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

The present qualitative research aims at phenomenology of students’ religious questions and examining the relationship between the type of religious questions and concerns of senior high school students with the content of their religion textbooks (titled as Din-Va-Zendegi textbooks, meaning ‘religion and life’).

For this purpose, the qualitative phenomenological method has been used to retrieve and compile the types of religious questions and concerns of high school students in Kerman. The inductive-thematic-qualitative content analysis method has been used to examine the relationship of the types of students’ religious questions and their concerns with the content of their textbooks (Din-Va-Zendegi textbooks). In the phenomenological part, the research population consisted of female students in the senior high school in Kerman city in 1398-1399 SH academic year. Among them, 44 female high school students were selected, with a consultation of their teachers, by a purposive method as the statistical sample through the criteria of being available and having a concern for thinking and inquiring,  . The data collection tools were semi-structured interviews and students’ self-reports.

Based on the research results, 87 basic codes (subcategories) and 11 organizing codes (main categories) were identified. The main categories of student’s questions and concerns included questions about God, the afterlife, the nature of death, the philosophy of worships, Imam Mahdi, other heavenly religions, and relationships between boys and girls.

In the examination and analyses of religious textbooks in the senior high school considering students’ questions and concerns, the results of the research indicate that there is very little discussion about the concerns and questions of the new generation of students in their textbooks. Therefore, it is necessary to pay more attention to this important issue in the revision and re-compilation of these books.

Meno's dialogue covers a wide variety of topics, including the discussion of what virtue is, the possibility of inquiry, learning, teaching methods, the relationship between knowledge and imagination, and finally the theory of recollection. Discussion of the method of teaching and learning is one of the most important topics in Meno’s dialogue. In the text of this dialogue, important educational points such as the condition of teaching a subject, the method of learning based on recollection, and the dialectical method of Socrates are discussed. Conversation with Meno's paradox plan has shown that learning and inquiry the nature of something is difficult. To solve this problem, Plato spoke of the theory of recollection as to the most original way of learning.

The method in this paper is philosophical-analytical based on Meno’s Text and its interpretations.

The research aims to design a dialectical method in Meno’s dialogue as the most appropriate method for teaching and learning critically and collaboratively in the educational system. This method is the product of cooperation between the teacher and the learner and will not be possible without the active participation of the learner and his critical attitude towards the learned material.

Meno’s dialogue can be divided into two separate parts. The focus of the first part of the article is an epistemological question about understanding the nature of virtue. In the second part of the dialogue, Plato focuses on an ontological approach to get rid of the paradox of research and learning and move towards the desired result. In the final part of the dialogue, the theory of recollection. The research question is whether the theory of recollection is the best explanation for the original way of learning? Research claims that the answer is negative for two reasons. First, this theory is not able to cover any learning. Second, this theory contradicts Plato's original theory of the teaching of virtue, in which Plato claimed that any learning requires education and, consequently, a teacher.

The current research is applied in terms of purpose and quantitative approach, which was performed on a quasi-experimental basis using four groups with pre-test and post-test with the control group. The study involved 40 students from four boys' primary schools in the city of Neyshabour, whose teachers were purposefully selected. In each school, ten sixth-graders with moderate intelligence were selected according to the teachers. The experimental groups were trained using exploratory, collaborative and reverse teaching methods, and the control group was trained by lecturing in Five 45-minute sessions using designed protocols. It should be noted that two sessions were dedicated to teacher training for the proper implementation of . The duration of this course was five weeks and the content of that ninth chapter was the topic of the Energy Science textbook. Data collection tools included designed teaching protocols in collaborative, reverse and exploratory methods, and pre-test and post-test forms, each with ten questions, the validity of which was examined using teachers' opinions. To analyze statistical data, descriptive statistics indicators and inferential statistics were used. Regarding the research questions, the results showed that there is a significant difference between the methods of reverse teaching, exploration, cooperation and lecturing in the learning of sixth grade elementary there is a significant difference between the effect of the flipped method and the effect of other methods. This study suggests the use of flipped teaching methods to teach various topics along with other methods such as collaboration and exploration for experimental science lessons.

The purpose of "Philosophy for Children" (P4C) program is to promote thinking and nurturing new ideas in children. Stories are one of the main pedagogical tools in P4C, which are performed through social research approach. Over the recent decades, the program has gained popularity for fostering thinking skills of children and juveniles in Iran. Given the cultural richness of the classic and contemporary Persian literature, efforts have been made to make use of stories in the P4C program.
The present study aims at assessing the effect of Kalileh wa Demneh stories on improving the reasoning, questioning, and critical thinking (critical openness and reflective skepticism). The study is quasi-experimental and was conducted through field study. The statistical population consisted of all female students inthe sixth elementary grade of Ardestan city and the research sample was a classroom of 32 students selected on a random and purposive basis.
The research device included Robert Fisher’s Scale for Assessing Inquiry, Sosu’s Scale for Critical Thinking Disposition (critical openness and reflective skepticism), and New Jersey Tests for Reasoning Skills. The validity of the scale for assessing inquiry was confirmed by related experts and authorities. Sosu has reported the validity of his scale for critical thinking disposition. The reliability of New Jersey’s scale for reasoning skill was assessed through Cronbach’s alpha and reported to be between 0.84 and 0.94. The data analyses were conducted in two levels of descriptive and inferential statistics. The results showed that there is a meaningful difference between the scores on critical openness, inquiry, and reasoning skill. Besides, there is a meaningful difference between the scores on reflective skepticism of the groups, this means that the P4C program has been effective in increasing the reflective skepticism of the children.

The purpose of this research was the content analysis of 7th grade science textbook's exercises based on Suchman's inquiry model. The method of this research was content analysis and the statistical population were the exercises of 7th grade science textbook (activity, discussion, collecting information, testing yourself, thinking, experiment). Exercise was the unit of analysis and the criteria were phases of inquiry model. The result showed that among 156 exercises only 49 exercises (31%) were based on inquiry model; among the six exercises, experiment with the frequency of 24(48/97%) and testing yourself with no frequency had the most and the least frequency. Other result showed that among those 49 exercises, gathering data with frequency of 17(34/69%) had the most frequency; collecting information with frequency of 2(4/08%) and hypothesizing with frequency of 5(10/20%) had the least frequency. Totally, the result shows that the book hasnt regarded inquiry model very much so it's necessary to pay more attention to "inquiry model" and preparing students for real life.

Critical thinking requires that change the thought ,exploring and postulate of students. So the purpose of this research is that Study the effects of Inquiry-based Instruction on critical thinking of students.
Research method was quasi-experimental with pretest-posttest design with an experimental group and a control group. The population of this study consisted of all girl students in fifth grade in hamedan city in 2014. Available sampling method was used in this study, 30 students were selected as subjects of research and perch 15 subjects in the control group and 15 subjects in the experimental group by random sampling. The instrument used in this study was California critical thinking questionnaire. The Inquiry-based Instruction was presented by the investigator in 20 sessions of 45 minutes for experimental group. Research data were analyzed by using covariance analysis.
Findings: The findings showed that there was significant difference between level of critical thinking of experimental group and control group in pretest and posttest. So Inquiry-based Instruction in science class had a positive effect on students’ critical thinking.
The results showed that Inquiry-based Instruction reiforce critical thinking of students in science class, so to the teachers of this lesson is recommended that attention to role of teaching to Inquiry-based Instruction to enhance their critical thinking.

Different teaching models could be used for teaching different subjects and skills. It is hypothesized that the inquiry-based model of teaching would be appropriate for teaching critical thinking, self-regulated learning, and increasing academic success. To test this hypothesis three samples of high school freshman taking Physics were selected and then pre-tested on tendency toward critical thinking, self-regulated learning skills, and academic achievement. One of the three groups was then put through the course taught by a teacher using the inquiry-based model of teaching. The other two groups served as controls. Following the course, all three groups were tested again on the same subjects. The analysis of the data revealed that the tendency toward critical thinking has improved in the experimental group (p<0.000). No effect was detected on the other two constructs. Hence, it is recommended that Physics teachers utilize the model in order to improve their student's tendency toward critical thinking.