جستجوی مقالات مرتبط با کلیدواژه « blended teaching » در نشریات گروه « علوم تربیتی »

Blended and interdisciplinary education is one of the most important and effective methods in teaching. In this regard, the present research has studied blended teaching of experimental science lessons and the Noble Qur’an chapters using a descriptive-analytic method and qualitative approach. To this aim, first relevant experimental science lessons in physics, chemistry, biology, and experimental science books in 12 school grades were analyzed and then the mentioned Qur’anic verses in those curricula were extracted. Afterwards, some usable Qur’anic verses were extracted for teaching those lessons which had not used any verses from the Qur’an. Finally, the 25th verse of Surah al-Hadid was mentioned to explain the miracle of iron in the chapter of “from Mine to Home” in the 7th grade experimental science book. The case study of the 25th verse in Surah al-Hadid showed that the Qur’an has talked about iron and its features so science teaches at schools can use it for teaching chapter 5 (from Mine to Home) in the 7th grade science book to explain some issues such as how iron was created, features of its net material, its benefits, and so on to prove them by the Qur’anic verses within a section entitled “creation miracles in the Noble Qur’an”. Of course, it seems that the main challenge in this method is teachers’ mastery of teaching interdisciplinary courses and their dominance over an accurate interpretation of different aspects of the Noble Qur’an wonders. Therefore, if this method is adopted for teaching experimental science books, teachers should become familiar with Qur’anic discussions through some workshops so that they can answer their students’ questions in this regard. Moreover, the results showed that although experimental science books have mentioned a few verses as an introduction to some chapters, they were not enough and not chosen accurately. Experimental and Islamic science experts ought to pay more attention to the better explanation of the Qur’anic verses to familiarize students with the miracles of the Noble Qur’an.

To determine the effect of the blended method of teaching on the knowledge, skills, and attitudes learned in the high school Quran course, with the mediating effect of learning approach (superficial vs. deep), a sample of 120 honor students was randomly selected and then divided into two groups, one of which went through a 12 week Quran instruction using the blended method of teaching. Instruments used in this study include questionnaires on studying process, achievement, and attitude toward learning. Data analyses revealed that the blended method of teaching can improve learning outcomes only if the deep learning approach is employed.

Educational system has an important role in educating future community makers. One of the most important components of educational system which should be considered in the twenty-first century among future community makers is deep learning and creative thinking.
This paper aimed to design and implement a blending of problem solving instructional model with constructivist principles and the study of its effect on learning and creative thinking.
In this research, a quasi-experimental method (pretest and posttest design with control group) was used. Sample of this research was 30 students that were selected by using cluster sampling method. Data collection tools were included researcher-made learning test and Abedi creativity questionnaire, were used as a pretest and posttest. Experimental group was taught in 11 sessions, during 6 weeks by using combined problem solving instructional model with Constructivist principles and control group was taught by using traditional method. In order to analyze obtained data, descriptive statistics, consisting of mean and standard deviation, was used. Furthermore, inferential statistics, multivariable covariance plan and LSD follow up test was used.
The results showed that blending of problem solving instructional model with constructivist principles has a significant effect on learning (F=286.5, P=0.0001), fluency aspect of creative thinking (F=143.91, P=0.0001 ), flexibility aspect (F=15.59, P=0.001) and elaboration aspect of creative thinking (F=35.64, P=0.0001), but there was no meaningful effect on originality aspect of creative thinking.
According to the results, it could be said that by blending problem solving instructional model with constructivist principles, one can take advantage of both these approaches. Founding of this research was showed that this blending has a meaningful effect on learning and aspects of creative thinking (fluency, flexibility and elaboration) and there was no effect on originality aspect. Thus, this method can be used in classroom and school as an effective method.

The purpose of this article is to investigate the dimensions, bases and merits of blended learning as a new approach for learning. At first, we have reviewed the concept of blended learning and its types, objectives, concepts and materials. Then, we have proposed a pattern and scenario for blended learning. After that, merits and demerits and applicable tips of blended learning are explained and at the end, the results of the previous investigations surrounding blended learning have been introduced.