جستجوی مقالات مرتبط با کلیدواژه "آموزش غیررسمی" در نشریات گروه "علوم تربیتی"

The effects of entrepreneurial education on entrepreneurial behavior traditional and virtual of students of Faculty of Entrepreneurships
Unemployment is one of the most critical issues in Iran which is affected other side of social dimension. Providing necessity skills is one of the solutions to cope with. Today, evidence suggests that education plays an important role in entrepreneurship intention. However, despite the importance of this issue, several studies have been conducted in these areas, but in the Faculty of Entrepreneurship, which is responsible for training specialists in entrepreneurship, has not been done. Therefore, the main purpose of this study was to investigate the entrepreneurial education on entrepreneurial behavior of traditional and distance students of Faculty of Entrepreneurship. The population of the study was postgraduate students of Faculty of Entrepreneurship: 245 (traditional student) and 900 )virtual student (. according to Krijercy and Morgan table, 239 of whom were selected through sample random method. A questionnaire was used for data collection and SPSS statistical software was used for data analysis using the structural equation (SEM) model. The results showed that there were significant differences between attitude, perceived behavior control, Intention, and behavior of virtual and present student. The result showed entrepreneurial attitude of virtual student was stronger than traditional student. In addition to, the entrepreneurial behavior of virtual student was stronger than traditional student. About the other factors, there were differences between virtual and traditional student.

The aim of this study was to compare environmental education effectiveness in sixth grade students. For this purpose, both formal and informal forms of education were applied. Research method was quasi-experimental method. Statistical population was all sixth grade female students in Karaj, so 5th district was chosen randomly among 12 districts of Karaj, and then Negin Alborz Girls Elementary School was chosen. Data collection tool was a researcher-made questionnaire with two sections namely; attitude and performance with three tests. The value of 0/85 was obtained for Cronbach’s alpha. The students were divided randomly into formal and informal groups. A test was conducted in both informal and formal groups,before education. Then a combination of lecture and Q & A methods were used in formal education while in informal group, the learning was performed by student. Finally 2 months later, a test was performed for both groups after education. Descriptive statistics and inferential statistics were used to analyze the data. The results showed that significant level t calculated, before education in both informal and formal groups ismore than 0/05 (p>0/05) and there is no significant difference. The significant level t calculated, after education and 2 months after education in both formal and informal groups is less than 0/05 (p

The purpose of this research was to explain and critique the causes of indoctrination in formal and informal education systems and to offer solutions that are compatible with Islamic culture. To do so, it was utilized philosophical conceptual analysis and interpretation (reviewing the context or registering of concept, and analyzing based on the contrast concepts) as well as transcendental analysis methods. The results indicated passive teaching methods, indoctrinating contents, and misuse of education are the influential factors on formation of indoctrination in formal education. While in informal education culture, family, passive acceptance of criteria and also psychological factors influenced on formation of indoctrination. Active teaching methods, student-centered content, and citizenship education are the solutions that would reduce indoctrinating oriented in formal education. To avoid indoctrination in informal education following solutions are offered: cultural moderation, family education, criteria recognition in this domain and paying attention to psychological self-awareness and self-discovery.