جستجوی مقالات مرتبط با کلیدواژه "درس علوم تجربی" در نشریات گروه "علوم تربیتی"

The aim of this research is to epistemological investigate of science teaching based on Wittgenstein's view on certainty and human understanding. To achieve this goal, conceptual analysis method (concept structure evaluation) and progressive deductive method have been used, and an attempt has been made to analyze the nature of sciences from his point of view through the analysis of Wittgenstein's opinions in the Philosophical Investigation and On certainty, then its implications are deduced in the field of teaching sciences in schools. The findings of the research show that Wittgenstein position on sciences is against positivism and through the presentation of the "river bed" parable about human knowledge, it includes a novel view on science that is far from fundamentalist and relativism criticisms. Based on these theories, the teaching of sciences should be done according to its dynamic relationship with humanities and social and cultural structures, and in the teaching of these sciences, special attention should be paid to the history and sociology of science.

Abstract

The aim of this study was to investigate the effectiveness of the reverse class approach on self-regulation of learning of experimental science course for fifth grade elementary school students in Kermanshah in the academic year 2021-2022.

The method of this study is applied in terms of purpose and in terms of data collection, it is a quasi-experimental research with pre-test-post-test design. The statistical population of this study included all fifth grade female students in Kermanshah in the academic year 2021-2022, from which 40 people were selected by available sampling method. The data collection tools were self-regulated learning questionnaires of experimental sciences. SPSS statistical software was used to analyze the research data.

The findings show the effectiveness of the flipped classroom approach on students' self-regulation of experimental science learning
 The results showed that there is a significant difference between the level of self-regulation of learning of science students who have been trained by experimental method and students who have been trained by control method.

Investigating the effectiveness of reverse learning education on the academic hope and academic vitality of first secondary school boys in experimental sciences in Birjand city. The research method was semi-experimental with pre-test and post-test with control group. The statistical population of the research consisted of all male students of the first secondary school in Birjand city in the academic year of 2022-2023. Among the statistical population, 34 students were selected by available sampling method, and all of them were randomly assigned to two experimental (17 people) and control (17 people) groups. The experimental group was taught reverse learning in 9 sessions in 60-minute a group format.  In order to collect research data, Hossein Chari and Dehghanizadeh's academic vitality questionnaire (2012) and Zarang's academic engagement (2019) were used. In order to analyze the data, univariate and multivariate covariance analysis was used. The results showed that reverse learning training is effective on students' academic vitality and hope to study in experimental sciences (p<0.01), in other words, the average academic vitality and hope to study of the experimental group has improved significantly after the test. Based on the results of this research, it is suggested that the teachers of experimental sciences, along with traditional education, use reverse learning to strengthen and improve educational variables such as students' vitality and hope for education.

The purpose of this research was to investigate the effectiveness of flipped learning on sustainable learning in the teaching of the geology section of the science course for eighth grade female students. The current research is practical in terms of its purpose and in terms of the amount of monitoring and the degree of control of variables, it is among field researches. The research method is quasi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population of the research consisted of all female eighth grade students in Nahavand city. The sampling method was purpose-based based on which 30 people were selected from the statistical population and randomly assigned to two homogenous groups of 15 people, test and control. First, the students of the experimental and control groups completed the questionnaires and then attended the training classes during six sessions. The findings of the research indicate that flipped learning method has a significant effect on sustainable learning (continuing learning, strengthening problem solving, creating creative thinking and meaningful learning) and leads to an increase in all the four scales. These results can be attributed to the process of students' activation in the teaching-learning process and increasing student-centeredness in the classroom, which is in the nature of this method. According to the results of the research, it is recommended that authorities teach the steps of the flipped learning method and review the other methods in the in-service meetings of science teachers.

The purpose of this research was to investigate the effect of group competitive training on the process skills of students in experimental science. The research method is quasi-experimental, usinga pre-test-post-test design with a control group. The statistical population consisted of all 2929 sixth-grade male students of the first district of the city of Urmia, 60 of whom were selected by cluster random sampling and divided into two experimental and control groups. They were exchanged at random. In this research, the process skills observation checklist measurement tool with confirmed content validity and reliability coefficient of 0.91 was used; The results of the data analysis showed that there is a significant difference between the mean scores of the students in the two experimental and control groups on the procedural skills and their seven components. Therefore, the teaching method of group competition on procedural skills was positive.

Creative thinking as a complex and multidimensional phenomenon affects students' performance.

The purpose of study was to develop and validate the interactive model of creativity education in the experimental sciences course of the first high school and its effect on fostering students' creativity through a combined study in the academic year of 2018-19.

The present study is a mixed study consisting of two parts. The first part was designing a creative learning model for the experimental science class, and the second part was about developing creativity. In the qualitative section, the semi-structured interview method was used. In a small section, the aim of the experiment was to determine the effect of the designed pattern on the creativity of high school students; using a semi-experimental design (pre-test, post-test with control group) from the first year high school students of Karaj (75 people) were selected as the statistical sample. The interactive pattern of creativity training in both groups and in two pre-test and post-test phases were compared with the Torrance Creativity Scale tool for measuring creativity for the experimental science course. To analyze and analyze data in the qualitative part after implementing discussions on paper, open coding (reading line by line data, extracting basic concepts and sentences, forming categories and primary classes), central coding (data classification, sub-category identification, final class formation) Selective coding (linking categories to each other) Categories were extracted. In the quantitative section, descriptive and inferential statistics were used. In the descriptive statistics section, the mean and standard deviation were the smallest and largest, and in the inferential statistics section, one-variable covariance analysis and follow-up test were used to compare the pairs of groups with the help of SPSS-21 software.

In the qualitative part, the research results led to the interactive design of creativity training, and the results in the quantitative part of the research showed that the designed pattern has led to the cultivation of creativity in the tested group.

It is suggested that the interactive pattern of designed creativity training be used as an appropriate way for students to achieve creativity.

The aim of the present study is to investigate the effect of Pedagogical a pproach of philosophy for children on the questioning Skills of first gradeelementary students in Science. A experimental method and pre test-post test design with control group were implemented to have the research hypotheses tested. All first grade male elementary students in Dasht e Arzhan district during school year of 2017-18 were selected as the statistical population of the research. Two schools were selected through random sampling and first grade students of both were determined to be experimental and control groups respectively. The training course was performed through Lippman's "Philosophy for Children"and community research by using a collection of thoughtful stories titled " How to Raise Children's Philosophical Ability and then the post test was conducted for both groups. By having Fisher's questioning measurement test as research tool, it was found out that the pedagogical approach of philosophy for children had positively affected the questioning skills of students in Science and based on Bloom's cognitive field there was a significant difference between the levels of questions belonged to the experimental group in pre test-post test and eventually the information-based questions of students in pre test had been upgraded to evaluative and analytical level in post test. Based on this and in order to increase the questioning skill, it was proposed that the pedagogical approach of philosophy for children is advisable to be implemented in Science course as a teaching method.

The main goal of this study was to exemaine the effect of  inquiry-based learning method on achivement emotions of elementary students. The study had a quasi experimental design with pre-test, post-test and control group. The research population was included all of the fifth grade male students of the elementary schools in sanandaj during the acacdemic year of 2016-17, witch among them a fifth grade class with 32 students as a expremental group and another class with 33 students as control group were selected useing a multistage cluster sampling method. The achievement emotions questionnaire – elementary school(AEQ-ES) was used as research tool. The inquiry-based learning program was conducted for students in the experimental class during 10 sessions(each 45 min) and 2 session per week while the control group was trained with traditional teaching method in the classrooms. Data analyzed with analysis of covariance using SPSS 22 software. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and inquiry-based learning method has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of  anxiety and boredom in the experimental group in the classroom situation(P>0/05).

The main goal of this study was to examine the effectiveness of teaching of science course with combining Keller's motivational design model on achievement emotions of elementary students. The study had a quasi-experimental design with pre-test, post-test and control group. Research population was included all of the Fourth grade male students of the elementary schools in sanandaj during the academic year of 2016-17, witch among them a fifth grade class with 32 students as a experimental group and another class with 31 students as control group were selected using a multi stage cluster sampling method. Achievement emotions questionnaire – elementary school was used as research tool. The teaching program with combining four elements of Keller's motivational design model was conducted for students in the experimental class during 8 sessions (each 45 min) and 2 sessions per week while the control group was trained without teaching by combining elements of motivational design in the classrooms. Data analyzed done with covariance analysis method. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and by combining elements of motivational design has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation (P>0/05).

This study was carried out to compare the impact of linear and non-linear blended learning on students' academic achievement in science lesson. In this semi-experimental research, with two-group to pre-test and post-test, 50 of  7th grade junior high school male students in Andimeshk city were selected using cluster sampling and then randomly divided into two groups (linear and nonlinear). In this research, students' training was in the form of a combination of in-person training (teaching in the classroom) and learning through an online learning environment in seven sessions with duration of 90 minutes. One of the blended learning groups was received linearly and the other one non-linearly. Measuring instrument was a researcher-made test for measuring academic achievement in experimental science lesson consisted of 30 multiple-choice questions and a self-regulated learning strategies questionnaire contained 22 questions based on five-point Likert scale. The reliability of researcher-made test by test-retest method (75%) and reliability of self-regulated learning strategies was calculated by Cronbach's alpha coefficient (78%). A univariate analysis of covariance was used for data analyzing. Results indicates that linear blended learning group have more academic achievements compared with the non-linear blended learning in science lesson.

This study aimed at examining the effect of using synectics methodology on fourth grade primary school students` creative thinking in experimental sciences course in Salmas during the academic year 1391-1392. The statistical population of this study included all fourth-grade primary students in the academic year 1390-1392, among whom 50 female students were selected through cluster sampling as the participants of this study. This research was a quosi-experimental study with pre-test – post-test control group design in which the data was gathered using Torrance creativity test. In the experimental group, synectics methodology was used to teach experimental sciences for three months whereas in the control group, traditional methodology was used to teach the same course. The data was gathered and the analysis of covariance was conducted. The results confirmed the main hypotheses of the study. It was revealed that synectics methodology has a positive effect on the creativity, fluency, expansion, and flexibility of the students` answers and ideas.

In this study، the effects of teaching-based Constructivism approach and the role of teachers experience and qualification on the performance of students were investigated. For this purpose the method of quasi experimental design was used. Population of this study included fourth grade students and teachers in public schools in Tehran in academic year 2008-2009. By using stratified random sampling، fifth Educational department of Tehran was selected. From which 8 primary schools randomly were chosen. These 8 divided to four experimental and four control groups. Then From each experimental and control schools 8 classes were included for data collection. In experimental Group، teachers utilized Constructivism theachig method for magnetic subject topic instruction in three sessions. The performance of students in experimental and control groups were compared using the same test. Results showed significant difference between the mean scores of the two groups، experimental performance is better than control. Students'' gender had significant impact on mean scores of the both، and there was significant effect between group variable and gender. Teachers experience have no significant effect on students mean scores but there was a significant interaction between teachers experience and group variable. Teachers qualification had no significant effect on mean scores، there was no significant interaction between group variable and qualification of teachers.

the purpose of this study was to investigate the influence of Piaget's view of education based on knowledge, skills and attitudes of students in fifth grade science teaching is in Sanandaj City. Research method in this study was a Quasi-experimental pretest-posttest control group. The study included all students in primary school in Sanandaj the in academic year of 1390/91, 60 fifth grade girls were selected initially and were divided into 2 groups of 30 students each, one experimental and other control. Samples were selected by multistage random sampling method. The tools used for gathering data in this study consisted of knowledge and skill tests and an empirical science attitude check list. First both the experimental and control groups were pre-tested for academic achievement. Then the experimental group received science instruction based on Piaget,s view while the control group was exposed to a traditional method of teaching both groups were post tested subsequent. For data analysis, descriptive statistics (mean, standard deviation) and inferential analysis of covariance were used. Results showed that students who received instruction through the method based on Piaget's view had better academic achievement than the control group. The results showed that training based on Piaget's view on knowledge, skills and attitudes of students proved more positive.

Based on Bandura's suggestions on how to measure selfefficacy in different academic areas, a special scale for self-efficacy in science was constructed in order to measure this construct in Guidance school students in Iran. To validate this instrument, a sample of 319 juniors was purposefully selected to which the constructed measure was administered. The instrument consists of three subareas of efficacy in problem solving, science use, and science class. The validity of the instrument was measured to be adequate through the correlation between its scores and student's academic achievement scores. Its internal consistency was measured to be in the range of 0.88 to 0.96. The reliability of the scale was measured through test-retest procedure to be from 0.82 to 0.93. Considering the fact that this instrument was developed within the local setting, one can use it in all Iranian educational and psychological studies.