جستجوی مقالات مرتبط با کلیدواژه « راهبرد آموزشی » در نشریات گروه « علوم تربیتی »

Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education.

To help with the clausal task of teachers training it was deemed to be useful if the professional experiences of teachers were shared among them through social media and in the form of auto-biographies. Within an in-service training program such auto-biographies were shared and then through collection of field notes and recording of teachers’ interactions the necessary data were gathered. Content analyses of the collected notes and recordings yielded a general collegial acceptance of the shared experiences, and their effectiveness in teaching new knowledge and skills to the participating teachers. Based on these findings four instructional strategies are recommended: knowledge sharing management, study group formation, group teaching and learning, and teaching through narrative research. Results also indicate that addition of such sharing of the life experiences to the regular in-service programs provides participants with an opportunity to reevaluate and improve the curriculum and teaching methods.

Background & Purpose: 

Problems that challenge sustainable social development can be significantly reduced by teaching citizenship skills in children's first environments and learning experiences.The purpose of this study was to identify the strategies of teachers in preschool centers in Malayer city in teaching the concepts of law, right and responsibility.

Method: 

This research was descriptive and was conducted by interpretive phenomenology method. Participants in this study were 15 female preschool teachers. They had bachelor's and more than 2 years of job experience. They were working in preschools center of Malayer city Semi-structured interview was data collection tool and the content of the interviews were analyzed by content analysis and inductive content analysis using Maxqda sofeware.

The results showed that teachers' strategies in teaching the concepts of right, law and responsibility include strategies for counseling, dialogue, exemplary, encouragement, engaging the child in other activities, creating direct and real experience, formal education, play, and sometimes, threats, deprivation and compensation.

Conclusion:

 Based on the findings, the research recommendation is to increase the use of more creative and effective methods in teaching concepts of right, law and responsibility

Overcoming the growing environmental complexity requires creating new strategies in higher education to develop human capital. The aim of this research was to determine strategies for human capital development in the higher education system. The study was mixed method. In the qualitative section 10 faculty members of universities in Mazandaran province in June 1395 were selected through purposive sampling. Individual semi-structured interviews were used to collect information. In the next step to confirm the findings quantitavely, Strategies distributed, collected and analyzed in the form of a questionnaire among 384 faculty members across the country through available and electronic sampling. Based on analysis of interviews a set of basic themes include educational strategies, research and discourse of the fusion process as human capital development strategies in higher education were extracted. Also, discourse, education and research strategies, respectively have the highest correlation with the variable of human capital development strategies in higher education.