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

The aim of this study was to compare environmental education effectiveness in sixth grade students. For this purpose, both formal and informal forms of education were applied. Research method was quasi-experimental method. Statistical population was all sixth grade female students in Karaj, so 5th district was chosen randomly among 12 districts of Karaj, and then Negin Alborz Girls Elementary School was chosen. Data collection tool was a researcher-made questionnaire with two sections namely; attitude and performance with three tests. The value of 0/85 was obtained for Cronbach’s alpha. The students were divided randomly into formal and informal groups. A test was conducted in both informal and formal groups,before education. Then a combination of lecture and Q & A methods were used in formal education while in informal group, the learning was performed by student. Finally 2 months later, a test was performed for both groups after education. Descriptive statistics and inferential statistics were used to analyze the data. The results showed that significant level t calculated, before education in both informal and formal groups ismore than 0/05 (p>0/05) and there is no significant difference. The significant level t calculated, after education and 2 months after education in both formal and informal groups is less than 0/05 (p

The main objective of this research is to explore functions of question in the understanding process and features of teacher and student as a questioner. To reach those objects is used conceptual elaboration and deductive method. So according to study question has a key role in the understanding and has some tasks in its steps: Enable pre-understanding and prejudices, challenging text in the detailed faced whit it, second facing of reader whit himself based on text’s questions, faced of reader whit the text based on question of experience of the present. In these steps we can use different kind of question such as: stereotype breaker, creating meaning, creating horizon and subsequent. Also according to Gadamer’s views both teacher and student are questioners that must be openness, assertiveness, truth-seeking and acceptor truth.

this article is about to answere the following questions: what is a question? ,what is philosophical questioning? and how important are questions in philosophical therapy? and many more such questions which are essential and vital for anyone who even remotely does any sort of therapy related work, with children and adoults.

This is an experimental study in which multiple group patterns with pretest and posttest with control group is used. The population of this study consists of all first grade female high school students of a governmental school in area 2 of Tehran city. One high school was randomly selected between 35 high schools. This high school (Hoda) had 6 first grade class and 195 students. Watson Glaser critical thinking questionnair (1980) and Nemaati responsibility questionnaire (1378) was performed on 195 students. Fortyfive students who had one standard deviation below the average score were randomly devided into two experimental groups and one control group. The results showed that both methods, Q & A and role playing, were effective on critical thinking and responsibility. In order to increase responsibility and critical thinking of first grade high school students, teachers can use role playing and Q & A method.

Throughout history, the accumulation of information by student, has been seen as a basic principle in education. As a result, what distinguishes students is the degree of their ability to retain information in their minds, lending to put an emphasis on memory. In 1800s, this theory was doubted. However, it still overshadows education environments.
New methodology has paved the way for changing the nature of education. Educating children through problem solving and experiments has led to a change in learners’ behavior.
The present research studies different types of teaching (lecturing, question and answering, problem solving, and group discussion), and their effect on learners metacognitive.
The objectives of the research are to investigate the effect of each method on learners metacognitive , and to provide authorities some suggestions and solutions to improve education.
Research questions are:1.Does lecturing method have an effect on students metucognitive?
2.Does problem-solving method have an effect on students metacognilive?
3.Does question–answer method have an effect on learners metucognitive?
4.Does group-discussion method have an effect on learners metucognitive?
5.Is there any difference in the effects of these methods?
Statistical population were all the teachers, men and women, who taught at high schools for females in Behshahr. Data collection instrument was a researcher – mnde questionnaire with a reliability of 0.82 obtained using Cronbachs coefficient.
The statistical method used was descriptive and inferential (one variable t-test, ANOVA).
The results showed that teaching through lecturing has no effect on students metacognition . Teaching through problem–solving has an effect on students metacognition . group discussion and question answer methods have an effect on students metacognition . Finally, the effectiveness of each method on metacognition is different.