جستجوی مقالات مرتبط با کلیدواژه « آموزش ابتدایی » در نشریات گروه « فلسفه و کلام »

The main purpose of this qualitative study is to visualize the philosophy program for children (p4c) in Iranian primary education (policy, strategies and practice). The secondary purpose is to examine the informational and practical experiences, perceptions and feelings of specialists and elementary teachers of the representation and possibility of implementing a philosophy program for children in primary education in Iran. The method of qualitative research is phenomenography . Data were collected over two weeks through one-on-one interviews with 8 experts and 13 teachers involved in the FBQ program. Findings in three three-level descriptive categories; Policy-making, strategies, and implementation constitute the outcome space. Most of the interviewees considered these three levels necessary in the implementation of the FBQ program. As a result, this study suggests that phenomenography can be used as an evaluation tool to identify policies, strategies, and practices and to describe their structural aspects, which may serve as the executive framework of the FBQ program from marginal to thematic core and its sensitivity. Move that has never been thought of before. As a result, identifying the above challenges at three descriptive levels in finding solutions and solving obstacles and problems, will facilitate the implementation process and help achieve the goals of the FBQ program in primary education.

The present research aims at investigating the influence of games on the learner's standards in mathematics in primary school. The research method is semi-experimental in which pre-test, post-test, and experimental and control groups are applied. The statistical sample includes 55 students in grade two, the year of 88-89 'AH' from among the students of Kousar primary school for girls in Qom. They were selected on the basis of cluster sampling, and were randomly classified into an"experimental group" of 25 girls and a"control group" of 30 girls. Mathematical items such as "odd and even numbers, multiplication and coordinate axis" were taught to experimental group through games and to control group according to the ordinary method. T-test was used to analyze the results.The statistical results show that the game-based method is more influential in learning mathematical problems. Key words:.

The formal education system includes: a) primary school, high school and high education; b) preschool; c) special education; d) professional, technical and occupational education; e) adult education. There are also informal and qualitative courses alongside with formal courses which aim at preparing those individuals who do not need to take an entrance exam for entering the higher education system. In fact, education systems in different countries make use of these methods. In this regard, the present article describes the education system of Austria.This article aims at familiarity with education system in Austria to review its strong points; thus the authorities and planners of education system in our country can make use of the experiences in the education system of that country. Naturally, the research system will be descriptive and documentary.