جستجوی مقالات مرتبط با کلیدواژه « نظریه یادگیری » در نشریات گروه « روانشناسی »

Philosophical behaviorism is one of the branches of physicalism. Physicalism is a theory that either considers the ego and egoistic states to be unreal (eliminationist physicalism) or considers them to have no reality other than material things (reductionist physicalism). Philosophical behaviorism is a type of reductionist physicalism based on which the ego and ego states are considered to be identical with the external behavior of humans. This theory is based on three points of view: psychological behaviorism, researchability theory of meaning and Wittgenstein's theory of private language. Learning is a complex process that people have investigated from different perspectives and each one has depicted an aspect of human learning. In a division, learning theories have been divided into four theories: behaviorism, cognitivism, constructivism, and communicationism. Accordingly, in this article, a brief overview of the basics of behaviorist learning theory was discussed.

Effective educational models must properly observe the needs of the new age and be based on scientific theories. The aim of this study was to develop and validate an educational model with constructivism learning theory.

This research is a qualitative study that uses the method of content analysis by Brown and Clark (2006). The participants of this study were 22 experts on the subject who were selected by purposive sampling method. The strategy of selecting these researchers was based on the relevance of their published articles in line with this research topic. In other words, only those researchers were selected who had the most theoretical relevance and research background on the subject. The rule of theoretical saturation was also used as the basis to determine the number of participants. Data analysis was performed in three stages of open coding, axial coding and selective coding. MAXQDA 2018 software was use for data analysis. The validity of the findings was assessed based on content validity component (CVI) and the reliability of the findings was assessed based on the kappa coefficient test.

The findings of this study led to the identification of ten components as follows: Subject, participation, learner-centered, activation, learning context, support, knowledge and experience, presentation, application and evaluation which together form an educational model based on constructivism model.

The research findings suggest that the current model be used to increase student participation and interaction in the classroom.

The aim of this study was to determine the feasibility of performing constructing components according to the group approach, the teachers who are very important and relevant.The research method is descriptive survey. Questionnaire Tyler (1997), which includes 23 questions. The validity of the questionnaire was approved by supervisors and consultants and its reliability was found 0.91through Cronbach's alpha. The study samples were all high school teachers including 164 male and 177 female teachers of BAHARESTAN city who were teaching in 94-95. To prevent the subjects` loss, census method was used. The aforementioned questionnaire was performed on each of the samples. To analyze the data, descriptive statistics (means, the abundance of data) were used and in the corollary section the two shall test using the software spss22 was used. The results from the two showed that the possibility of implementing a constructive approach from the perspective of teachers was a little higher than the average secretaries and there was no difference between male and female teachers ' opinions.