جستجوی مقالات مرتبط با کلیدواژه "inference" در نشریات گروه "علوم تربیتی"

The "inferential interpretation" method is a qualitative research method; However, can this method be used in Quran-based psychology? To answer this question, the theoretical analysis of the written documents on this issue was done; Related concepts were extracted from relevant texts, conceptually analyzed and introduced. This introduction was presented along with a short Quranic research on the subject of "unconsciousness" in order to be closer to the application. Some of the achievements of this research are: 1. The inferential method has the capacity to be used in Quran-based psychology; 2. If the interpretation of a subject is done with the approach of "theorizing" and according to its accessories, it is the same method of inference; 3. This method has specific steps and processes that distinguish it from other qualitative methods; 4. Some of its important differences with the techniques of theme analysis, semantic network, etc. are in "questioning", "question formulation", "analysis" and "theorizing".

Critical thinking, as one of the types of human thinking, is necessary for people at higher education levels. Past studies have reported the extent of critical thinking of students of different university levels low. This research aimed to compare the critical thinking of Ph.D. students in different fields. The research method was causal-comparative. The statistical population was 1210 Ph.D. students in different fields at Tabriz Islamic Azad University. The sample size was estimated 212 people by Cochran's method. The sampling method was multi-stage cluster sampling. Data were collected through form B of the California Critical Thinking Skills Test and were analyzed using t-mean comparison and analysis of variance tests. Based on the findings, the mean score of critical thinking of Ph.D. students in the Tabriz branch is 18.81± 5.36. The critical thinking score was highest in the humanities faculty, 19.81±5.54, and it was lowest in the technical-engineering faculty, 17.04±5.19. The mean score of critical thinking in the Agriculture Faculty was lower than the Humanities faculty and higher than the Technical Faculty, 18.25±5.36. There was no significant difference between students of different fields in critical thinking, inference, and induction. However, there was a significant difference in analysis, evaluation, and induction components. Although younger students had more powerful analyses power and older students had more powerful inference power, there were no significant differences between the age groups of students in critical thinking. There were significant differences between men’s and women’s critical thinking, analysis, evaluation, and deduction skills. Women’s critical thinking, analysis, evaluation, and deduction skills were better than men’s. It is better to organize workshops on critical thinking skills for students (with priority for technical-engineering faculty) and ways to strengthen it for university professors.

The purpose of this study was to evaluate the effectiveness of critical thinking training for cooperative learning among students of Islamic Azad University, Tehran North Branch in 2017. The research method was applied in terms of its purpose and in terms of data collection method, a semi-experimental design was a pre-test and post-test design with control and follow-up group. The statistical population consisted of 60 male and female students, majoring in accounting that were assigned to two groups of 30 experimental and control groups using available sampling method. The experimental group received eight 90-minute sessions of critical thinking training, while the control group did not receive this training. The questionnaire proposed by Cho and Bowley (1999) were used for collecting data about cooperative learning. The collected data were analyzed using descriptive and inferential statistics (covariance analysis and t-dependent analysis) and analyzed using SPSS-V22 software. The results showed that the critical thinking training has affected cooperative learning and its sustainability has remained stable over time. Therefore, teaching critical thinking could improve cooperative learning in students.

The present research aims to study experiences of high school science teachers from the nature of science. Adopting a phenomenological approach and purposeful sampling, this qualitative research was carried out through semi-structured interviews with 30 high school science teachers (physics, chemistry, biology and earth sciences) in Tabriz. In order to increase the precisionand throughout the research has used from viewpoints of experts, continusely study method, compare the data study, make brief and classified the information without any damaged data. The interviews were recorded and analyzed through Smith's method. The findings based on the experiences of the teachers about nature of science were classified into 10 main themes, i.e. “definition of science”, “Science isolation from other issues”, “being tentativeness scientific knowledge”, “theory-laden observations and subjectivity” “The role of imagination and creativity in science”, “distinction between theories and laws”, “the distinction between observation and inference in science” -“ scientific method”, “cultural and social influences on science” “Features scientists”, and several subthemes.

The performance of Iranian students on the international reading tests (PIRLS) is indicative of a major problem in reading comprehension. From a constructivist perspective, there are strategies that can be learned and used in order to improve reading comprehension. To this end, a short course was designed and implemented experimentally. Pre-tests and post-tests on reading comprehension, consisting of the latest tests used in PIRLS 2011, were given to both the experimental and control groups, each consisting of 70 female students selected randomly from among all 9-10 year-old girls in two districts in Tehran. Data analyses show that the experimental group's strategies and comprehension improved significantly. Therefore, with the use of such courses a better performance of Iranian students in the international arena can be achieved.

In his important and classic article, entitled "The Inference to the Best Explanation", Gilbert Harman tries to prove that all numerical deductive inferences are ascribedto another kind ofinference called"the inference to the best explanation". This article and Gilbert Herman's arguments contained in it has special significance in philosophy of science and is considered one of the important sources of this subject. The article was translated into Persian and then published. However, the translation is not only of no avail for Persian scholars but also so confusing that it hindersthem from understanding the intention of the learned thinker who has written it, due to the defects and gross mistakes in contains. The present paper tries to illustrate some of these defects and mistakes. It is hoped that a lot of the remarks mentioned in this paper will be of some help to researchers and a reminder to the translator of Herman's article.

This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing data by SPSS, the results indicated that there were significant differences among five groups of students and senior students gaind better scores than the juniors. In addition differences were found in three subscale of the test (evaluation, Analysis, Inference). However, the results revealed that not only higher education has positive effect on development of critical thinking, but also the scores of all students were lower than standard mean of the test. This research suggests that in spite of the fact that development of critical thinking is related to family and educational background of students before entering the higher education, but revision and improvement in the structure and curricular of higher education, is necessary.