فهرست مطالب حمیدرضا مقامی

Where there is a lot of time for individual expansion and complete work, there are various programs that are different according to the requirements of the course and the type that is available for individuals on different surfaces, from the channell of the administration of a group and a group of people in the form of a letter, i. You can check this information and remove the problem and remove the problems that are present in the program, which can be taken from the path of Buzzhord Graften and Arziba Mia. Banabrain is an investigator who has been working on the technology of Chegongi Tarahi to supply electronics with a view to the work of Karknan Ra in the Tehran Neft Public Company, the supplier of Kendokau. We are looking forward to the resources of many of them in the present office. You are interested in the direction of the direction of the course of any electronic mentoring course, according to the importance of the work of the Karkanan company in Tehran. This is a suitable electronic tuning; what is the meaning of Karkanan's work?

:This is very useful for using a qualitative analysis of the content and analysis of the content. A university with a comprehensive resource, including all articles, written sources, statements, names, and chains of reference available in various pieces of information, and all professors and specialists who have established a mentoring seminary. Change the size of the nameplate Use it as a target type.Take advantage of it as a collection of information about linguistics, information, and information about the language that has been checked for different purposes. This is a type of qualitative content analysis, an inductive type, and guaranteed analysis, in my opinion, which is of great benefit. I would like to take a picture of this to begin with, with a deep picture of the theoretical foundations of Mentoring, with a deep picture of the source of reading and decision-making, and the excitement of accompanying the name I chose from. More than fifteen people are specialists who are experts in the work of mentoring and long-term work, and they are damaged by the removal of the money.  

After the initial interview with the experts and associated content of the interview, three-stage coding was done. Then the collected data was analyzed using MAXQDA software. In the design of the researcher-made questionnaire, first the theoretical foundations and research literature on employee performance improvement were studied in detail, and based on that, semi-structured interview questions and finally a researcher-made questionnaire were designed to measure employee performance improvement with the help of specialists and experts.

In the end, components were extracted from this order and used in the design of the electronic mentoring model: mentor characteristics, mentor competencies (management competencies, mentor learning competencies, mentor communication competencies, mentor specialized competencies, competence intercultural mentor), soft skills of mentor, electronic interactions in mentoring, electronic feedback in mentoring, electronic evaluation in mentoring, technological infrastructure in electronic mentoring, mentee competencies in electronic mentoring. Finally, it was suggested to design the model of electronic mentoring in other organizations and industries, as well as in mobile variables of employees. Also, design a consolidated mentoring model in organizations and industries. Educational workshops should be held in order to nurture and train mentors. The organizational position of mentor should be determined and appointed due to the high sensitivity of their work. The mentee is promoted after passing the mentoring courses.

The aim of this study was to examine the impact of interactive simulation on students perceived motivational climate and emotional self-awareness. The research method was quasi-experimental and of the type of pre-test-post-test designs with the control group. The statistical community of the present study was all the fourth elementary students of the 12th District of Tehran in the academic year 2022-2021, 60 of whom (30 of the test group and 30 of the control group) were selected as samples by the available sampling method. The experimental group trained using PhET simulation and the traditional control group in six one-hour sessions. The pre-test-the post-test of the two groups was performed using the questionnaire. Research tools included the sarmed perceived motivational climate questionnaire (2011) and Kauer et al emotional self-awareness (2012). The analysis of the research data was done with a multivariate covariance analysis test. The findings of the study showed that interactive simulation influenced the perceived motivational climate and emotional self-awareness in students (P<0/001). Interactive simulation on the components of perceived motivational climate (teacher-led learning, follow-up of comparison by students, concerns about mistakes, willingness to compare learners by teacher) had an impact (P<0/001). Interactive simulation influenced the components of emotional self-awareness (recognition, identification, conversion, problem solving) (P<0/001). As a result, a variety of educational simulations can be used to teach learners in other subjects and study districts.

This research was carried out with the aim of compiling an educational package based on educational neuroscience using gamification and determining its effectiveness on the psychological empowerment of middle managers of the Central Organization of Islamic Azad University.

The current research is applied in terms of purpose and mixed (qualitative and quantitative) in terms of implementation. The qualitative part is a survey of experts and the quantitative part is a pre-test and post-test with a control and reference group. The statistical population of the research included all the middle managers of the Central Organization of Islamic Azad University during 1401, in the number of 509 people, including faculty members and employees. 60 people were selected by targeted sampling and finally 30 people were randomly assigned in two groups of 15 people. To collect information, Thomas and Wolthous' psychological ability questionnaire was used, the validity and reliability of which has been confirmed by experts. To analyze the data, it was done with MBASS test and analysis of covariance using SPSS software.

The findings of the research showed that the educational package based on the principles and components of educational neuroscience and the use of gamification is effective in all aspects of the psychological ability of middle managers of Islamic Azad University.

To train managers and specialized experts in organizations and companies, the design and development of training courses based on the principles of educational neuroscience should be used. Also, emphasis should be placed on gamifying the process of organizational education and learning.

The purpose of this study was to examine the effects of the Gagne model on increasing the level of  theory of mind and problem-solving abilities of deaf students. This study is an applied research using a quasi-experimental design. The statistical population of this study consists of all deaf students in Tehran, selected using 40 available methods, each of which is divided into an experimental group and a control group consisting of 20 people.  The sampling method for this study was available. This study used Steimman's Theory of Mind (1994) and his 38-question format of the Tower of London Central Nervous System Performance Test.  Descriptive statistics (frequency, mean, standard deviation, graph) and Kolmogorov-Smirnov test were used to examine the data distribution.  Covariance tests were used to test the hypotheses. The significance level in this study was ≤0.05. Statistical calculations were performed using SPSS software (version 24). The results of this study show that the one-way analysis of covariance is significant for the variable of  theory of mind (P <0.05) and problem solving ability (P <0.05). Therefore, main hypotheses 1 and 2 are based on the first hypothesis: the use of the teaching model to promote the theory of mind levels and the second hypothesis the use of the Gagne model was confirmed in the problem-solving ability of deaf students.

Danbal Tarahi is present in a session on electronic mentoring, with a view to the work of Karkanan, the company of Tehran's Palaesh Neft Company. Here is an investigation into the semi-automatic method based on the question of what is required - but it is necessary to use it. Universit of Pakistan, Karkanan Bakhsh University College, Tehran denied that it had a population of 80 people, and it was not possible to read it with the benefit of the government’s election system, and the number of 64 people was coincidentally recorded in the Azmaysh region. And control the decision of the company. For the purpose of making a response, please use a Likert scale and use it as a practical tool. By reading the chains of transmission, the concepts and the accompanying words, this is my specialty, so here is the list of 31. My question is specifically about the effect of electronic menturing. Please tell me what you have done. Here is a procedural protocol that you have taken to start the electronic device repair cyclethis is amazing because there is such a thing as electronic mentoring in different dimensions, innovation, surroundings and the honor of its meaningI have the presence of the numbers of mentoring in the presence of a battery and a tuner. This is interesting and interesting. And Bazkhord, Names of Grooh Mentoring, His presence has a meaning-dari phase. Balatar bod and turn after your sleeve they are disparity between du guroh and deedah nashad

Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic conflict by current students are considered as achallenges of the educationl system. Many top universities in advanced countries consider the training of such students at the level of higher education among their goals. Therefore, it is necessary to examine appropriate teaching methods that improve these two skills in learners and use all the available capacities in online education to improve self-efficacy skills and academic engagement, because teaching strategies are changing with the significant advancement of technology. And education should gradually shift its focus from the physical space of the classroom to virtual environments. Project-based learning is a deep and comprehensive learning approach for teaching and learning in the classroom, and it can be combined with e-learning and be used to achieve basic skills such as self-efficacy and academic engagement. The purpose of this research is to investigate the effect of project-based e-learning on self-efficacy and academic engagement of the sixth-grade students.

The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population included all the sixth-grade students of Savadkoh in the academic year 2019-2019, among whom, 34 ones (17 ones in the experimental group and 17 ones in the control group) were selected as a sample via the available sampling method. Data collection tools included Appleton et al.'s (2006) academic engagement questionnaire and Jing, and Morgan's (1999) academic self-efficacy questionnaire.

 The results showed that there was a clear indication that project-based learning can motivate students to learn and stimulate their self-efficacy and academic engagement for better performance in this field. The findings of the research demonstrated that project-based education in the online environment was generally effective (P<0.05 and F=4.46). In addition, students' academic involvement had a positive effect (P<0.05 and F=7.97).

Considering the positive impact of project-based education in the online environment on the effectiveness and academic engagement of students in this research, as well as the increasing popularity of project-based learning, teachers should shift their teaching approaches to project-based education in order to improve education. One of the requirements of this action is empowering teachers in the field of electronic education system and designing appropriate textbooks for learning skills and project-based education. It is also suggested that teachers give students responsibility for learning and assign them active roles, because through project-based learning, they can understand their learning, present their products that show their learning and effort.

The aim of the present study was to investigate the effect of online collaborative learning on cognitive learning levels in the fifth grade students of Gorgan city. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population includes all fifth grade students of Gorgan in the academic year of 2019-2019, 30 people (15 people in the experimental group and 15 people in the control group) were selected as a sample using the available sampling method and were divided into two experimental and control groups. they got. The desired classes in the happy student network were held simultaneously and asynchronously in a cooperative manner, and at the beginning and end of the teaching process, the level of learning of the students in the experimental science course was measured. The research collection tool included the test of the progress of the teacher's learning levels based on the learning levels and Bloom's classification. Research findings showed that online cooperative learning has a positive effect on students' learning (p<0.05). Online collaborative learning has no significant effect on the level of knowledge, evaluation and creation (P>0.05). Collaborative learning has had a significant and positive effect on the level of understanding, application and analysis (p<0.05). Based on the result, the online collaborative learning method can be used for different subjects and levels of education.

Empowerment has been considered from different perspectives. One of the most important points of view is psychological empowerment. Education based on neuroscience helps to study the characteristics related to the psychological empowerment of employees, so that along with organizational development and organizational culture, the psychological characteristics of employees can be examined from another perspective. Educational neuroscience can be helpful in answering the questions that current organizational science studies are unable to solve. Identification of effective indicators on the design of psychological empowerment training of human resources has been less investigated in previous studies.

This research has been conducted with the aim of investigating, identifying and applying the indicators of educational neuroscience in the training of psychological empowerment of human resources.

The current research was conducted based on a mixed design (with a qualitative and quantitative approach). The qualitative part included inductive content analysis, and the quantitative part included internal validation from neuroscience experts using a survey method. The statistical population in the qualitative section included written and electronic documents and resources from 1380 to 1401, and in the quantitative section, there were experts in the field of educational and learning neurosciences and educational technology experts in the country. The sample of the quantitative part included 19 experts who were selected by the purposeful sampling method of the accessible type, of which 10 answered the questionnaire. Data collection was done in the qualitative part by content analysis of documents and in the quantitative part by using a 4-item Likert-type researcher-made questionnaire.

The content analysis carried out in this research,26 indicators of the principles of educational neuroscience that can be used in the formulation of organizational training were extracted.

The results obtained from the internal validation of indicators based on educational neurosciences showed that the indicators discovered in the current research have the necessary validity for the training of psychological empowerment of human resources.

Science and technology in the field of education gives importance to the methods and techniques that used to develop the educational system quantitatively and qualitatively. In the current educational process, parents evaluate the quality of their children's education based on their academic performance instead of the child's all-round development. In addition, traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills, having the skills of self-efficacy and critical thinking by current students is one of the challenges of the education system. It is necessary to examine appropriate teaching methods that promote these two skills in learners and use all the available capacities in online education to improve self-efficacy and critical thinking skills, because teaching strategies are advancing with the significant development of technology. Education should gradually shift its focus from the physical space of the classroom to virtual environments. Also, considering the impact of self-efficacy and thinking on environmental and cultural factors, considering that education is also an acquired and cultural activity, and considering that second grade students are highly influenced by the environment, usually due to playfulness, attention and interest. They do not teach and this is a weakness for them, stories can play a very important role in the development of a student's personality. Parents and teachers devote most of their time to children's educational issues, and students spend most of their time in passive learning at home and school, and suffer from the difficulty and dryness of lessons and anxiety about exams and grades. In this way, most of the parents and teachers stay away from the main goal of education, which is to raise creative, innovative and efficient people. Considering that no research has yet investigated the effect of digital storytelling, which is a practical method, therefore, the researcher decided to investigate its effect on students' self-efficacy and critical thinking, so that the results will help the authorities to use the method. Use appropriate tools and tools to activate students in the learning process and flourish their different talents, including the development of self-efficacy and critical thinking. The aim of this research is investigating the effect of digital storytelling on the self-efficacy and critical thinking of second grade elementary school students in the Shad system.

This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all the second grade female students of Gonbadkavus city in the academic year of 1399-1400. The number of members of each of the control and experimental groups was 10 people; who were placed in two control and experimental groups as a random replacement. Digital storytelling intervention did for the experimental group, while the control group was storytelling in the traditional way. Before and after the implementation of the experiment, pre-test and post-test conducted for two experimental and control groups. Critical Thinking Questionnaire (CTD) and Standard Self-Efficacy Questionnaire of Children and Adolescents (SEQ-C) used to collect data.

The statistical methods used in this research included descriptive statistics (mean, standard deviation) and inferential statistics (multivariate covariance test). According to the results of covariance analysis and adjusted averages, and taking into account the limitations of the research, it said that digital storytelling has been effective in increasing the self-efficacy and critical thinking of second grade students in a happy online environment.The frameworks set by the official curriculum create a limited space for teachers to create and implement educational scenarios according to student needs. As a result, the scope of the teacher's action is limited. However, digital storytelling in schools creates a combined context of action and meaning for students and teachers. In this context, learning opportunities appear both informally and as the results of guided formal education. Therefore, it is suggested that according to the positive results of the research conducted in the field of digital storytelling, teachers, especially teachers working in the primary level, should use digital storytelling either as an assignment for students or as an educational video by the teacher himself. Use and do not see the methods of educating students as exclusive to the official curriculum and expand it. Digital storytelling is effective, accessible and low-cost, and based on research results, it has significant effects on students' deep learning; therefore, this method can be used by any teacher and applicable to any class. There are limitations in every research project that takes into account in the correct interpretation of the results. One of the limitations of the research was that the examined sample was limited to one of the villages of Gonbad Kavos city, so one should be careful in generalizing its results. In addition, boys were not included in this study.Therefore, it suggested that the storytelling method used in other subjects such as sociology, cultural studies, etc. or even in other subjects. It can also be useful to include this method in teachers' tests. Holding webinars to acquaint teachers with active learning methods such as storytelling, film screening, puzzles, etc. It will improve the quality of students' learning at different levels of education.

In the process of e-learning, teachers are the main pillars of quality generation or quality reduction of learning and teaching. Therefore, the current research has been conducted with the aim of identifying the required competencies of the ideal electronic instructor in the educational system.

The current research is phenomenological. The data of this research was collected using purposeful sampling and 10 in-depth semi-structured interviews based on the lived experience of expert professors and senior students of the Department of Educational Technology, Allameh Tabatabai University, Tehran. For data analysis, the three-step coding method of Strauss and Corbin (1998), under the title of open, central and selective coding, was used. Data classification was done using the Williams, Warwell and Karil model.

The analysis of the interviews led to the identification and classification of 16 components in 8 dimensions (social, ethical, managerial, individual, teaching skills, supervision, educational commitment and technology) to a complete set of dimensions and components needed by electronic instructors as a model. be extracted

This final model showed that an ideal electronic teacher in the e-learning educational system is a new educational paradigm that creates the context for changes in educational activities. Therefore, teachers should try to create suitable learning environments for developing high-level and critical thinking skills in learners based on the derived model.

The aim of this study was to investigate the effect of applied drama teaching methods on creativity and critical thinking among students. The present study is a quantitative type and its method is quasi-experimental and the pre-test-post-test design of one group was used. Palestine 2 and will eventually be replaced by the experimental and control groups. The data collection tool in this study was a questionnaire. Torrance creativity and Critical thinking of Fashion test was used to measure creativity. The method of teaching applied drama was performed during 10 training sessions. The collected data were analyzed using statistical method of dependent groups. Findings showed that the method of teaching drama has a positive and significant effect on students' creativity. The results showed that the drama teaching method had a positive and significant effect on students' critical thinking. The results showed that the method of teaching applied drama has an effect on the components of creativity and critical thinking among students. As a result, teachers and educators should try to promote students' creativity and critical thinking by using applied drama teaching methods and providing appropriate educational models

This study investigates the effect of education infographic on the level of Learning and visual literacy. In terms of practical purpose and in terms of hybrid method; including qualitative parts of Descriptive-analytical and quasi-experimental ( pre-test and post-test ) method was used with control group and without random selection. The community of this study is the ninth-grade students of the city of Hamidieh. Using random and selective method, 20 subjects were selected as the experimental group and 20 subjects were selected as control group. The measuring tool in this study was a researcher made test for learning level and also a researcher-made questionnair measurig visual literacy. Content validity of the test learning by course specialists as wall as content validity of the visual literacy questionnairs by supervisor received. The reliability of the questionnaires was also calculated using Cronbach's alpha method in the questionnaire of 0.84 visual literacy and 0.74 in the test of learning level. Data were analyzed using descriptive and inferential statistics. The results of research of components of research show that Infographic education affects atudents level laerning( Knowledge, understanding, analysis and application ) and visual literacy.

The aim of present research was to determine the effect of digital educational technology on improving the quality of life of elderly women in Karaj.

This was quasi-experimental research. The statistical population of research included all elderly women in Karaj in 2019. 30 subjects were selected by available non-random sampling method and were divided into two groups of 15 experimental and control. Digital educational technology was implemented on the experimental group in eight forty-five-minute sessions. Data were collected using a standardized questionnaire of Lipad life quality for the elderly (1998). Hypotheses were tested using one-way and multivariate analysis of covariance.

The results of statistical tests showed that: Digital educational technology has a significant effect on improving the quality of life and its dimensions (physical performance, self-care, depression and anxiety, mental performance, social performance, sexual performance and life satisfaction) in elderly women in Karaj (p= 0.05).

According to the results of research findings, the field of digital educational technology training should be provided in order to improve the quality of life of the elderly.

One of the contexts that can play an important role in teaching and learning is educational simulation. Given the benefits of this technology, the present study investigates the impact of chemistry education using educational simulation on the spatial ability and problem solving skills of tenth grade female students in Tehran.

This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all 10th grade female students in district 2 of Tehran city (1310 students) in the academic year 97-98. 60 of them (30 experimental group) and 30 control group were selected by convenience sampling method. were chosen. The research tools included a combination of two tests of the spatial ability of Montana and Paul Newton and Helen Bristol and a researcher-made problem solving test.

Findings showed that after controlling for pre-test effects, there was a significant difference in spatial ability between the two experimental and control groups. Therefore, it can be said that educational simulation was effective on studentschr('39') spatial ability and problem solving skills. In mental rotation, spatial perception and spatial visualization, there was a significant difference between the two experimental and control groups, so it can be said that educational simulation was also effective in improving the components of studentschr('39') spatial ability.

The results of the present study showed that the use of simulation in chemistry instruction affects the students chr('39')spatial ability and problem solving ability and increases the studentschr('39') ability to solve the problem of chemistry.

The purpose of the present study was to examine the effect of educational computer simulations on students’ academic goal-orientation and learning performance. The method was experimental with pre-test, post-test and a control group. The population of this survey included all second–grade high school students in Badrud in the academic year of   2017-2018. Sixty participants (30 in the experimental group) and (30 in the control group) were selected by availability sampling. The experimental group was trained by means of educational simulation and the control group was taught in a traditional method within one hour in six sessions. The pre-test and post-test of both groups administered using a questionnaire. The survey tools included Berfard et al.’s academic goal-orientation and Mehdipoors’ learning performance questionnaires. The results of the study indicated that there was a significant difference in academic purposefulness and its components (mastery goal-orientation, performance orientation and failure avoidance orientation) and learning performance variables between the experimental and control groups (p < .001) in favor of academic goal-orientation (goal mastery and failure avoidance (p < .001)). In general, the results showed that using educational simulation affects students’ academic goal-orientation, learning performance, and components of goal-orientation too, and leads to an increase in academic goal-orientation and improvement in students’ learning performance.

The aim of this study is the effect of multimedia education on understanding the concept and solving the mathematical problem of fifth grade students. The method used is a quasi-experimental type with pre-test and post-test and two experimental and control groups. The target population of this study was the fifth grade male students of Qarchak city who were studying in the academic year of 98-99 and the selected samples were randomly assigned to 60 students in two control groups (30) and 30 people were tested. The research tools were used for multimedia training of Aria e-bag software and for understanding the concept (spatial, spatial and temporal) and solving the mathematical problem that the researcher had asked. The validity of this test was 0.744 through Cronbach's alpha and its validity was confirmed according to experts. Data analysis collected in the study was performed using SPSS software and using descriptive statistical methods of mean indices, standard deviation and in the inferential statistics section, covariance analysis method was used. The results show that there is a significant difference between the mean of post-test scores of the two control and experimental groups in the dependent variable of understanding the concept and solving the mathematical problem. This confirms the effective role of multimedia teaching on better understanding of mathematical concepts (spatial understanding, spatial understanding and temporal understanding) and solving math problems of fifth grade students.

The purpose of this study was to investigate the effect of educational multimedia based on ASSURE's model on perceived motivational atmosphere and student's mental well-being.

The research method is quasi-experimental with pretest-posttest design with control group. The statistical population consisted of all undergraduate students in the field of public administration of Payame Noor University of Aran and Bidgol in 2017-2018 year that 60 of them were selected by available sampling method and placed in two groups of 30 test and control. The experimental group trained 8 sessions of 1 hour using multimedia environments. The research instrument was the perceived motivational atmosphere Sarmad (2011) and the mental well-being Keyes & Murgiarmo (2002) Questionnaires.

Findings of the research showed using covariance analysis that Educational multimedia is based on ASSURE's model is effective on perceived motivational atmosphere and student's mental well-being (P<0.001). Educational multimedia based on ASSURE's pattern is effective on the components of the perceived motivational atmosphere (Tracking progress by learners, promoting learning by lecturer, tracking comparisons by learners, worrying about mistakes and willingness to compare learners by lecturer) and components of mental well-being of students (psychological, social and emotional well-being) (P<0.001).

The results of this study showed that educational multimedia is influenced on perceived motivational atmosphere and mental well-being in students. Therefore, educational multimedia based on ASSURE's model can be used to educate learners in other lessons and other academic degrees.

The purpose of this study was to investigate the effect of virtual reality on the learning and academic achievement of the 10th grade students in the chemistry course. this study was based on the purpose of the applied research method. This research was a quasi-experimental study with a pre-test and post-test design with control group. The statistical population of this study included all 10th grade students of experimental and mathematics field of Sharif High School of Tehran in academic year 96-97, which was selected through random sampling method. The data collection tool was a test of learning in the chemistry course. To conduct the research was used learning test designed by the researcher. For analyzing data, covariance analysis was used. The research findings indicate that the use of virtual reality movies in the chemistry course (test group) does not have significant impact on student learning in the subject of teaching (F=1/46, P<0/23).

Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design with control group. The target community in its current research is the eleventh elementary school of experimental sciences in the high schools in the new city of Andishe, who studied in the academic year of 96-97. Khadijeh High School was selected according to available method ,to conduct the research And the individuals were randomly replaced in three groups. After the design of the Secondary Biology curriculum design, the Augmented Reality software based on the scientific data of the part was produced and implemented on the first experimental group of student. In order to collect data, the academic achievement test, which were designed by the researcher based on the content of the course, were used. For analyzing the data at the level of descriptive statistics, statistical methods of mean and standard deviation, and inferential statistics of covariance analysis methods were used. The result of research shows that the comparison of the academic achievement of students who were trained in the augmented reality software method (experimental group 1)compared with those who were trained in the educational design (experimental group 2) and methodology control group had a better function. Using augmented reality technology with the Merrill design model leads to students' academic achievement in the subject of biology.

The purpose of this study was to investigate the effect of smart schools (smart schools) on student creativity. The method of this study was applied to the target and in terms of semi-experimental method, using two groups of pre-test and post-test. The statistical population of this study was all high school students in Tehran. Based on the conditions and design chosen in this research, as well as the executive facilities, 50 students were selected by multistage cluster sampling method. The criteria for entering the sample population were: 1- Parental satisfaction. 2- The cultural convergence of children in terms of the type of previous education; 3. The absence of divorce history and separation in the family; 4. Failure to learn learning disorders; It should be noted that the student was trained in two groups for one semester (one group of traditional methods and another in intelligent schools). The measure of the Torrance creativity test measures measurements of creativity in 4 dimensions, fluidity, flexibility, inventiveness and expansion. Validity and reliability of the test were confirmed both in previous studies and in this research. The results showed that school intelligence has a positive and significant effect on students 'creativity. There is a significant difference between the student's creativity scores, taking into account the control and moderation variables of the pre-test scores in the two groups. Therefore, it is necessary to develop a comprehensive program for the introduction of information technology into schools and their intelligence in order to promote the creativity of students.

The purpose of this study was to investigate the effect of learning community on social skills and academic achievement of students at Allameh Tabataba'i University in Tehran. Based on the main goal, the method of this study was pre-test, a two-group post-test (for social skills variable) and a two-group post-test (for academic achievement variable). The population of this study was students of Allameh Tabataba'i University Faculty of Psychology of Educational Sciences. Among the statistical population, 14 people were selected as the subjects who were randomly assigned to experimental and control groups. The results of the covariance analysis test for social skills test were significant at 95% confidence level (P <0.05) and showed that the community of learning has an impact on social skills and increases it. The results of t-test showed that there is a significant difference between the level of academic achievement of students in the experimental and control groups, in other words, students who have been trained in the learning community method have had more academic achievement. It is suggested that teachers and educators use this method to improve the level of social skills and academic achievement of students at universities and institutions with community-based learning infrastructure infrastructures.

Abstract The purpose of this study was to investigate the The effect of educational augmented reality on lifelong learning and learning performance in students. The research method is quasi-experimental with pre-test-posttest design with control group. The statistical population of this study is all second-grade high school students in Tehran's twelve district in the academic year of 2017-2018. 60 of them (30 in experimental group) and (30 in control group) were selected by cluster sampling method. The experimental group was trained with using Augmented Reality and the control group in the traditional method in six sessions per hour. pre-test-posttest two groups were tested using a questionnaire. The research tools included wetzel life-long learning and mehdipoor learning performance questionnaires. The findings of the study showed that there was a significant difference between the two groups of experiment and control in the learning performance and lifelong learning variable(P<0.001). In the components of lifelong learning (beliefs related to learning and motivation, information seeking skills, attention to individual competencies), there was a significant difference between the two groups of experiment and control (P<0.001). Overall, the results indicated that the use of educational augmented reality affects lifelong learning and student learning performance and cause an increase lifelong learning and learning performance in students. It is suggested that an educational augmented reality be used in education different lessons.

Critical thinking requires that change the thought ,exploring and postulate of students. So the purpose of this research is that Study the effects of Inquiry-based Instruction on critical thinking of students.
Research method was quasi-experimental with pretest-posttest design with an experimental group and a control group. The population of this study consisted of all girl students in fifth grade in hamedan city in 2014. Available sampling method was used in this study, 30 students were selected as subjects of research and perch 15 subjects in the control group and 15 subjects in the experimental group by random sampling. The instrument used in this study was California critical thinking questionnaire. The Inquiry-based Instruction was presented by the investigator in 20 sessions of 45 minutes for experimental group. Research data were analyzed by using covariance analysis.
Findings: The findings showed that there was significant difference between level of critical thinking of experimental group and control group in pretest and posttest. So Inquiry-based Instruction in science class had a positive effect on students’ critical thinking.
The results showed that Inquiry-based Instruction reiforce critical thinking of students in science class, so to the teachers of this lesson is recommended that attention to role of teaching to Inquiry-based Instruction to enhance their critical thinking.