جستجوی مقالات مرتبط با کلیدواژه « آموزش معکوس » در نشریات گروه « علوم تربیتی »

Flipped education is one of the new strategies of cognitive education that can affect cognitive abilities. The present study was conducted with the aim of investigating the effect of Flipped education method in design workshops on self-regulation skills, academic self-efficacy and design thinking of architecture students.

This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all students of Hamedan Azad University. Students were randomly divided into two experimental and control groups of 15 people each. The experimental group received Flipped training. The main tools for collecting information in this research included self-regulation questionnaires by Ryan and Kanil (1989), academic self-efficacy by Jink and Morgan (1999) and design thinking by Dosi et al. (2018). In order to analyze the data, Kolmogorov-Smirnov test and Leven test were used to calculate defaults, and MANCOVA multivariate and bivariate analysis of covariance tests were used.

The results of this research showed that Flipped training in design workshops has an effect on self-regulation skills, academic self-efficacy and design thinking of architecture students. By calculating the eta square, the effect of this training on self-regulation skills (54%), academic self-efficacy (51%) and design thinking (73%) was obtained, which can increase related skills.

The Flipped education method based on design workshops increases academic self-efficacy and self-regulation skills and design thinking. The increase in academic self-efficacy leads to the ability of the student to believe about his own perception of his competences and abilities to understand or do assignments. Also, this educational method helps to increase the student's activity in the design workshop and his self-regulation. And since the increase in the student's mental abilities and design thinking is shown in the practical skills related to assignments, i.e. design; Therefore, university programs should be adjusted in such a way that active teaching methods are used in educational planning and curriculum so that instead of storing data, learners can participate in the education process.

The aim of the present study is to investigate the effect of the teaching method of reverse education using a multimedia method on the spirit of questioning and critical thinking of primary school students in the 2nd district of Urmia. The research method of this research is quasi-experimental with a pre-test and post-test design and with two control and experimental groups in terms of the applied goal and in terms of how to control the research variables. The statistical population of the research is made up of all the elementary school students of the 2nd district of Urmia in the number of 8193 people, from this statistical population, two statistical classes of 20 people (one class as the experimental group and the other class as the control group) using the sampling method Purposeful was selected as a statistical sample. In order to collect data, Masruri and Akbari's Questioning Spirit. The students of the experimental group were taught in 7 training sessions with the teaching method of reverse teaching in the multimedia method. Data were analyzed using analysis of covariance. The findings of the research showed that reverse education in a multimedia method has a positive and significant effect on students' critical thinking and questioning spirit. Therefore, the teaching method of reverse education using multimedia method can lead to deepening and enriching the learning of primary school students.

The present study was conducted with the aim of investigating the effect of flipped teaching method on the self-directed learning and self-efficacy of Farhangian University students. It was a quasi-experimental study with a pre-test-post-test control group design. Among the 100 students of women's campus of Farhangian University of Bandar Abbās branch (including 5 classes) in the first semester of the academic year 1400-1401, who were passing the course on the application of information and communication technology in education (2), 40 students were selected and they were randomly assigned to 2 classes of 20 students as control and experimental groups. In order to collect the data related to the self-directed learning and self-efficacy, the standard self-directed learning questionnaire of Fisher et al. (2001) and the self-efficacy questionnaire of Scherer and Maddox (1982) were used. To analyze the data, multivariate covariance analysis and SPSS software (version 24) were used. The results showed that the flipped teaching method has a positive and significant effect on the self-directed learning and self-efficacy of students. This means that the flipped method leads to an increase in the students' self-direction and self-efficacy.

The current research was conducted with the aim of measuring the effectiveness of flipped instruction on Students’ academic performance and motivation. Flipped instruction is defined as a pedagogical approach in which traditional classroom activities and students' homework are done in reverse. In this educational approach, the basic concepts and content to be learned are often provided to the learners through the capabilities and technologies of electronic learning before entering the class, and the classroom time is dedicated to doing homework and applying and deepening Students’ learning. In this research, a semi-experimental research method with a pre-test-post-test design with a control group was used. The statistical population of this research included all fourth-grade male students of public schools in the 18th district of Tehran, including 21 schools. Using the multi-stage cluster sampling method, two classes each with a capacity of 28 students were randomly assigned to experimental and control groups. Both experimental and control groups were trained for one semester (15 weeks). For the experimental group, instruction was provided by using the flipped instruction method and for the control group by using the conventional and non-flipped method. The students' academic performance was measured by using their scores in the functional written test of the science course, and their motivation to the course was measured by using the Keller's course motivation questionnaire. This questionnaire includes 36 items and the range of scores obtained by each person is from 36 to 180. Answers to the questions are designed using a 5-point Likert scale ranging from false (score 1) to completely true (score 5). Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are scored in reverse. The higher score showed the higher learner's motivation towards the course and instructional materials, and the lower score showed the lower motivation towards the course and instructional materials. Zandi et al. (2016) reported the reliability of this tool using Cronbach's alpha 0/70. The findings analyzed using descriptive statistics and covariance analysis and done by SPSS software. The results of covariance analysis showed that there is a significant difference (F=183.77, P<0.01) between the scores of the experimental and control groups in the academic performance in the science course. The obtained eta coefficient of 0.593 means that about 59% of the variance of the students' academic performance scores in the science course is related to group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on academic performance than the conventional and non- flipped method. In this regard, it seems that by receiving instructional materials electronically and before the face-to-face part of the classroom, the learners have had enough opportunity to engage with the content and focus and reflect on the expected learning activities. Then, by participating in the face-to-face classroom and discussing and exchanging ideas with their classmates and with the guidance and facilitating of the teacher, as well as by doing homework related to the subject of learning in a cooperative and collaborative manner, and then receiving the necessary feedback from the class, learners have been able to understand and Improve and complete their understanding of learning content.Also, the results of covariance analysis showed that there is a significant difference (F=0.001, P<0.01) between the scores of the experimental and control groups in motivation to the course in science. The obtained eta coefficient of 0.514 means that about 51% of the variance of the students' course motivation scores in the science course is related to the group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on the motivation of the learners toward course than the conventional and non- non- flipped method. it seems that Learners who have benefited from flipped classroom, due to receiving and studying the learning content in different ways, including in the form of video materials and other forms of media, studying at personal pace, and followed by participation in the cooperative environment of the face-to-face classroom, showed more enthusiasm and motivation to learn, and as a result, they were more satisfied with learning in this way. In the flipped instruction model, learners have access to educational materials anytime and anywhere, especially through educational videos sent by the instructor, control over playing and stopping videos, as well as the ability to repeat viewing them many times, they have experienced a flexible and stimulating learning environment. The results showed that the flipped instruction technology has a positive effect on the Students’ academic performance and motivation. In general, flipped instruction technology is a new method for teaching and learning in the digital age that can facilitate and improve the learning.In general, compared to conventional and traditional methods, flipped instruction increase the motivation for the course and improve the academic performance of the learners. Adopting this approach to teaching and learning allows learners to discuss the subject of the lesson with each other, and it also provides the possibility for teachers and trainers to play a guiding and facilitating role. In this regard, on the one hand, due to the predominance of the learner-centered paradigm and the necessity of designing instruction based on the constructivist approach in the modern teaching-learning system, and on the other hand, due to the availability of more access of educators and learners to the capabilities of digital technologies and electronic learning environments, especially after the Covid-19 pandemic, the use of the flipped instruction approach in educational systems around the world is gradually expanding. Now, many educators and teachers use this approach and encourage others to use it in their classrooms. This educational approach can somehow inspire educators and teachers to change from traditional methods to learner-oriented methods and approaches by integrating new technologies in classrooms. Therefore, it is suggested that in Iran's educational system, by providing the necessary infrastructure and holding training courses and workshops for teachers and school officials, this effective educational model should be used more and better.

With the advent of cutting-edge technologies, flipped teaching has become of great importance. This study examined the impact of the flipped teaching method on the academic engagement of female high school students in humanities and the environment lesson. The research was conducted in District 2 of Rey city, Iran, during the 2020-2021 academic year. A quasi-experimental design was employed, with one school selected using simple available sampling. Sixty 11th grade students were randomly assigned to an experimental group and a control group. Descriptive and inferential statistics, including the Levin test, were used to analyze the data. The findings revealed that flipped teaching significantly improved the academic engagement of female students, leading to a 25% increase in their engagement. It is recommended that teachers, especially those in humanities and environment fields, participate in workshops to acquire effective flipped teaching strategies. This will help prepare students to contribute to a healthy environment through modern waste management and recycling using innovative teaching methods.

The current research was conducted with the aim of determining the effectiveness of flipped instruction method on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the ninth grade of the first period of high school in the academic year of 2020-2021. To select the sample, first, using the available sampling method, two schools were selected from among the first secondary schools. Then, a 9th grade class was selected from each school and using random sampling method, the students of one of the classes were determined as the experimental group and the students of the other class as the control group. The students of the experimental group were taught using the flipped instruction method. Ricketts' (2003) critical thinking disposition questionnaire was used to collect data. The data were analyzed using the statistical method of analysis of covariance. The findings showed that the flipped instruction method was effective on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students and increased the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students in experimental group. Therefore, the research hypothesis was confirmed (p<0.01). According to the results of this research, it can be concluded that the use of the flipped instruction method by teachers can be effective in increasing the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students, and as a result, it can lead to better performance of students. In fact, the reverse education method is an effective way of teaching and learning in the world, which should become part of the comprehensive lifelong learning system in schools.

This study aimed at the effectiveness of flipped and traditional instructions over perception of class and academic attitude among the girl students of Farhangian University. The investigation was performed with pre-test & post-test plan having control group. Statistical society included all girl students of Farhangian university, Fatemeh Zahra center in first semester of 2019-20 academic year. A sample of 36 students was selected through purposeful sampling, then randomly divided into two experiment & control group. Data were gathered using Fraser, Fisher & McRobbie’s perception of class (1996) and Akbari’s academic attitude (2004) questionnaires. The interventional group received flipped instruction as 8 sessions of 120 minutes, weekly. For the control group traditional instruction was performed. The data were analyzed through multivariable analysis of covariance (MANCOVA), single variable analysis (ANCOVA) and Bonferroni's post hoc test. Findings showed significant difference between effectiveness of flipped (P<0.05) versus traditional instruction (P<0.01) on problem-based learning and self-determination. Based on the results of this study, flipped education has more effectiveness on perception of class and academic attitude, compared with traditional instruction.

The aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in flipped learning. The initial model then evaluated, validated and modified based on data collected from interviews with seven number of those experts. In the next step, sixth grade science lesson plans designed based on this model and through focused group meetings with ten elementary school teachers familiar with flipped learning. The initial model modified according to teachers’’ feedbacks when designing lesson plans. The developed lesson plans were implemented during the school year to evaluate the model based on the researcher's observations and students' feedback. The insights obtained of this evaluation were also used to improve the model. The flipped learning design model developed from the present study describes the process of instructional design in three stages including analysis and needs assessment, design and development, implementation and evaluation. In the first stage, the learners' characteristics, curriculum documents, and situation / environment are analyzed in order to gain insights that are important to illuminate the next steps. The decisions about instructional objectives, organizing instructional materials and resources, and designing the environment are made by the next stage, design and development. The third stage is the implementation and evaluation stage which includes a set of activities that are done in three conditions including before the classroom (such as sharing instructional resources and materials, and the expectations from learners), during the classroom (such as assessment of assignments and tasks, and providing feedback) and after the classroom (such as introducing additional sources and materials and providing questions for reflection). The flipped instructional design developed from this research has the potential to applied by instructional designers and teachers as a practical guide.

The aim of the present study was to determine the effectiveness of reverse education on motivation, academic engagement, academic self-regulation and academic self-regulation of fifth grade elementary male students. The research design of the present study is quasi-experimental with pre-test-post-test with a control group and is applied in terms of purpose. The statistical population included all male students in the fifth grade of elementary school in Tehran. Purposeful available sampling was performed on 30 fifth grade elementary school students from a public primary school who were randomly divided into two groups of 15 experimental and control students in two classes. The experimental group was trained in reverse, and the control group proceeded according to their teacher's usual method. Research tools included Beauford (1995), Rio (2013) and Harter (1981) self-regulatory questionnaires. Data were analyzed by analysis of covariance in SPSS20 software. The results showed that there was a significant difference (P <0.05) between the experimental and control groups in terms of self-regulation, education, conflict and education and motivation. In other words, reverse education increased students' motivation, education, engagement, education, and self-regulation.

The purpose of this study was understanding the types of teacher-student interactions based on the idea of education as an asymmetrical interaction. The research method was classroom study which conducted in a large boy’s elementary school, with sixty classrooms. Firstly five, third grade classes were selected based on purposeful sampling strategy of available samples. The data were collected through observation and video recording of the classes. The identified teacher-student interactions include caring, managerial, participatory, destructive, and functional interaction regarding the society. The caring and participatory classrooms interactions were aligned with the Bagheri’s theory of education. There is a need for coordinated changes between the goals of teachers, their professional skills and science, schools, community, and other elements of the education system. inappropriate physical environment, some traditional beliefs of teachers, parents and school officials, students and inadequate professional skills of teachers and methodology oriented curriculum are the main obstacles to the interaction of human theory in class.

The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The statistical population of the study included all sixth grade male and female students in Pirbakran region. The sample included 16 sixth grade male and female students. Mathematics topics were taught in two ways, normal and flipped, using pre-test and post-test in two groups of control and experiment.Quantitative data were analyzed in two levels of descriptive and inferential statistics, and in the qualitative part, interviews with students, parents and teachers were coded and categorized. Findings showed that students' scores on superficial and simple cognitive outcomes in flipped and normal education were not significantly different between the two methods, but the flipped method improved the scores of male and female students in complex and deep cognitive outcomes and improved performance. Students became cognitive in complex and profound outcomes.Also, flipped education did not have a significant effect on the mentioned components on girls and boys. In addition, students 'independence in learning mathematics and students' activities at home in the flipped classroom increased; It also solved the problem of lack of teaching time in person, especially during the coronary heart disease epidemic.

Given the rapid developments in the field of science and knowledge, one has to look for ways to learn how to learn, and it can learn at any time and place, and among these methods, methods that are closer to the learning style of learning. And causing more conflict with content. The purpose of this study was to investigate the effect of flipped learning through video and multimedia methods on learning in the mathematical science course of sixth grade.

This quasi-experimental study was a post-test pre-test with control group. The statistical population of this study includes all sixth grade elementary school students in Shoush city and its sample consists of sixth grade pupils of the School of Pooshinebaf, Reyhaneh and Danyal Shoush sity. At first, three schools were selected purposefully. Then, from these three schools, a school was selected as a draw for a flipped learnin through video, and a flipped learning school through multimedia and other school method for traditional methods. The study volume was 81 students. 30 students were in the reverse training group using video images and 30 students in the multimedia reverse learning group and 21 students in the traditional education group. In this research, a learning test, a movie CD of teacher teaching, and a researcher-made multimedia CD were used to collect the data. In order to infer the data, covariance analysis were used.

The findings showed that flipped learning, using video and multimedia methods, has a significant effect on learning mathematical lessons. As well as between the two methods of flipped learning, flipped learning by multimedia method has a significant effect on reverse learning by means of video images on learning.

flipped learning because the students were ready in class, the teacher had enough time to give more and diverse questions. As well as more practical application of the students' lessons learned, which leads to more learning. In between the two methods of flipped learning, flipped learning by the multimedia method is due to multimedia features such as interactivity, Being attractive, using animations and pictures, and singing various exercises, taking tests and giving feedback on the series It has more impact on learning.

This study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. The statistical population of the study included female high school students in District 2 of Shahr-e-Rey. First, one of the schools in the district 2 of Rey was selected by available sampling method and 60 high schools 11th-grade students were replaced by simple random sampling in two classes of 30 people as the experimental group and the other as the control group. To collect data, the standard questionnaire of Samuels (2004), which was standardized by SoltaniNejad and his colleagues in 2012, was used as a pre-test and post-test. After confirming the face and content validity of the instrument by professors in the field of educational sciences, its reliability was calculated through Cronbach's alpha coefficient of 0.81. To analyze the data, descriptive statistics such as center orientation indices and dispersion indices and inferential statistics of the Levin test were used to investigate the assumption of variance homogeneity and multivariate analysis of covariance and univariate and ETA test using Spss24 software. The results showed that flipped teaching has a positive effect improves the academic resilience of 11th-grade female students. Finally, it is suggested that principals facilitate teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including filliped teaching in the classroom.

The aim of this study was to compare the effect of reverse education learning and traditional education on the academic motivation of elementary school students. The research method was quasi-experimental with pretest and posttest design with control group. The statistical population of the study consisted of male and female students of the fifth grade of elementary school in Talesh city in the academic year 1398-99. The sample of this study includes 39 male and female students in the fifth grade of elementary school, including 22 in the experimental group and 17 in the control group, who were selected by available sampling method. In this way, first two schools were selected from the primary schools of Talesh city that were available and then from each school of the fifth grade which included male and female students and had an almost equal volume. To collect the data, the Passion Questionnaire (Wang et al, 2011) was used, which had three behavioral, emotional and cognitive aspects of school desire, which can measure all aspects of academic motivation related to mathematics. Cronbach's alpha coefficient calculated for this questionnaire was estimated to be above 0.7. Data were analyzed by multivariate analysis of covariance. The results showed that the research hypotheses about the effectiveness of reverse education on students' academic achievement were confirmed and the students in the experimental group had significantly more academic desire than the students in the post-test control group.

At the center of postphenomenological thinking is the technological intermediary. Don Ihde’s typology of human-world relationships-embodiment, hermeneutic, alterity, and background provides a methodology dealing with how technologies shape and reshape both “humans” and “world” through specific intermediary effects. He mentions two specific features of magnification and reduction in the application of any technology, and believes that the application of any technology while enhancing the aspect of human life, reduces another aspect. The magnification-reduction structure is a two-sidedness that It can be seen in various dimensions, and there is no mere empirical fact about technological intermediary. Empirical fact of technological intermediary, the two-sidedness of technological intermediary expresses how technological intermediaries shape both “world” and “human”. In this study, various aspects of incremental reduction of flipped classroom are being examined in four different dimensions of technological intermediary and technological formation of our world life. By addressing the various dimensions of technological intermediation, we can examine the different aspects of our world life .Here, by addressing the increases and decreases in flipped classroom in various dimensions, we seek to find out if the reverse flipped pattern, as a model of the combination of traditional technology and education, is an appropriate model for solving problems with the educational system? In other words, does the flipped learning pattern solve problems and shortcomings of the existing educational system? In this paper, the post-phenomenology approach is used to identify and explain the increases and reductions in the various dimensions of technological intermediary in the relationship between human and the world in flipped learning. The method in this research Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations. Finally, it should be noted that the achievement of the reverse education increases and reductions in the four dimensions above helps us to get a clear understanding of our estimate of the flipped learning at the social and personal level.

The method of this research is Post-phenomenology. It is a branch of phenomenology that, by combining phenomenology and pragmatism, explores the human-technology relations.

The results of the research indicate that reverse education, with increases and decreases in four ontological, epistemological, practical and ethical dimensions, has dramatically improved the problems and deficiencies of traditional education and e-learning, and is a useful model for solving many problems in any educational system.

The research seeks to find out whether there is a difference in the level of learning and reminder from training to multimedia classroom technology, classroom, reverse, and classroom classes in elementary sixth science. The research method is quasi-experimental. The sampling method was a cluster sampling, so that at first, several areas of Karaj district 3 were randomly selected and then a school in that area was selected randomly. The statistical population of the study includes all 8304 elementary school students in the sixth grade of boys' elementary schools in the academic year of 1996-96 in the 3rd district of Karaj. The research tool was a researcher-made multi-test, whose validity was confirmed by the outstanding Kishiyur professors and its reliability was 0.81 by Cronbach's alpha method. Data was analyzed using descriptive and inferential statistics using SPSS version 20 software. The results showed that reverse learning method has a positive effect on students 'learning and learning, and other methods of classroom teaching, multimedia class, and traditional classes do not affect students' learning and learning.

The Electrical Engineering undergraduate educational program in the country has undergone some kind of stagnation during the past twenty years, and this has caused a mismatch between this education and the up-to-date world’s technology. In addition the existing program does not satisfy the industrial and social needs of the country in this era. This deficiency in the present educational program can lead to educating engineers who have a good knowledge about “Principles and Fundamentals” and are ready to work on theoretical and scientific subjects, while they are not ready to work as an engineer who can respond to the technological challenges of the country and to manage effectively parts of the industrial potential of the country and result in a surplus or improvement in the net national product of the country. To fulfil a thorough investigation on the subject a committee was assigned, in 2004, in the Electrical Engineering Department of Sharif University of Technology to develop a complete restructured undergraduate program in Electrical Engineering, based on the up-to-date and active measures. This paper briefly presents the developed educational program out of this task, which aims to renew and update the structure, and the content of the undergraduate educational program of the Electrical Engineering at Sharif University of Technology.