فهرست مطالب golam ali ahmadi

The present research performed based on TIMSS 2015 to identify the 4th grade students’ misconceptions in experimental science lesson. The second analysis method used as research method. The data of 8035 students that selected in TIMSS-2015 study as research sample considered in present research. Based on theoretical history considereations three misconceptions in geo-science, three misconceptions in physics science and four misconceptions in bioscience areas identified as common misconceptions amont primary school students in Science lessons that it could be investigated them by Persian students’ responses in TIMSS-2015 study. The misconceptions such as light intensity changes due to change of distance between sun and earth, earth rotation around the sun, the fixed situation of moon and its light intensity (the geo-science area), the bulb as electricity energy production source and the plastic as the best thermal conductor (the physic sicence area), food eating by all live creatures and considering the trees as non-alive creatures (bio-science area) verified among Persian students but three other misconceptions didn’t verify. By given to obtained results in relation to three misconceptions that identified in geo-science area, the attention to effective training the planetary conceptions and correcting the present misconceptions become more important than before. In addition, the high rate of misconceptions that identified in physics science in relation to thermal condoctur showed that it is necessary to emphasis on this part more.

With the development of urban and rural areas, specifically in the foothills and mountainous areas of West Mazandaran province, electricity supply has become a necessity today. On the other hand, due to the massive climate changes in recent decades, which in turn has caused sudden snow and freezing in this region, the map of snow and ice loads that has been developed previously by the Ministry of Energy is not applicable anymore, or has not been reviewed for many newly developed urban and rural areas. Therefore, in this research, we try to calculate snow and ice loads by using the latest data, meteorological statistics and statistical methods for the design of electricity transmission lines. For this purpose, by using meteorological data (from 2005 to2018) for Baladeh area and using simulation method provided by laboratory and engineering institute of cold regions (CCREL), the program is applied to calculate the amount of ice thickness in Excel environment. They were written at two heights of 10 and 35 meter (average height of the cables) and then the histograms were plotted using the Smada software. In this research, the statistical parameter of ice load has been investigated in the multi-year return periods for the mountainous area of  Baladeh as one of the most important loadings on the transmission tower. Finally, nominal values with different return periods are proposed. The results showed that for the design of power transmission lines with a return period of less than 50 years, the region of  Baladeh is a heavy region, and with the return period of more than 50 years, it is a super-heavy region (in accordance with the code).In this research, the statistical parameter of ice load has been investigated in the multi-year return periods for the mountainous area of Baladeh as one of the most important loadings on the transmission tower. Finally, nominal values with different return periods are proposed. The results showed that for the design of power transmission lines with a return period of less than 50 years, the region of Baladeh is a heavy region, and with the return period of more than 50 years, it is a super-heavy region (in accordance with the code).

The aim of present study is considering the dimensions and components of effective teacher in previous studies and presenting a comprehensive model based on it and also considering this model similarities and differential aspects with upper documents of Iran education system. Research methodology is quantitative during which deduction was according to context analysis and reconceptualization.. The statistical population of the research, includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are Purposive Sampling selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 6 dimensions of professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), supervision and monitoring (with 5 components), and evaluation (with 5 components) which a model of effective teacher was designed according to this basis. On the other hand, 2 components in personality characteristics dimension, 2 components in classroom management dimension, 2 components in teaching skills dimension, 3 components in evaluation dimension, 1 component in competences dimension, and 4 components in supervision and monitoring dimension were in common among the proposed model and upper documents; besides, 5 components related to competences, lesson study dimensions with 2 components, and educational fields with 2 components were including differential aspects among the proposed model and upper documents.

This study aims to identify the dimensions and components of effective teachers in primary schools in Iran. The approach research due to the application of Q-type is mixed method (qualitative-quantitative). The study population included all members of the Faculty of Psychology and Educational Sciences of the University of Tehran. Of which 20 were selected as a combination of purposeful sampling and snowball. Q phrases review document 40 (29 Foreign Study, 5 and 6 of the meta- documents) and interviews with experts in the field of teaching-learning 6 were collected. Q narrative statements were approved by 3 experts and test-retest reliability was also 84%. Using Q-factor analysis The most important findings indicate 7 dimensions, personality traits (15 components), educative (5 components), reflective (7 components), competence (8 components), effective teaching (13 components), effective management (9 components) and monitoring and evaluation (8 components) as the dimensions and components of effective teacher in primary schools in Iran.

This study aims to the extracting the dimensions of effective teachers with regard to provide a conceptual framework of education and teacher training. The research methodology is mixed that it has been done by using of documents content analysis, descriptive-analytical and qualitative method. In the first part Statistical society includes all available internal and external research and theoretical texts, related references, and upper documents of Islamic Republic of Iran education system which are purposefully selected and considered; the numbers of considered documents are 40 cases. to collect the data check list used that Reliability approved by 3 experts university and validity by test-retest (α=/91).The major findings reveal 138 character that those sort in 5 dimensions with 37 items: professional competences (with 3 components), personality characteristics (with 9 components), classroom management (with 5 components), teaching skills (with 10 components), monitoring and evaluation (with 10components). Conceptual framework of education and teacher training has been designed in the second part. In section 3 also Statistical community includes curriculum specialists Tehran’s universities (N=31) that were selected 10 people with Purposive Sampling. White criteria of Lincoln & Guba (Credibility, Transferability, Dependability and Conformability) Trustworthiness research is considered. The proposed conceptual framework was received the general approval of the curriculum specialists.