2020), and Mendoza (2018). However, various studies have focused on achieving better quality educational tools and materials in the learning process, such as the research of Kirschner et al (2006) and Jang (2010) that the existence of defects in the efficiency of educational materials and the incompatibility of these tools with up-to-date subjects in technology and education have been cited as reasons for their inefficiency. There are other researches that have directly focused on how to increase the efficiency of educational tools and equipment, which is related to the quality of their design. [Dehghanzadeh and Dehghanzadeh, 2018]. Selecting propriate educational material is a key of meaningful learning (Mukundan et al, 2011). This research has been done qualitatively using the methods of grounded theory and deductive and inductive content analysis. In this way, first in the form of grounded theory, teaching and learning propositions are extracted from each of the key concepts and ideas in the field of educational technology, then in the deductive process, guidelines are extracted from the propositions and finally by conducting an inductive study, design criteria and the production of educational tools and materials is extracted. In this study, participants were in fact different sources and documents that were analyzed. In order to select these sources, reference books related to the field were reviewed and among them the encyclopedia of technology and educational communication terminology, which was compiled with the support of the Technology and Educational Communication Association, the most well-known international association in the field of technology and instructional design has been selected. In order to collect data to answer the first question of the research, after studying the sources and consulting with experts in the field, key concepts and ideas were selected. Then, for each of the key concepts and ideas, definitions and explanations were extracted from different sources. In order to answer the first question of the research, the propositions obtained from the analysis of the data related to the first question were considered as data for extracting guidelines and the extracted guidelines in order to answer the second question of the research. The first research question was what guidelines for the production of teaching / learning materials and tools can be deduced from each of the propositions of instructional design? For example, table 1 provides some guidelines for the design and production of educational tools in the field of educational design. These guidelines are derived from the propositions of the first research question. Guidelines for designing and producing educational tools in the field of educational design are shown below: Approach: Systematic instructional design The second research question was what criteria can be inferred for the production of teaching / learning materials and tools from the extracted guidelines? In order to answer this research question, the guidelines extracted in the previous step are summarized and presented below: Criteria: Training tools and materials should include instructions for use, pedagogical standards and examples of the use of tools in order to use them effectively in education. We extracted 23 criteria for designing educational materials in the process of learning for learning different subjects. The main purpose of this study was to answer the basic question that according to the field of instructional design, what guidelines and criteria can be provided for the design, production and use of educational tools and materials? The research findings were extracted based on the source used in this study, including 68 educational propositions and 23 criteria. These findings have used two basic approaches in instructional design; Systemic approach and constructivist approach. Some research findings on propositions based on a systemic approach include: Learner analysis, feedback, various exercises, evaluation, analysis of learning topics, use of attention, presentation of learning perspective, determination of learners' input behavior, and various example. Some of the propositions extracted from the constructivist approach are: learning situationally, learning sociality, learning process, providing multiple perspectives on learning, evaluation as a tool for self-assessment, learning goals and providing opportunities for learners to reflect.

The present study aimed to explore different aspects of the Finnish national core curriculum of basic education regarding language learning and to compare it with Iranian national curriculum of basic education. To collect the data, the authors analyzed the documents of the national curriculum of the both countries. The semi-structured interviews were also used to collect the data related to the challenges of the implications of the Finnish curriculum lessons in the education system of Iran. In the comparative section, the research followed the procedure proposed by Brody to analyze the documents. In the phenomenology section, the data collected from interviews with 20 teachers and stakeholders, were analyzed inductively. The obtained results showed that the main objectives of the Finnish curriculum in developing the reading skills were emphasizing on learning to learn .The main suggestions for Iranian curriculum include considering the communicational approach in selecting the teaching content, game-based learning activities, using different types of media and tools in education, considering the different elements beyond the language learning such as harmony, and taking advantage from music in the learning process of language. Different challenges in implementing Finnish lessons in Iran’s education system were recognized including: learning activities, teaching and learning strategies

Treatment refusal with personal responsibility can be a threat to the health of the patient, as the patient's life may be compromised due to a lack of adequate and timely medical treatment. This study aimed to determine the causes of treatment continuation refusal and the level of awareness of this refusal in Imam Khomeini Hospital in Behshahr, Iran, affiliated to Mazandaran University of Medical Sciences.

This descriptive and cross-sectional study was performed on patients in Imam Khomeini Hospital in Behshahr, affiliated to Mazandaran University of Medical Sciences selected via census sampling. Data were collected using a researcher-based questionnaire, and data analysis was performed in SPSS version 22 using descriptive statistics.

From 918 patients, 559 (60.89%) were male and 359 (39.10%) were female, and the mean age for subjects aged below and above 18 years was estimated at 8.5 and 37.8, respectively. According to the results, the rate of discharge with personal consent was reported to be 5.74%. In addition, the emergency ward and ICU had the highest (27.3%) and lowest (1.3%) rates of discharge with personal consent, respectively.

There was the highest rate of discharge with personal consent in the emergency department. To alleviate this problem, it is necessary to explain the consequences of discharge with personal consent to patients.

The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran, a sample of 680 students were selected by Cluster random sampling and responded to the Kember et al (2000) reflective thinking questionnaire of which, 636 questionnaires could be analyzed. Data were analyzed using spss21 and Lisrel8.8 softwares. The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59.51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the tests confirm the model χ2/df=1/855As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.

Reflection on teaching is a known method of learning to teach. Reflection is a form of thinking wherein improvement is sought through self-observation. Recent approaches to teaching practicums have gravitated towards reflective ones. However, there are no exact models for the design and implementation of reflection-based practicum. In this study with a social constructivist perspective, the validity of one such model is explored. The basic elements of the instructional situation, i.e. conditions, methods, and results, along with the implementation stages of analysis, design, development, implementation, and evaluation constitute the chosen model. A group of 5 educational technologists initially studied the model from an instructional design perspective. Then a group of 4 teacher educators, as users of the model, were asked to design a sample teaching situation using the given model. The feedback given by the two groups was used to improve the model in four rounds of validation. The final version of the model gained an approval measure of %88 by the two groups.

The purpose of this study is to produce Dicteyar Educational Multimedia Effectiveness on improving Dysgraphia students ‘Auditory and Visual Memory Problems in learninig spelling. An quasi-experimental research method and two-groups with pre-test and post-test research design are used. The statistical universe contain Dysgraphia students in the second grade of primary schools in Arak province during academic year of 1390-91. Among these students, 20 persons in experimental group and 19 persons in control group were randomly replaced. In 15 sessions, Students in experimental group were trained by Dicteyar and control group were trained by the traditional method. Revised Wexler Scale, clinical interviews and spelling test wrer used to identify these students in learning disabilities center. The academic achievement of spelling exam was used in order to collect data. analysing data, Wilcoxon and Mann Whitney U tests were used. The result has shown that the multimedia Dicteyar meaningfully improved Auditory and visual memory problems than traditional method(P<0/001). So, multimedia Dicteyar is more effective in improving Dysgraphia students ‘Auditory and visual memory problems. It is suggested that the multimedia educational dicteyar should be used in training Dysgraphia students and develop multimedia for other learning disability.

The purpose of this study was developing educational multimedia development of dictation assistant (Dicteyar) and its effectiveness on the academic achievement of the students with Dysgraphia. An experimental research method was used and the research included two groups with pretest and posttest. The statistical population included students with Dysgraphia in the second grade of primary schools in Arak city during academic year of 1390-91. Sampling was based on counting everyone and included 39 students. 20 students were randomly assigned to the experimental group and 19 students were randomly assigned to the control group. Students in experimental group were trained by dictation assistant (Dicteyar) and the control group was trained by the traditional method. The academic achievement of dictation exam is used in order to collect data and for the analysis of data، Wilcoxon and Mann Whitney Utests were used. The result has shown the multimedia dictation assistant (Dicteyar) had meaningfully higher academic achievement than traditional method (P<0/001). So، multimedia dictation assistant (Dicteyar) is effective in improving Dysgraphia.

The goal of the present study is to investigate the effectiveness of instructional computer games on academic achievement and attitude of forth grade students towards science learning in the city of Arak. The method being used in this research is semi-experimental research method and the research pattern is of two group pattern with pre-test and post-test. The statistical population is of 1836 students in the fourth grade of primary schools in Arak city during academic year of 1390-91. Based on random stratified sampling method Forty students are selected; 20 of them being placed in the experimental group and 20 in the control group. Thus، 10 topics are selected from the 4th grade science book and computer games are produced out of those topics. The experimental group played those instructional computer games and the control group was taught based on the traditional method. Data collection was conducted through educational improvement test and attitude scale towards learning science by Akpinar et al. Reliability coefficient was computed for educational improvement test as 0. 8 and for attitude towards science as 0. 77. ANCOVA was utilized to analyze the data. Results suggest that those students playing instructional computer games significantly had better academic achievement and better attitude towards science learning than students who were trained through traditional method، P<0/001. Therefore، the use of instructional computer game is recommended in teaching science.

Teaching students with sensory disabilities have always been of interest to scholars and educational experts. One of the sensory disabilities is blindness. It should be noted that traditional methods of training these individuals do not have the necessary efficiency and it causes the reduction of motivation in the students. Thus, an evolutionary approach is necessary. Most computer games as interactive digital media in teaching the blind are considered to be an evolutionary approach to present. The aim of this research is to study the role of educational computer games and to present the principles of designing these games for teaching the blind. Some of the instances where these games can be used teaching the blind, include strengthening the auditory process, mental imagery, teaching academic subjects, navigation, positioning and the student's emotional role. That suitable In this study, some of these principles are presented. It is recommended games for blind students are produced and their impact on each of said cases are reviewed.

Gorham’s disease is rare and is associated with progressive bone destruction. The first case was reported in 1838 and until now 175 cases with Gorham's disease have been reported in the literature. In this article a patient with concurrent involvement of lumbar spine and trochanteric region is reported. Case report: A 32 years old woman with intensive back pain and paraplegia was admitted to our center. Radiological and laboratory studies were done. Spinal x-rays revealed L3 collapse and a potential metastatic lesion in L3 and trochanteric region. Patient underwent cord decompression and stabilization of the spine and biopsy was done. Histological studies demonstrated that the lesion is due to Gorham's disease. Gorham’s disease can involve spine and cause paraplegia and in this conditions, decompression can be helpful. Also, our case portrayed that this disease can involve distant bones concurrently.