جستجوی مقالات مرتبط با کلیدواژه « علوم تجربی » در نشریات گروه « علوم انسانی »

After Darwin's theory, the teleological argument from design faced numerous challenges and transformations to the extent that it could no longer explain order according to modern science, as the final cause was unable to account for Darwin's theory. In fact, there was a need for an argument from nature that could, in line with the transformation of Aristotelian natural philosophy, explain the existence of order and its connection to the creator of order within empirical sciences. This is because the teleological intent in Aquinas's argument from design, based on the final cause, suggested the will of an intelligent agent behind the world. But it seemed, the theory of evolution - understanding nature through the "efficient cause" – has rendered this transcendental intelligence unnecessary. Thus, the teleological argument from design failed to align with modern science and gradually, its application to the existence of God was deemed unscientific and unnecessary. Therefore, it is necessary to articulate order in such a manner and utilize it differently in theology and in the defense of theism, so that the empirical order of the world continues to necessitate the existence of God. In reality, it can be shown that the efficient naturalistic order is the only common point between monotheism and atheism that cannot be effective in attributing to the existence or non-existence of God. It is necessary to refine and complete this natural order in defense of theism. Based on this, the teleological argument from design remains significant in its own right.

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

 The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

The purpose of this research was the effect of reverse learning on the creative thinking of male students of the fifth grade of elementary school in the course of experimental science in the 4th education district of Tehran.The research method used a semi-experimental design and the context of the effect of the upside-down teaching method on creative thinking, pre-test-post-test with a control group. The statistical population in this research included all fifth grade male students in district 4 of Tehran city. The sample of this research included 30 fifth grade male students of elementary school, 15 experimental groups and 15 control groups, who were selected by available sampling method. The instrument of data collection in this research was Torrance's standard creativity questionnaire (1979). In this research, in order to analyze the data using descriptive statistics and inferential statistics, considering that the measurement scale is interval and with the presumption of normality of the data, parametric statistics and considering that the data is continuous, statistical test dependent t and analysis of variance (one-way ANOVA) are used.

Reverse learning improves the fluidity, flexibility, expansion and creative thinking of students.

Reverse learning is a type of active learning and it leads to students' thinking fluidity with different educational methods. Students actively participate in learning and creating knowledge and continue to test and evaluate their knowledge.​

The purpose of this study was to investigate how an experiential science curriculum, based on depth of knowledge, affects the cognitive complexity level of students in the experimental science course. The researcherws employed a quasi-experimental pre-test, post-test design with a control group. The sample of the study involved 46 fifth-grade male students in Famenin city, chosen through cluster sampling and randomly assigned to either the control or experimental group. A cognitive complexity test, developed by the researchers, was used to assess the fifth-grade experiential science curriculum. Initially, both groups underwent a pre-test to measure cognitive complexity in the science lesson. The experimental group followed the experiential science curriculum utilizing a depth of knowledge model, while the control group received traditional instruction. After the intervention, a post-test evaluating cognitive complexity in science was given to both groups. Covariance analysis of the data (F(1,43)=526/36; p<0/05, p=0/001) indicated a significant difference in post-test cognitive complexity scores between the two groups, demonstrating a positive impact of the experiential science curriculum, based on depth of knowledge, on the cognitive development of students in the science curriculum

The goal is to analyze the content of elementary school textbooks based on Communication skills and adaptive coping. The research is of a qualitative type using the content analysis method. The research population is Persian books, Persian writing and experimental sciences. The measurement tool was a checklist made by the researcher based on the background whose validity was verified by experts and its reliability was verified by Scott method (89.5) and reproducibility technique (inter-coder reliability). The data from the content analysis were analyzed using the three Shannon entropy steps. The unit of analysis is the phrase. The highest attention with 182 frequencies (32.6%) is related to the skill of "ability to establish adaptive interpersonal relationships" and the lowest attention with 108 times (19.3%) is related to the skill of "ability to cope with stress". Then, 148 times (26.5%) the skill of "ability to communicate effectively with others" and 120 times (21.6%) the skill of "ability to cope with emotions" have been considered in elementary school textbooks, respectively. In the above books, the highest importance factor is related to the skill of "ability to communicate effectively with others" (0.1739) and the lowest importance factor is related to "ability to cope with stress" (0.1465). The most attention to the total life skills is related to the book "Persian" with 214 frequencies (38.4%) and the least attention to the total life skills is related to the book "Persian writing" with 155 frequencies (27.7%). Based on the findings, The reviewed books have taught adaptive coping and communication skills, but there is a difference between the amount of attention paid to each component of the skills and in different books.

Abstract
The purpose of this research is to design a model for facilitating experimental sciences based on the reverse approach in elementary school. According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the texts content part (including documents published in reliable scientific databases in recent 5 years leading to the time of analysis and adjustment of the fourth season (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the text section it is purposeful based on the purpose of the research. The statistical population in the quantitative section includes all primary school teachers in Khuzestan province with a sample of 193 people and was selected by multi-stage cluster random sampling method. The tool of the qualitative part is an interview, and that of the quantitative part is a questionnaire. The analysis of the qualitative part is using the theme analysis method proposed by Atride-Sterling (2001), and the quantitative part is SPSS and Amos software. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families, which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit.
Extended abstract
One of the important and practical lessons during education is experimental science, which is taught to students from the moment they enter school until the end of the academic year (Raisi Ardali, 2020). The purpose of teaching experimental sciences in the primary school curriculum is to educate people with scientific literacy, who must be equipped with knowledge, skills and scientific insight of behavior based on values ​​and competences, and who must understand the phenomena related to experimental sciences and are familiar with science and technology (Simsek, 2020). Reviewing the results of the Tims test, which is the most important international adaptation study in the field of teaching experimental science and mathematics in the fourth grades of primary along with eighth grades of secondary school, and is held every four years under the supervision of the International Association for the Evaluation of Academic Progress (Zianejad Shirazi et al, 2022), shows Iran's poor performance in mathematics and experimental science lessons in the fourth grade of elementary school compared to other countries (Kasyani N, Zarei, 2019). The 21st century educational systems emphasize the importance of paying attention to student-centered learning in which students participate and direct their own learning. In student-centered learning environments, students must actively participate in learning. Participation should be organized through learning activities such as discussion, problem solving, and peer learning. These types of activities are known in a new method called the reverse learning method or the reverse class (Kazu, 2020). But despite the fact that in recent years, the reverse learning method has been proposed as an alternative model of education to improve students' knowledge and skills, interaction and self-efficacy in learning; mostly this method has been neglected in the field of teaching experimental sciences (Ahmed & Indurkhya, 2020).
Reverse learning is a type of blended learning that reverses traditional perceptions of pre-class and in-class activities. This teaching method gives students the opportunity to have more control over their learning. However, teachers should check whether students' activities in the classroom lead to more pre-learning or not (Nuhoglu Kibar, 2020). Based on this, the current research is looking for an answer to this question: What is the pattern of facilitating experimental sciences based on the reverse approach in the elementary school?
Theoretical Framework
Reverse learning
Reverse learning is an approach that has aroused the interest of researchers and educators today. Reverse learning, as the name suggests, is exactly the reverse of the traditional teaching method. If we want, this learning style can be summed up in one sentence: doing school work at home and doing homework at school. It is an educational model in which students learn educational content at home through online or offline educational videos, and the teacher in the classroom solves the problems and answers the students' questions and talks with them (Khorshidi & Ghaidi, F, 2022).
Aybirdi & Atasoy sal (2023) investigated the effect of reverse learning on the achievements of L2 learners. They showed that reverse learning had significant effects on students' scientific achievements compared to the traditional method.
Dong (2021) in a research entitled the effectiveness of the flipped classroom in collaborative learning showed that the flipped classroom was effective in improving academic performance and promoting higher level thinking abilities, such as critical thinking and self-recognition and evaluation.
Research According to its purpose, the research method is a mixed exploratory research (qualitative-quantitative) based on thematic analysis and structural equation modeling. The statistical population of the research in the qualitative part includes 14 participants of the interview part (including experts in the field of curriculum, experts in the field of experimental sciences and teachers with high experience in elementary school) and participants in the content part of the texts (including documents published in reliable scientific databases in last 5 years lead to the time of analysis and adjustment of the fourth chapter (2017 to 2022). The sampling method in the interview section is purposeful snowball type; and in the texts section it is purposeful based on the purpose of the research. Statistical society in the quantitative part includes all primary school teachers in Khuzestan province with a sample of 193 people, which were selected by multi-stage cluster random sampling method. The tool of qualitative part is interview, and of quantitative part is questionnaire.
Research To analyze the qualitative part, the method proposed by Atride-Sterling (2001) was used through the theme analysis method; and SPSS and Amos software were used to analyze the quantitative part. The results showed that the facilitation model includes six organizing themes: objective and visual teaching, teacher activity in the reverse method, teacher-student interaction, teaching for learning, teacher motivation and ability, and active participation of families; which has a total of 31 basic themes. In the validation of the designed model, the examination of the structural model showed that the above model has a good fit.
The current research was conducted with the aim of designing a model for facilitating experimental sciences based on the reverse approach in elementary school. The results of this research are in agreement with the results of Aybirdi & Atasoy sal (2023), Dong (2021), Sahebyar et al, (2021), Jafarkhani et al, (2020), Tajari & Bayani (2019), Niro & Hajian (2020), Smallhorn (2017). Based on the study of Jafarkhani et al, (2020), the implementation of the reverse learning method has a positive effect on the learning and motivation of multi-grade students and helps the multi-grade teacher in the learning process and classroom management. Erkan & Duran (2023) in the context of the fourth elementary science lesson show that basic activities using reverse teaching have a positive effect on students' scientific creativity and their basic activity; and with this method, most students find the activities useful, structured and entertaining.
According to the results of the research, the following suggestions are presented:It is necessary for educational systems in different educational levels, especially in the primary period, to use a creative reverse approach and use the opportunities and facilities of educational films and videos, internet spaces, and educational podcasts. In this regard, teachers should provide elementary students with new subjects of experimental sciences in the form of video, podcast or audio recording, and ask them to observe and take notes and bring them to class as homework.

AbstractThe current research was conducted with the aim of investigating the effect of electronic content and workshop teaching on learning and memorization of the fourth grade experimental science course. The research method in terms of practical purpose and in terms of information gathering method was a pre-test-post-test quasi-experimental design with a control group. The statistical population of this research included all fourth grade students of Paveh city in 1401. The statistical sample consisted of 36 students (18 girls and 18 boys) of the fourth grade of Paveh city, who were selected by available sampling method. The data collection tool was a researcher-made questionnaire for learning and memorization of the fourth grade experimental science course. Also, two approaches of electronic education (6 sessions of 45 minutes three times a week) and workshop teaching approach (6 sessions of 45 minutes three times a week) were implemented on the experimental group. To analyze the data, multivariate covariance analysis and independent t tests were used. The results showed that electronic content and teaching in the workshop method have a significant effect on learning and memorization of the fourth grade experimental science course. And according to the findings of the research and the role of electronic content and workshop teaching in learning and memorization of the fourth grade experimental science lesson, it is suggested that these two educational methods be used by teachers in teaching science lessons.

Conciliationism is one of the famous approaches to the epistemic challenge of peer disagreement. However, this approach faces many problems, the most important of which is skepticism: an agent ought to suspend judgment about any belief over which she encounters peer disagreement. Ghazaleh Hojjati in “Conciliationist Approach to the Challenge of Religious Disagreement,” tried to answer this problem relying on the non-instrumental (or synchronic) reasons. In this article, I scrutinize and examine this answer proposed by Hajati. After comparing non-instrumental reasons in empirical sciences, on the one side, and in religion and philosophy, on the other side, I try to show that although in empirical sciences, non-instrumental reasons are independent and impartial, non-instrumental reasons in religious issues will probably be biased and non-independent. Nonetheless, a conciliationist asserts that the sides of disagreement are rational to keep their opinions only when using independent and impartial non-instrumental reasons. Hence, it seems that Hojjati’s response cannot refute the skepticism resulting from conciliationism in religious (or philosophical) debates.

Today, some experts in the field of science education, such as experimental sciences and mathematics, believe that curriculum innovation is the core of sustainable development in societies in the 21st century. . . Therefore, to achieve sustainable development in this century, it is necessary to develop individuals who can use experimental and non-experimental sciences. According to the changing needs of people in the new century, optimal use of knowledge has become more important than ever before. Accordingly, it is necessary to connect children’s learning in schools with their daily lives so that students can solve the problems they face in their daily lives. Teaching ‘experimental sciences’ with the aim of transferring theoretical knowledge to everyday living conditions is of great significance among educational planners. However, research has shown that students do not usually know what the relevance of scientific concepts learned during primary school is to their daily lives cannot; in other words, they cannot relate the learned concepts to their everyday life events. This situation reduces students’ interest in learning science and negatively affects their academic performance. In recent years, many countries have adopted a context-based approach, which is based on their unique social structure, to develop an ‘experimental sciences’ curriculum at all levels of education. A context-oriented approach is one of the innovative approaches to curriculum development used in many countries such as the Netherlands, the United States, Germany, England, Canada, and Australia. This approach links the teaching, learning, and content of ‘experimental sciences’ to students’ daily lives and aims to bridge the gap between difficult abstract concepts and the world where students live. Therefore, the national curriculum should focus on increasing learners’ interest in experimental sciences, linking what is learned with the real lives of students, linking learning with actual applications (meaningful learning), helping students to gain competence in learning, and nurturing thoughtful and creative learning in textbooks. This study, following a close examination of the present ‘experimental sciences’ curriculum, aimed to present a context-based model of teaching ‘experimental sciences’ in primary school using grounded theory.

This study used a qualitative approach based on Strauss and Corbin’s (1990) reformulated grounded theory. Grounded theory, which is based on a set of empirical relevant data, is a method used to gain knowledge about a subject that has not been thoroughly researched before and for which the existing knowledge is limited. In implementing the grounded theory, the researcher must use a specific technique, called phased coding (open, axial, and selective), to analyze data. The statistical population of this study included all primary teachers in Markazi province, of which 25 were selected through purposeful sampling as the study sample. Sampling continued until theoretical saturation was reached. Data were collected through semi-structured interviews with the 25 participant primary teachers, who had sufficient experience to provide researchers with expert opinions pertinent to the research topic.
Four criteria introduced by Lincoln and Guba (1985) were used to ensure the trustworthiness of the findings. These included credibility, transferability, dependability, and confirmability. Member-checking, or participant validation, was used to ensure credibility. The findings were shared with experts to make them transferable. Concerning dependability, the inter-coder agreement was used. Finally, peer review and feedback were used to enhance the confirmability of the results.

The findings encompassed 43 open codes, 52 axial codes, and 15 selective codes. The sub-categories that followed causal conditions included factors related to students, curriculum planning, and teachers. The contextual conditions comprised teaching-learning factors, organizational factors, space, resources and materials, and teachers’ skills. The categories that were placed under the dimension of intervening factors were as follows: organizational and managerial factors, cultural factors, teachers’ factors, and physical factors. The category subsumed under the dimension of strategy dimension was educational planning, which itself included physical facilities, goals, content, evaluation, teacher training, and teaching method. The consequences comprised the effectiveness of teachers (professional growth of teachers) and the effectiveness of students (in terms of skills, attitudes, cognition, and acquisition of science process skills).

The present study sought to present a context-based model of education, in particular ‘experimental sciences’ teaching, in primary school. The developed model included a set of skills, and its success depends on the development of those skills. Therefore, in designing and promoting a context-based model of teaching ‘experimental sciences’, all factors and conditions, including micro and macro, should be considered. Some of these factors include cultural, organizational, social, economic, and technological factors that are related to curriculum, students, teachers, and education. Once all these factors are integrated to function in a dynamic system, the proposed model will have positive consequences for teachers, students, and the educational system of Markazi province, in particular, and Iran, in general.

The most important period in all education systems in the world is the primary level, so studying different dimensions in this stage of education, especially the teaching method, is of great importance. An effective teaching method can facilitate deep learning, which can be achieved by a continuous and close review of teaching methods. ‘Experimental sciences’ is one of the subjects taught in Iran in primary school; thus, what teaching method(s) should be used to teach this course effectively deserves attention. In an attempt to deal with the factors causing students’ poor performance in ‘experimental sciences’, researchers have suggested that teaching methods that are based on students’ deep learning can be the solution. In addition, they believe that deep-learning-based curricula can influence students’ views on how to learn experimental sciences by promoting creativity and critical thinking. Therefore, considering the centrality of deep learning in Michael Fullan’s approach and the emphasis of many researchers in the field of experimental sciences education on deep learning, the present study was designed to, first, identify the curriculum components related to goals, content, teaching-learning strategies, evaluation, grouping, required resources and facilities, time, and place with the main goal of promoting deep learning in the form of the four levels introduced by Fullan. To this end, the challenges and needs associated with the teaching methods of ‘experimental sciences’ were determined by reviewing the existing literature. In this study, for the first time, a method of teaching ‘experimental sciences’ in primary school was developed based on Fullan’s approach. Afterward, the validity of the developed teaching method and its effectiveness on students’ critical thinking and creativity were investigated

Research questions:

The present study was aimed at answering the following questions:1- Is the teaching method developed based on Fullan’s for teaching ‘experimental sciences’ in primary school theory effective in improving students’ critical thinking?
2- Is the teaching method developed based on Fullan’s theory for teaching ‘experimental sciences’ in primary school effective in improving students’ creativity?

The present study utilized a semi-experimental design with a pre-test, post-test control group. The statistical population of the study included all male primary students in Isfahan, Iran, in the academic year 2014-2016. First, a male school from one of the six education districts in Isfahan was selected using convenient sampling. This limited sampling was done to control the social and cultural characteristics of students, school conditions, and non-participation in ‘experimental sciences’ deep reinforcement learning. Then, consent was obtained from the school principal, and the objectives of the research were fully explained to him. Finally, two third-grade primary classes, each with 25 students, were selected randomly as the study sample. Of these two classes, one class was randomly selected as the experimental group and the other as the control group. The students were asked to complete the Critical Thinking Questionnaire (CTQ) and the Torrance Tests of Creativity Thinking (TTCT). Then, the experimental group was taught ‘experimental sciences’ based on Fullan’s approach for four months (half of the academic year) while the control group received conventional education. It should be mentioned that it was the first time that a teaching method was developed for primary ‘experimental sciences’ based on Fullan’s theory. The new teaching method was developed to address the deficiencies and shortcomings of the existing teaching methods. Before applying the newly developed teaching method, the teacher in charge of the classes was fully instructed and guided on how to use the aforesaid method. The components of the developed teaching method were identified with the cooperation of the teacher, who was encouraged to apply all the aspects of the developed method in his/her teaching. Finally, after the method was used to teach the students in the experimental group for half of an academic year, the post-examination was given to students. Data analysis was done by ANOVA using SPSS software.

The results of a comparison of pre-test and post-test scores for both groups revealed that the effect of teaching ‘experimental sciences’ based on Fullan’s approach to critical thinking and creativity was significant and that the newly developed teaching method improved the critical thinking and creativity of students in the experimental group. The correlation coefficients showed that the 35.1% and 22.7% differences in critical thinking and creativity, respectively, between the control group and experimental group were caused by the new teaching method of primary ‘experimental sciences’ developed based on Fullan’s theory.

Therefore, it can be stated that a teaching method developed based on Fullan’s approach can be effective in teaching ‘experimental sciences’ in primary school.

The present study was conducted to evaluate the biology section of the experimental science curriculum of the first secondary school based on the implemented curriculum. This research is descriptive and survey type. The sample of the study was simple random sampling including 55 teachers of experimental sciences school of Borujen in the academic year 1400-1401. The reliability of the research instrument (32-item researcher-made questionnaire) with a calculated Cronbach's alpha value of 85% was confirmed. The research hypotheses were analyzed using independent t-test and Friedman test with the help of 20spss software. Based on the findings, the level of teachers' familiarity with the philosophy and goals of the curriculum of the biology section of the junior high school curriculum, the ability to perform experiments and anticipated activities, Teacher evaluation methods were obtained from students' learning, the rate of achievement of knowledge domain goals and the rate of achievement of domain goals of this program, with the difference of the positive average obtained to the desired level. Also, teacher evaluation methods are of the highest importance for students' learning with an average rank of 3.52. there is still a long way to go to reach the very desired level.

The purpose of this study was to analyze the dimensions and components of pragmatic education in elementary science courses in order to provide a suitable model. The research method is qualitative and with thematic analysis approach. The statistical population included experts and elementary teachers who had relative expertise in the research topic. Sampling was done in a sufficient number and with a purposeful method based on reaching theoretical saturation, and 18 interviews were conducted with 18 experts. The research tools included systematic library study and structured exploratory interviews. The validity of the tool was evaluated and confirmed based on the legal and scientific validity of the sample, expert opinion and agreement between the correctors. The results showed that teachers (teachers' duties, teacher training and teachers' behavioral characteristics), curriculum, teaching methods (types of teaching methods, objectives of teaching methods and the nature of teaching methods) and school are among the dimensions and components of pragmatic education in elementary science courses, which can be used to convey the topics of sciences to students in the form of pragmatic education.

The purpose of this study was to develop a STEAM-based educational package and investigate its effects on attitude, problem solving ability and creativity of 6th grade elementary school students in Bushehr, Iran. The design thinking model was used to design the training package. The research design was quasi-experimental with pre-test and post-test with experimental group and control group. The study sample consisted of 44 individuals who were randomly assigned into experimental and control groups by available sampling method. The data were collected based on three questionnaires: Hepner and Kruskov's problem-solving skills, Ellie and Schaefer's creativity, and Aiken science attitude tester. The Cronbach's alpha coefficients was 0.90, 0.948 and 0.97 respectively. The training package was designed based on the background check and the formation of a focus group. The face validity of the training package was confirmed using the opinion of experts. The statistical population of this study was 6th grade male students in the academic year 2021-2022. Based on the findings, it could be concluded that the STEAM-based educational package increased problem-solving ability, creativity and a positive attitude towards the experimental sciences course.

The aim of this study was to identify the components of technological knowledge needed by newly trained chemistry teachers to be used in the process of teaching experimental science in the first grade of high school. This applied research is descriptive-survey type and its statistical population was all new chemistry teachers of Farhangian University teaching experimental sciences. Studying the documents and the analyzing theoretical foundations, the components of technological knowledge were first identified, then a questionnaire was prepared to collect data. The components of technological knowledge were identified in three dimensions of attitude, knowledge and skill and were ranked and categorized using Friedman's statistical test. The validity of the questionnaire was confirmed based on a survey of experts in the field of curriculum planning, experts in technological knowledge and expert teachers, and its reliability was confirmed by calculating the Cronbach's alpha coefficient of the whole scale (α = 0.87). The analysis of the data obtained from the examination of the components of technological knowledge showed that the status of the newly chemistry teachers, based on the results of the T test (T = -0.345), is close to the theoretical average and is far from the ideal. In order to achieve the effective efficiency of newly teachers, solutions such as revising the curriculum of technological knowledge of Farhangian University and adapting it to the development and progress of science and technology, expanding and correcting the attitude of new teachers towards new educational technologies and the use of technology and educational media in the teaching-learning process, holding practical workshops based on technological knowledge and establishing the culture of using information and communication technology in the teaching process are suggested.

Using a collaborative approach, this qualitative research aimed to facilitate the learningof the history of the earth in the fifth grade of elementary science with a lesson study approach. Thestatistical population of the present study included 12 female students of the fifth grade of BaranPrimary School, Javanroud City, Zelan Village, Kermanshah Province. The data were collected throughsemi-structured interview and observation made by the members of the research team in two stages toreach theoretical saturation. The team reviewed the lesson plan and its implementation in two stages inthe form of the first and second teaching sessions. At the beginning of the work, the members of thegroup chose a lesson from the history of the earth and evaluated the initial lesson plan and itsimplementation during several meetings. According to the evaluation of the first teaching, theyexplained the plan for the second lesson and implemented it. The process of data analysis was done byopen coding, axial coding and selective coding schemes. 122 open codes were obtained, and the secondstage after removing and merging, the codes resulted in 15 main codes and finally by categorizing themain codes in more general categories, 3 selective codes of space management and educational tools,knowledge of pedagogy and psychological skills were obtained. The results of open coding and theirclassification in core codes showed various factors such as active teaching method, participation andinteraction, communication skills, creativity and innovation. They are effective in facilitating the learningof a lesson on the history of the earth.

The aim of the present study was to compare the effectiveness of group exploratory and conceptual learning in science lessons on the academic self-efficacy of male students.

The current research was applied in terms of its purpose and in terms of its implementation, it was a semi-experimental research with a pre-test-post-test-follow-up design with a control group. The statistical population of this research was the fifth grade male students of Kiyar city in the academic year of 2020-21. The research sample consisted of 75 male students in three experimental groups of exploration, concept learning and control (25 people in each group) who were selected by multi-stage cluster random sampling from 3 schools and 3 classes. The research tool was the self-efficacy questionnaire of Jenkins and Morgan (1999) and the intervention was the method of exploratory group training and concept learning group training for 10 sessions (each session 45 minutes) which was implemented for both experimental groups. For data analysis, inferential statistical methods (repeated measurement analysis and Benferroni post hoc test) were used with Spss24 software.

The results showed that both exploratory group training and conceptual learning increased academic self-efficacy scores compared to the control group. But there was no significant difference between the average scores of exploratory group training and conceptual learning. In other words, both methods of exploratory group training and concept learning group training equally increased academic self-efficacy scores (P<0.05).

Based on the findings, it can be concluded that the group teaching of exploration and conceptual learning increases the academic self-efficacy of students in the science course. Therefore, lesson planners can pay more attention to these methods and also elementary school teachers can use these educational methods in teaching science lessons to better understand students and their academic self-efficacy.

The purpose of this study was to investigate the place of self-care education in the intended curriculum of experimental sciences. The research method was a content analysis with practical goals. The research population included the book of experimental sciences. Descriptive statistics were used to analyze the data. The reliability of the data was checked by the Holstein method. In the first category of self-management components, communication skills and information acquisition skills were investigated, and the communication skills component was considered significantly more than the other two components. The second category of individual, behavioral and environmental components was of equal interest. The third category of health maintenance component was more frequent than minor, chronic and acute diseases. fourth category of regulatory component was superior to other components, i.e. preventive, reactive and restoring health. The fifth category of the physical component was more important than the mental, emotional, spiritual, school and community components. According to the results of the research, the homogeneity in the different components of self-care in the textbook of experimental sciences has not been observed. According to the findings, it is suggested that the status of teaching self-care in the textbook of experimental sciences of the second elementary school be revised.