جستجوی مقالات مرتبط با کلیدواژه "generation z" در نشریات گروه "علوم تربیتی"

Having the students’ focus during classroom sessions, especially in online courses, is of great importance. On the other hand, considering the characteristics of the new generation, innovative approaches should be highlighted in the classroom. This paper proposes several practical solutions based on gamification. These proposed methods are particularly employed at the beginning, middle, and end of the class. At the beginning of the class, activities with full interaction between students and the instructor are suggested to prepare students’ minds. In the middle of the class, brief relaxation activities are introduced to relieve students’ fatigue. At the end of the class, innovative group activities are introduced to summarize the class discussion. These methods aim not only to emphasize cognitive knowledge, which is the lowest side of the success triangle, but also to focus on strengthening students’ skills and attitudes. These approaches have been employed over several semesters at Shahid Beheshti University in various engineering disciplines and academic levels. The survey results of these experiences indicate the positive reception and participation of students and the creation of an engaging atmosphere for better understanding of scientific concepts. Starting with mental preparedness, instructor-student interaction, stimulating interests, mental organization, learning through entertainment, dynamism, review and emphasis on important scientific points, and reducing anxiety are among the benefits of the proposed method.

Population is one of the strategic elements of countries and is one of the most important sources of national power and the source of increasing political influence among international communities. Those believe in the theory of generational limitation have been affected by the atmosphere of the community and in a period when the population in Iran grew a lot and governments were seeking to adopt population control policies, they used religious thoughts for confirming these policies.This research was performed by using library sources and descriptive-analytical method to examine and criticize the perceptions of the opponents of population increase from the verses and narrations of generation limitation. The findings demonstrated that the opponents of population increase believe that Quran contains verses, although not directly related to population control, lead to family planning, we can say. Investigations showed that the verses have been interpreted incorrectly and incompletely, and they deserve criticism. Opponents of population increase have also referred to narrations to prove the limitation of generation. The examination of the documents and the content of the narrations showed that the documents of some narrations are weak while some are correct. Assuming the completeness and authenticity of all the documents, they are incorrect interpretations of the narrations.

This article aims to identify the factors affecting the generation gap and provide a solution in the education system. The method of this research is descriptive-analytical, textual, and includes the review of articles and texts in the field of generation gap, especially in the field of education, and reliable and up-to-date sources have been used. The findings showed that the factors affecting the generation gap are classified into five dimensions: personal and family, educationalenvironmental, social-cultural, political and religious-religious. The indicators extracted in the individual and family sphere are: lack of communication, family familiarity with technology, family upbringing style, family structure, social and economic base, principles governing family management, lifestyle, different perception of relationships, media literacy. and parental education; The socio-cultural field includes: visual and audio media, Western mass media, the type of use of forms of technology, virtual social networks, how to spend leisure time, modernism and globalization; The religious field includes: neglecting religion and religious education, not paying attention to values, the level of family religiosity and paying attention to value supervision; The educational-environmental field includes: educational system (planners and teachers), hidden curriculum, socializing with peers and paying more attention to education instead of education; The political field includes: cultural politics, unfair distribution of facilities and national disharmony in the society. At the end, solutions were presented to reduce the generation gap in education.

The issue of childbearing, while one of the most important issues of the family in particular, and the social system in general, is a superstructure issue. The increase or decrease of population is affected by many variables that neglecting the correct knowledge of these variables makes the problem more complicated and the situation worsens. The main question of this research is "According to the Qur'an and Hadith, what are the most important factors in reducing or increasing the population"? By analyzing the Qur'an and the narrations of the Ahl al-Bayt (AS), the causes of increasing or decreasing generation can be classified into individual, family, social and political causes. Early marriage, kindness to parents, economic independence of children, religious affiliations, kinship relations and policies in line with reproduction are the most important factors of reproduction in society from the perspective of the Qur'an and hadiths.

With its unique characteristics, developed in digital media and realistic society, Generation Z needs special attention in the field of education and training. The current research was done to identify the curriculum suitable for generation z (internet generation). From the point of view of the applied goal, the study has a qualitative approach and a research synthesis method. Sampling was purposeful and based on the entry criteria in the period of 2000-2020 and 2019-2020. The exploration community of 145 papers and theses was linked and grounded on the exit criteria of 65 exploration papers, named as samples for analysis. Data analysis was done grounded on Roberts' 6- step model. Two observers were used to recode the findings, order was used to confirm the Cohen's Kappa measure formula, and the agreement between the observers was 0.74..Based on the known codes, the composition of the curriculum tailored to the characteristics of a generation z need. Features embrace 17components and 4 principles (generational concept of generation-z characteristics, generational preferences, and generational needs) and a curriculum suitable for generation-z characteristics with 27 components and 10 topics including argument, goals, curriculum orientation, content, learning activity and experience, characteristics of generation z teachers, teacher training trends, teacher professional development, adaptation to educational environments, digital learning tools, and resources. The necessity of generational conceptualization within the curriculum and the characteristics and professional growth and educational orientation of teachers have been researched more than other components.

The current research aimed to analyze the curriculum suitable for the characteristics of generation. This study has a qualitative approach in terms of purpose, and application, and based on the theory of Shiye and Shannon on ,it has an inductive content analysis . This research is based on semi-structured interviews and purposeful sampling with the participation of 43 people from scientific, executive, and focal groups. After the semi-structured interviews during the coding stages, data analysis was done in 7 steps .to validate the findings, the method of negotiation with external auditors was used and for reliability, the Lincoln and Guba method was used.

In addition to emphasizing the importance of generational knowledge and the characteristics, preferences and needs of generation z, the curriculum is suitable for the characteristics of generation z ،based on 200 indicators of 30 components and 10 principles (logic, goals, content learning strategies, characteristics of teachers of generation z, learning. situations, assessment and, evaluation ،background factors, emerging phenomena, and modern revolutions) which led to the extraction of the conceptual framework of the curriculum suitable for the characteristics of generation z.

 Nowadays, there are different generations of employees in the workplaces. Because of each generation has experienced different histories, cultures, economics, and geographies, it has its own characteristics, values, and behaviors, and effective management of these differences is a major challenge for organizations. Therefore, recognizing and understanding these characteristics, values ​​and behaviors is essential in order to retention of these generations. Retention has different subsets that in this study the focus is on the training system. Therefore, the purpose of this study is to identify the factors affecting retention of generation Z employees in the training system in the capital market.

For this purpose, the thematic analysis method has been used as one of the qualitative research methods. The research paradigm was interpretive and semi-structured interviews were used as a research tool to collect raw data from 26 persons of generation Z employees in the capital market. These employees were selected by purposive sampling of the type of maximum diversity.

Total of 26 interviews after analysis led to the identification why and how of training as main theme, 5 secondary themes and 73 basic themes, which is based on why the training system exists and how it is implemented from the perspective of Generation Z.

 The results showed that an effective training system for Generation Z needs to consider and implement requirements in the areas of lecturer selection, utility measurement of learner, training flexibility, learning style and post-course activities.

Understanding the lived experience of Activists who have been directly involved in changes in intergenerational relationships and some aspects of it based on the Appearance of cyberspace.

Applied and based on a qualitative method with a emic approach and based on the ground theory (GT) approach of Strauss and Corbin to understand the answer to the question that family patterns and intergenerational relations in Semnan city due to the growing trend of cyberspace in three decades What changes has it gone through recently?Interviews were conducted in a semi-structured manner with 22 parents of Semnan city in 1398 who had experienced family patterns in " Family of orientation " and " Family of procreation " as theoretical and purposeful sampling.. Initial analysis and coding in a row Row and open, axial and selective coding steps were used to reach the central core.

The interviews show that cyberspace has created three types of gaps called "difference in value", "difference in insight" and "difference in action" between parents and children, which results in the weakening of emotional actions. It is weakening the foundation and increasing domestic violence.

Internet and cyberspace have created a new world and caused young people to move away from traditional values and the emergence of new values. This type of lifestyle is reluctantly accepted and we see a traditional-modern dual view that has led to dysfunction of the family.

The world of the future will coincide with dramatic and unprecedented developments in the fields of science, technology and information transmission. Living in such a world creates a large gap between the emerging generation of learners called the "Generation Alpha" and previous generations, making conventional learning methods inefficient. Therefore, the purpose of this study was to identify the characteristics of the emerging generation of learners and design appropriate teaching and learning strategies in elementary education. This research is based on the qualitative meta- analysis method using conventional content analysis by Atlas.ti8 software. In the results section, in the first step, the characteristics of the generation alpha were identified and explained through nine categories. In the second step, concepts and propositions related to teaching and learning were inferred in the form of seven categories. These categories were then used to develop appropriate teaching and learning strategies for the generation alpha. The findings showed that the alphas tend to take the lead in their learning, blur the boundaries between formal and informal learning, and replace traditional one-way methods with interactive ones.

The current research has been carried out with the aim of analyzing the changes in comprehended parenting styles during four consecutive generations in Yazd. The design of this descriptive research is causal-comparative. There have been 381 participants picked out from age groups, say, 12 years old (80 people), 15-17 years old (80 people), 20-25 years old (80 people), 35-40 years old (60 people), 45-55 years old (50 people) and 60 and more years old (31 people). The first and fourth sampled groups have been chosen via multi-stage sampling method, and the fifth and sixth groups, via access method. the participants answered the comprehended parenting styles questionnaire (Naghashian 1358). The results of Chi-square test indicated that the age groups are different in terms of comprehended parenting style. The strict parenting style had totally the biggest frequency percentage among the whole sampled group. In the first and second groups, the strict style was more tangible than the rest. The easy-going style dominated other styles in the third and fourth groups, and the biggest frequency related to the strict style in the sixth group. Overall, it can be concluded that in different age groups, some changes have occurred in parenting style, often leading to the strict style’s prevalence.

Today, turning schools into a healthy, agile, dynamic and exciting place that that teach passion, being alive, loving, being together, forgiving, being kind, acting ... is one of the biggest challenges for educators. Vitality, mobility, dynamism, agility ... are characteristics of today's generation. Weakness is great pest and it is a huge obstacle to the growth of the young generation's creativity. According to generational classification theory, the majority of today's generation of students is the generational class z. It seems that this generation's norms, beliefs and characteristics will need to be addressed in order to adopt educational approaches tailored to their characteristics. Educational planning in developed countries due to the characteristics of this generation has the following perspective:"To teach students the passion to live." So tomorrow's school is one that will meet the needs of this generation and teach them the passion to learn and live. And on the other hand, educate literate students according to the new definition of UNESCO.

In modern societies, there is usually a gap between the new and the older generations, which is created by the type of behaviors, beliefs and values appropriate to the inevitable social and cultural changes. One of the effective institutions in transferring values and norms is the institution of education. This study was conducted to examine the relationship between hidden curriculum and generational gap. The method of research was descriptive survey. For this purpose, the statistical population involves all the high school's managers, teachers and advisers in Najaf Abad in 2016-17. The number of population was 258. Through applying the random sampling, the statistical samples were assessed 150. They answer the questionnaire "Hidden curriculum and generational gap". Using Cronbach's alpha reliability coefficient of 0/89 were calculated and encompassed four factors of cognitive, social, physical and organizational. In order to analyze the data obtained from research, spss software and descriptive and inferential statistics were used. Results in statistical analysis in one-sample t test showed that hidden curriculum on generational gap values among high school students affected. The Friedman test results revealed that effect priority of hidden curriculum on generational gap, respectively, influenced by organization factor with an average rank of 3.05, recognition factor 2.59, social factors 2.50 and physical factor 1.87. According to descriptive statistics level and distribution and frequency of questions related to the four factors of hidden curriculum, The most important organizational factor for generation gap is: Not attractive content for education", the most important cognitive factor: «Lack of understanding of the realities of juvenile age by the school's educational factors", the most important social factor»: The lack of interactive between parent and educational environment" and «Inappropriate clashes with students' mistakes in school", and the most important physical factor is» Appearance and the content of the books".

This study aimed to impact the use of intelligent software Mobile (telegram and Instagram) is done in establishing the generation gap girls with their mothers. In this study, what is the necessity of paying attention to the phenomenon of the generation gap girls with their mothers. So, we tried to create factors affecting the generation gap girls studying to be mothers. The purpose and methodology of data collection methods, descriptive correlational. To collect data, a researcher-made questionnaire was used. The population consisted of all girls in Golestan Cultural District 8 is in Tehran in 1394. To collect data from a longitudinal sample of rotation (at a yield of 6 months) were used. Using Morgan table, 202 individuals were selected as population size. Content validity was used to check the validity of the measurement tool. Then Lavsheh using As.ach test content validity was 0.69 times. Emphasizes the validity of the questionnaire was designed. The results showed that the question of internal solidarity acceptable (Cronbach's alpha coefficient of 0.72). n general it can be stated, the use of intelligent software Mobile (telegram and Instagram) have been influential in creating a generation gap girl with their mothers.

Generation gap is one of the most important factors affecting contemporary social and cultural changes. Generation gap، itself، has emerged from such social changes. Schools، families and societies are among such influential factors which played sociable roles and gave rise to the evolution and formation of the character and value systems dominating the thought and behavior of all people in society. The present study aimed to survey generational gap and to extract dimensions of intergenerational education in the realm of curriculum drawing upon resources and an interview with sociology and curriculum studies experts. This qualitative study employs both phenomenology and content analysis. Fifteen experts were selected through purposeful sampling method. Data were analyzed utilizing inductive content analysis. The analysis lead to eight main value strata of individual-family، economical، political-social، artistic، scientific-theoretical، religious، national، and globalization. These strata further included sub-strata. The current survey of research، theories and expert views pointed to generational gap as well.