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

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

This research has been done with the aim of explaining the conceptual model of the relationship between language and thinking based on the Qur'an and extracting its educational implications for children's intellectual development. Therefore, using the descriptive-analytical-inferential method; First, the frequently used keywords referring to language and thinking in the Quran were equated, which include Notgh, Ghol and Kalam.Then the characteristics of each one are based on the verses related to the key words of the analysis, then the relationship between language and thinking is explained philosophically and it was concluded that the steps taken in thinking correspond to the linguistic phenomena of Notgh, Kalam and Ghol. From another point of view, each of the linguistic phenomena of Notgh, Kalam and Ghol can be adapted to the process of thinking. In the following, the conceptual model of this relationship was drawn based on the Qur'an, and finally, the educational implications of the relationship between language and thinking for children's intellectual development were extracted. Considering that the best educational approach in relation to a child can be an aesthetic approach; By means of favorable verbal stimuli, the child should be directed towards real values and needs. In order to activate the correct thinking in the child, he should be exposed to the word of truth, and by using the power of the divine word in its artistic and aesthetic forms, it is possible to teach children the ways of learning the word.

Creating "disposition to thinking" is an approach that has recently been taken into consideration for cultivating thinking in the world's educational systems; because simply by teaching the "skill" of thinking to the learners, it is not possible to guarantee becoming a thinker. Since intellectual disposition is a cultural phenomenon and originates from interaction with environmental beliefs, values and norms, it is very important to pay attention to cultural elements in the disposition to think. Therefore, the research aim is to identify the strengthening factors and barriers to the disposition to think based on the Holy Qur'an, and as a result, some suggestions for educational systems. For this purpose, 232 verses whose conceptual scope and themes represented the topic of thinking in the Holy Quran were identified and analyzed. After extracting the basic concepts (28 basic concepts), finally, 4 key axes for the strengthening factors and barriers to the disposition to think from the perspective of the Holy Quran were obtained. The results of the present research, from the perspective of the Holy Quran, indicated that making thinking flow requires factors such as: sources and topics for thinking, appropriate methods, protecting thinking from inhibiting factors (obstacles) and strengthening and guiding thinking through facilitating factors. Based on this, it is necessary for educators to play the role of a model for thinking, providing rich and useful content, providing opportunities and activities for thinking and intellectual challenges, hypothesis testing, expanding the capacity of intuitive and esoteric understanding, moral education and refinement of the self can provide the students with a disposition to think.

Given that parents, as the closest people to the child, play the greatest role in the child's behavioral changes, and the greater their ability to manage anxiety problems and attention problems, the greater will be the reduction of disorders in their children. The purpose of this research was to investigate the effectiveness of the combined package of parent-child interaction of Ayberg and Eldegri personality-oriented in reducing anxiety symptoms and problems of thinking and attention.

The method of this semi-experimental study is pre-test and post-test with a control group. The research population was all the mothers of children with attention problems and anxiety symptoms aged 7 to 10 years in Tehran, among whom 30 mothers were selected using available sampling method and randomly and with the formula of sample size for experimental research in two equal groups. (each group 15 people). The experimental group received 8 90-minute online sessions of Eyberg 1995 parent-child interaction training and personality-oriented parenting, and the control group did not receive any intervention.

The results of covariance analysis with the aim of investigating the effect of intervention on behavioral problems showed that the intervention package of Iberg parent-child interaction and personality-oriented parenting was effective in reducing anxiety symptoms and thinking and attention problems (p<0.01). The comparison of the obtained effect sizes showed that the intervention package has the greatest effect on anxiety with an Eta coefficient of 0.511, followed by thinking problems with an Eta coefficient of 0.443.

To analyze and analyze the data, descriptive information related to the research variables will be presented first, and then the assumptions of covariance analysis will be used to examine the results of the hypothesis test. It has meaning. In other words, there is a significant difference between the experimental group and the control group in terms of the aforementioned variables. It can be said that the parenting style is related to children's behavioral problems in a way that emphasizes the importance of the type of relationships within the family for childhood.

The currently increasing changes in the world requires individuals who are able to meet their needs through research skills. Therefore, this study aimed to investigate the research spirit components in the tenth-grade textbook of “thinking and media literacy”. A content analysis form for the research spirit components was used as the research tool. Descriptive statistics and Chi-square test were used to analyze the data. The results revealed no significant difference in terms of distribution of components in the textbook. In addition, the component of questioning had the highest frequency (7.50%) and the component of independence of opinion had the lowest frequency (3.09%). It is suggested that revisions of this textbook better address the components of independence of opinion, self-assertion, and creativity.

Caring thinking is the ability to communicate between thought and emotion and encourages a person to build a reflective value system to judge things with love. Therefore, the present study was conducted with the aim of investigating the level of attention paid to the components of care thinking in the intended curriculum content of the elementary school with an emphasis on Lippman's point of view. The method of this descriptive research is content analysis, in such a way that after specifying the desired components as the criteria of analysis and determining each paragraph as the unit of analysis, according to William Rumi's method, Chi test Two and Shannon entropy were used for analysis. The statistical population of this research is the primary school textbooks and the examined sample is the sixth grade thinking and research book, which was selected purposefully. According to the engagement coefficient obtained, it can be stated that the level of attention of the sixth grade thinking and research book to the components of caring thinking is relatively favorable. . The results also show that the highest information load and importance factor are related to the components of active thinking and the lowest are related to emotional thinking. Considering the findings of the present study, it is necessary to review the content of the book of thinking and research in order to pay more attention to the components and indicators that are less considered in caring thinking.

The purpose of this study is to investigate the role of hidden curriculum in thinking style and communication styles of high school students in Mehran. Research Method In this descriptive correlational study, the statistical population included all male high school male students in Mehran, which according to Morgan's table, 164 people were selected and studied by stratified random sampling. Sternberg and Wagner (2007) Styles of Thought Questionnaires, Norton Communication Styles (1987) and Hashemi Hidden Curriculum (2012) were used to collect data. Descriptive statistics and confirmatory factor analysis, Pearson correlation and Linear regression was used. The results of factor analysis showed that Hashemi (2012) Hidden Curriculum Questionnaire has three components and in the present study also has appropriate validity. The results also showed that the role of hidden curriculum on students' thinking and communication styles was significant. The results showed that there is a positive and significant relationship between the components of people interaction, school organizational structure, physical structure with communication styles and between thinking styles and components of people interaction, school organizational structure, physical structure.

The aim of this study was to identify the characteristics of independent thinking and provide evidence of it in junior high school. For this purpose, using the documentary method, a systematic review of the research background in various scientific databases in the last 40 years was conducted. Investigations led to the identification of 30 documents. Data analysis based on content analysis strategy led to the identification of 146 open source codes and were classified into 7 main themes and 27 sub-themes. Identified indicators include; Feelings of freedom and choice were reciprocal and participatory learning, mastery of cognitive skills, mastery of metacognitive skills, familiarity with problem-solving skills, independent activity, and conscious obedience. The results of the content analysis of the first secondary school textbooks also indicate that; The book of mathematics and experimental sciences has the highest frequency among the indicators of independent thinking. Also, among the identified indicators, the highest frequency is related to the category of "independent activity" and the lowest frequency is related to the category of "feeling of freedom and choice" and "conscious obedience". Therefore, it can be stated that if the identified indicators are used in the educational processes of students, it is likely that in adulthood they will become independent individuals with individual abilities and resistant to anomalies and social harms.

The purpose of this article is to investigate the method of teaching lateral thinking in elementary school. Therefore, first, generalities about thinking in schools were presented and the necessity and importance of cultivating thinking and reasoning in the national curriculum was discussed, and then the definition of thinking from different perspectives was examined and lateral thinking was defined from the perspective of Edward De Bono. And a comparison between traditional thinking and lateral thinking is made, and then lateral thinking techniques including, Poe, geometric shapes and quotas, design and skepticism about hypotheses are explained and examples are given to them in the classroom in elementary school. Be used. Poe is the stimulation of an idea that transports thinking to a new place where new ideas or solutions are found. Using quotas, a specific number of alternative solutions to be produced is determined. In this way, the person spends his effort to produce different solutions and not to jump on one result. Explains geometric shapes in different ways. In creating the design, the student creates visual designs and can use different methods to get things done. Doubts about the assumptions of trying to reconstruct and change the structure of any model. Finally, it was shown that these teaching methods can develop and strengthen creativity in students, and in this regard, the teacher has a significant role in guiding them.

Cultivating philosophical thinking in children and teaching intellectual programs, because it expands the child's mental and spiritual dimensions is one of the basic programs of teaching children. The teaching of philosophical skills is also seen in the poetry of some children and adolescent poets. This study examines the children's poetry of Gholamreza Baktash and Nasser Keshavarz in order to answer the question of what skills and components of philosophical thought have been taught to children in the children's poetry of these two poets. This research is done in a descriptive-analytical way and based on library information The most prominent philosophical thinking skills taught to children at the heart of these poems are reasoning, questioning, curiosity and exploration, discovery, analogy, and communication, problem solving, analysis, and decision making.

Painting is a language in which children express their feelings and thoughts.The images created in children's drawing and illustrations often come from creative thinking and specific subjectivity. In this research, the features of creative thinking in children’s paintings from 3 to 5 years old have been studied.The method of this research is "descriptive-analytical". The population of the study is kindergartens in Tehran and a sample of 100 children from 10 kindergartens in different districts of Tehran. The results of the research indicate that children tend to express their thoughts and feelings through painting and they innovatively use the colors, lines and shapes in order to transfer their thoughts rather than being truly faithful to the real world. The lack of separation between humans and animals, adding specific features to some animals, the special Perspective, the impacts of comics and animations, are some of the most important characteristics of children's paintings.

This research was content analysis of the 10 grade media literacy and thought textbook from the perspective of six major problem solving information literacy skills .In this research content analysis and survey methods were used . The statistical population consisted of the content of the 10th grade thought and media literacy textbook in 2018 and 332 teachers of media literacy. The sample were thought text book and 180teachers whom were selected using Cochran formula and cluster sampling method. Data collection tools were two researcher made tools : a checklist and a questionnaire whose content validity was confirmed by ten subject specialists and their reliability were estimated by William Scott's formula (96.66) and Cronbach's alpha (0.78). For data analysis, frequency percentage, mean, Kolmogorov-Smirnov test and one-sample t-test were used. The findings showed: The use of information had the lowest score and the evaluation skills had the highest score . In the text book , to the ability to describe the task and task definitions; information search strategies; locating and accessing information was not paid attention at all. From the teachers' point of view, the task of describing the problem and defining the task has been given the least attention, and the skill of evaluation has given the most attention.

The purpose of this study is to investigate the effective and inhibitory factors in establishing a thinking environment in Iran's national curriculum.This qualitative research is based on grounded theory approach and is used for semi-structured interviewing tool. The population of the present study is composed of experienced teachers in primary education in the provinces of Tehran, Khuzestan, Ardebil and Isfahan. 17 teachers were selected by sampling method based on saturation principle and interviewed.The results were obtained in three stages: open (primary), axial and selective (selective) coding. Open codes, including 26 core concepts and codes, also include six major categories, including the analysis of life issues, theology, self-knowledge, educational factors, deterrent factors, and cognition of nature. Studies have shown that although experts have been struggling to move the educational system and have certainly faced a lot of problems in establishing a thinking-based approach, unfortunately, successful implementation of the barriers, such as lack of adequate and timely information, the gap between parents and students, lack of financial support, Teachers' attitudes and parenting attitudes. Therefore, with more supervision of the planners on the implementation of curriculum in the management, educational methods and other educational factors, factors can reduce the deterrent factors and enhance existing factors.

The present study aimed at evaluating thinking and lifestyle curriculum based on Francis Klein`s theory from the perspective of thinking and lifestyle teachers and students. The research method was descriptive-analytical. For collecting data, library information, articles, authoritative scientific sites and semi-structured interview were used. The statistical population was all female students in the sixth grade. Cluster random sampling was used. Research data were obtained through Critical Thinking, Academic Achievement and Motivation tests. The reliability of the tool was calculated using Cronbach's alpha coefficient and its coefficient was 0.91 for critical thinking, 0.92 for academic achievement, and 0.94 for academic achievement. Covariance analysis was used to analyze the data. According to the findings of the research, the damage to the thinking and lifestyle curriculum elements from the perspective of the teachers, the learning activities, the educational materials, evaluation, grouping and time of education, and, from the students' point of view, the learning activities, evaluation, the educational materials, time and space of education.

According the humor functions, E-learning and the importance of mathematics in elementary school, this research was conducted with the aim of evaluating the effectiveness of humorous electronic content on motivation & math anxiety on fifth grade students.

This study was a quasi-experimental study. The statistical population included all 5th grade elementary students in Birjand (N=2200) in 2018. A sample of 58 students was selected using the convenience sampling method. To collect data, the motivation and Math children Anxiety Questionnaires (MCAQ) were used. In order to analyze the data, in addition to descriptive statistics, two independent samples T-test were used to examine the variables of motivation and anxiety.

The results of the tests did not show a significant difference between the mean scores of the motivational and anxiety variables in the experimental and control groups in the post test. The findings showed that the humorous electronic content does not affect the students' motivation and anxiety in the fifth grade elementary students

The growth and strengthening of students' intellectual skills has always been one of the main goals of educational systems in different countries. In the same time, the specific type and form of thinking and thinking skills, referred to as critical thinking, has always been emphasized by curriculum planners and theorists and experts of learning and instruction. In fact, it is assumed that the growth of students' critical thinking in a world of full of transformation and massive scientific data and information provides the necessary grounds for development of skills of evaluating, analyzing, comparing of students and rational and critical approach of them with different phenomena. This research was conducted with the aim of investigating the situation and how to attention to critical thinking among female high school students in Isfahan province. In this article, to collect information the method of educational connoisseurship and criticism has been used. This method examined critical thinking in three stages of describing, interpreting and evaluating. The results and findings from this study show that due to various reasons, the amount of attention to critical thinking in the curriculum and during educational and learning activities of the school are in a low and weak level, and therefore, there is not opportunity for the development higher level thinking skills of students.

The aim of this research is evaluation realization rate of thinking and research purposes of curriculum form viewpoints of sixth grade teachers in IZEH city from 1393-1394.This research was descriptive – survey. Statistical society consisted of 119 teachers of six grade which among them 90 teachers selected by simple random sampling. After choosing sample group by using research made questionnaire which had been provided according to LIKERT spectrum in five option information has been gathered and analysis. Validity of questionnaire was confirmed by experts and its reliability obtained by KRONBAKH alpha and it was ./.88 one-variable T was used as the statistic method for data analysis. Results show that Purposes of Thinking and research curriculum is realization according to the views of six grade teachers of IZEH city. This means that from the viewpoint of teachers, the ability to infer, reason and conclude; curiosity; the acquisition of traits and characteristics of the nature of thinking; the acquisition of proper attitudes towards scientific findings; the ability to judge the actions and behaviors of themselves and others in students is higher than average.

One of the aspects of the Holy Quran’s teachings is that they invite man to thinking so that the man’s path to pure life is paved.
Therefore, this paper evaluate some concepts of thinking in the Quran. In the first step, the dimensions of thought are examined under two axes: ‘thinking’ and ‘its accessories’. The research method is analysis and conceptual interpretation.
The result indicates that the subjects of thinking include earthly creatures, sea creatures, the creatures of the sky, creatures common in sky and earth, history of nations, one’s self, divine book and the nature of this world and the hereafter; Moreover, the accessories of the thinking include accompaniment of thinking and knowledge, having the scientific spirit, ability to evaluate and judge, freedom from the bonds of the social habits.
Furthermore, this study reveals that the dimensions of thinking can influence intellectual thinking of the children if the verse attitude to the universe is broadened, obtaining the knowledge from the original sources is provided, and language and self-recognition skills are extended.

The present study aimed at evaluating thinking and lifestyle curriculum based on Francis Klein`s theory from the perspective of thinking and lifestyle teachers and students. The research method was descriptive- analytical. For collecting data, library information, articles, authoritative scientific sites and semi-structured interview were used. The statistical population was consisted of thinking and lifestyle teachers and students of the first high school of Tehran in the academic year of 1396-97. A targeted sampling method was used to select teachers and students.The sample was determined by theoretical saturation criterion, that after interviewing with15 teachers and 20 students, interview was saturated. The method of categorization and coding was used to analyze the data from the interview. According to the findings of the research, the damage to the thinking and lifestyle curriculum elements from the perspective of the teachers, the learning activities, the educational materials, evaluation, grouping and time of education, and, from the students' point of view, the learning activities, evaluation, the educational materials, time and space of education.

Research aimed at An Analysis of Thinking Edward de Bono Components in the Content of Science Textbooks of Elementary School of Iran descriptive method content analysis was performed. The study population included all the textbooks of primary school in school year 2015- 16 is due to the nature of the subject matter and limitations of the sample from the sample, and the total population (Six textbooks) was considered as an example. Measurement tool, self-made content analysis checklist and results using descriptive statistics were used in the process of Shannon entropy analysis. The major findings of the study showed that experimental science books 499 times the components of thinking, attention has The distribution component figures and facts, feelings, emotions and intuition, judgment and pretend to oppose negative, brightness and optimism and positive attitude, creative thinking, motivation and movement control, composure and led by 174 , 81, 53, 36, 85, 70 have been great. Also in grades six, first base and the amount of information load factor of 0/946 and 0/175 of the most attention to the components of thinking and fifth grade at the time the information 0/849 and 0/157 important factor were the least attention to the components of thinking.