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

Learning disorder or learning disability is a general name that includes a wide range of learning problems. A learning disability does not mean a deficiency in intelligence or motivation. The current study examines the psychometric determination of the ELORS scale and its application to diagnose learning deficits in childhood.The current research is a descriptive-survey research. The statistical population included pre-primary children in Tehran. The sample used in this research is 385 people. The required sample was selected using the multi-stage cluster random sampling method. The collection tools were ELORS scale and Colorado learning problems questionnaire. Conventional psychometric tests (Cronbach's alpha, exploratory factor analysis, content validity, confirmatory factor analysis, internal consistency) were used for data analysis. To check the reliability of this test through the internal consistency of the questions and spss-28 software was used.To check the adequacy of sampling, the kmo index value for both questionnaire forms was 0.820 for parents and 0.752 for teachers. To estimate the reliability coefficient of the questionnaire using Cronbach's alpha method, the results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner.The results show that there is a significant correlation between the EIORS scale of the parent and teacher form and the questions of the Colorado questionnaire, which indicates concurrent validity in a criterion manner. Therefore, it can be said that this questionnaire has criterion validity.

The present study aimed to investigate whether Learning-centered leadership can enhance teachers' research motivation.

The study population included all elementary school teachers in Shahriar County during the 2024-2023 academic year, totaling approximately 4,000 individuals. A cluster sampling method was employed, and 351 participants were selected as the study sample using Morgan's table. The research instruments were the Learning-centered leadership Questionnaire by Liu et al. (2016) and the Research Motivation Questionnaire by Dimmer et al. (2010). The validity of the instruments was assessed by respondents, faculty members, and confirmatory factor analysis. The reliability coefficients of the questionnaires were calculated using Cronbach's alpha, yielding values of 0.972 and 0.892, respectively. Descriptive and inferential statistics, including Pearson's correlation coefficient and structural equation modeling, were utilized for data analysis with SPSS28 and Smart PLS3 software.

The results indicated a significant positive relationship between Learning-centered leadership and research motivation. There is a significant relationship between learning-oriented leadership and intrinsic motivation. There is a significant relationship between learning-oriented leadership and extrinsic motivation. There is a significant relationship between learning-oriented leadership and the prevention of failure in research.

Instructional leaders in elementary schools can foster research motivation among teachers by engaging them in school learning activities.

The purpose of this research is to educational methods and content topics in the field of learning, based on the epistemological foundations of educational neuroscience. In this research, using the documentary method and conceptual analysis, the first, second, and third types of epistemological foundations of educational neurosciences have been explained, and then, using the progressive inference method (modified by Franken) educational methods and the outlines of educational content, based on the epistemological foundations of the sciences Educational nerves have been extracted using a series of practical syllogisms. Some of the methods obtained from this method are: "naturalistic teaching method, constructivist teaching method, practical and active learner teaching method, integrated and dynamic teaching methods, experience-based teaching method, problem-oriented teaching method" and some inferred educational content outlines According to these principles, goals and foundations (realistic, philosophical and mystical) including: natural science lessons, music and art lessons, new and varied lessons, lessons based on consolidated and combined assignments, sports and physical education lessons. The findings of the present research can be used to provide teaching methods and educational content, to improve the quality of the learning process, and to cause progress and growth in the field of learning. Of course, to increase the validity of this research, it is better to combine the results of these findings with the findings of educational sciences.

This study aimed to develop and validate a teacher-leadership model in the education system.

This research was conducted using a sequential exploratory mixed-methods approach. Initially, the qualitative section of the study identified the dimensions and components of teacher-leadership through a meta-synthesis method. The qualitative sample included all papers published on teacher leadership from 2012 to 2023, with 48 studies selected through purposive sampling. The selected papers were analyzed using open, axial, and selective coding, and a conceptual model of teacher-leadership was developed. Subsequently, the quantitative section validated the proposed model using a correlational method based on structural equation modeling. The quantitative sample included all principals and teachers of public elementary schools in Talesh, Iran, totaling 744 individuals. According to Morgan’s table, 257 individuals were selected through proportional random sampling. The data collection tool was a researcher-made questionnaire, whose validity was confirmed by experts and reliability calculated using Cronbach’s alpha (0.93). Quantitative data is analyzed using confirmatory factor analysis in the structural equation modeling by SPSS and SmartPLS4 software.

The findings indicated that teacher-leadership in the education system comprises five main dimensions and 15 sub-components: continuous development and improvement (student learning improvement, teacher professional development, improvement of classroom management and teaching), participatory culture (collaboration, sharing, and participatory decision-making), capacity building (facilitation of changes, comprehensive support, and extracurricular communication), leadership behavior (vision development, inspiration, and influence), and professional ethics (ethical considerations, commitment, and appreciation).

The people associated with education can use this model to implement teacher-leadership in schools and benefit from its advantages.

Much attention has not been paid to educational design in the studies conducted on MOOC, and the research results regarding the weakness of instructional design require special attention to be paid to the issue of the principles of instruction in MOOC. Therefore, the aim of this research was to determine the Effectiveness of Massive open online course (MOOC) based on the First principles of instruction on learning and teaching self-efficacy. In this research, a quasi-experiment with a pre-test-post-test design with a control group was used. All the registrants in the MOOC were the statistical population of this research, and using the available sampling method, the number of 200 participants in the course (100 in each course) were the sample of this research. The implementation process was as follows. First, the pre-test of learning (created by the researcher) and teaching self-efficacy (Schanen et al., 2001) was conducted; Then, a test titled "teaching skills" based on the basic principles of instruction was implemented for the experimental group and in the usual way for the control group, and finally, the post-test of learning and teaching self-efficacy of the course was implemented; The results of the covariance showed that the use of the first principles of instruction in MOOC has a positive and significant effect on the learning rate (p<0.001) and teaching self-efficacy (p<0.001). Therefore, it is suggested to pay attention to the First principles of instruction in the instructional design of MOOCs, which will improve the learning and teaching self-efficacy in MOOCs.

The art of questioning is considered as the most effective tool in the field of education. If questions are used appropriately and at the right time, they can be useful everywhere for all situations and all types of learning (Sajadieh & Tusian Khalilabad, 2017). Today, what can be observed in the educational systems is that despite accepting the assumption that thinking opens the way for education, there is not much desire to encourage students to question and think (Shabani, 2008, cited in Keyvani Hafshejani, 2012). A research entitled "Identifying Family Barriers to Student Questioning in Primary School" by Hayati et al. (2018), has been done in which he states that the factor of "not encouraging children to ask questions and not accompanying them in scientific matters" is one of the most important family obstacles affecting primary school students' questioning. In another study conducted by Chin and Osborne (2008) under the title "Students' questions: a potential resource for teaching and learning science", The results showed that the students' questions can help them monitor their learning, explore and frame their ideas, guide their thinking in certain directions. Based on such contexts, the main goal of the current research is to analyze the challenges facing philosophical questioning skills among student teachers. Therefore, this research sought to answer these questions: 1. What are the views of student teachers about the challenges of learning the skill of philosophical questioning in student teachers? 2. What solutions are there to overcome this challenge from the point of view of student teachers?

Since the current research is practical in terms of purpose and qualitative in terms of approach. Therefore, according to the purpose and questions, the method of thematic analysis according to the method of Braun and Clarke (2006) and the semi-structured qualitative interview tool and available sampling were used. The field of research included female and male student teachers in the third and fourth semesters of Farhangian University in the campuses of Kurdistan province in the academic year of 1401-1400. The sample size includes 54 student teachers (33 women and 21 men) with an age range of 19-24 years, who were selected in the undergraduate course of educational sciences.

The findings of the obstacles of students' philosophical questioning plan include 10 themes, 20 categories and 48 concepts. A summary of this part of the findings is presented in Table 1.

The results show the challenges of philosophical questioning skills in student teachers one of the main obstacles to turning to philosophical questioning among student teachers is themselves. This, of course, is the result of several reasons. Among them, the complacency of the new generation in the shadow of unsatisfying growth, virtual space, fragmentation and of course superficial and unsubstantiated analyses. Also, the cultural and educational difference of families in how to deal with children's questions has a significant effect on their philosophical questioning during adolescence and youth. The findings from the solutions to overcome this problem from the students' point of view show that one of the basic solutions in finding skills in philosophical questioning is to strengthen basic skills. Other solutions mentioned include strengthening skills such as: creating equal opportunities for thinking, giving time to think about questions, creating a culture for questioning, etc. Therefore, the solutions are different according to the time and conditions in which the person is and although students lack the spirit and motivation of philosophical questioning; But this is something that can be addressed and requires a multilateral effort. In this regard, Ganji et al.'s research results (Ganji et al, 2012) are in line with some of our research results. Because both of them consider creativity to be one of the main forms of questioning, diversity and as a result deepening of the individual. Also, the result of the current research is almost consistent with Haynes' research (Haynes, 2007). Because it showed that students' participation in open questions leads to an increase in learners' self-esteem.

The current research was qualitative and it was done with the aim of investigating the effect of misunderstandings of chemistry concepts on the teaching of second cycle secondary school biology subjects. The research sample was selected using simple random sampling. The research population consisted of all experimental science 12th grade female students in Javādābād district of Tehran province in the academic year of 1400-1401. A sample of 37 students from two schools was selected to answer the questions of the questionnaire. The questionnaire included 10 biology questions related to the chemistry concepts which was designed based on the information obtained from the interview with biology and chemistry teachers.  In this interview, the chemistry teachers pointed out the concepts in which the students often have misunderstandings and biology teachers determined the topics that are closely related to the chemistry concepts and a misunderstanding in them disrupts the education. After checking the students' answers, they were asked in an interview to explain their answers to reveal their understanding and perception and the reason behind forming wrong perception in their minds. Then, the students' common misunderstandings and the reasons behind them were investigated. The results showed that the main cause of students' misunderstanding in some biology topics is the misunderstanding in their prerequisite chemistry concepts. Finally, solutions were provided to resolve these misunderstandings.

The development of digital technology has led to the creation of various learning options in the field of science education. Technologies such as game-based learning have been used in several scientific fields and have revealed various benefits regarding its use. However, little research has been conducted to understand how game-based learning enhances student learning in scientific contexts. On this basis, the focus of the present study has been on the use of game-based learning in the literature of science education, through the review of research indexed in several international scientific databases. In this study, a total of 31 researches conducted between the years 2015 and 2021 were examined and it provides valuable data about the techniques of increasing students' skills in science education. Although most past works have supported the positive results and potential of game-based learning to meet the educational requirements of science about learning, social, cognitive, and psychological abilities and skills, however, the results indicate that game-based learning is more for strengthening Students' learning skills are used. In addition, this study has highlighted the gaps and defects in the literature of this field.

The changing and increasing development of technology has affected the educational systems, and to coordinate with these changes, teachers must reconsider their teaching methods. They should use methods that make learners think and lead them to thinking. Improving and promoting creative thinking in students, as one of the skills needed in the age of communication, requires the appropriateness and application of new educational design patterns and methods.

The purpose of this research is to design a teaching model and develop creative thinking and its effect on the mathematical learning of elementary school students in Bandar Abbas city.

The research design was a semi-experimental pre-test-post-test type with a control group. The statistical population included all female students in the fourth grade of Bandar Abbas city in the academic year of 2014-2016.The research sample included 60 female students who were selected by multi-stage cluster sampling method and were randomly replaced in two classes of 30 students, experimental and control. The students of the experimental group received the creative thinking skill training model based on the REACT strategy (Crawford, 2001) for the subject of fractions (addition, subtraction, multiplication and division) and decimal numbers (division) for 8 sessions of 45 minutes for 6 weeks. The students of the control group were not subjected to this training. The pre-test and post-test measurement tools were the fourth grade standard math test, which was a sample of exam questions approved by Bandar Abbas Education.

The results of multivariate covariance analysis showed that there is a significant difference between the experimental and control groups in the implementation of the model of teaching and development of creative thinking on students' mathematical learning and the components of creative thinking in the post-test stage (p>0.05).

Also, the results showed that the classroom in the teaching model of creative thinking development, compared to the traditional classroom, had a more positive effect on the amount of students' mathematical learning

Teaching English as a mediating and widely used language worldwide has always been necessary. In the current situation and considering the advancement of education technology, designing a suitable space for learning using modern education methods, as environmental factors and components, is an essential matter in education. Active teaching methods significantly improve students' academic performance, and students' interaction, participation, and motivation will be more in such methods.

The qualitative research method is a synthesis research using six stages. The keywords active teaching, English language, and secondary school were used to find sources. Also, 46 articles and two books were used from the databases of comprehensive humanities portal, scientific information database (SID), ScienceDirect, doormats, Google Scholar, civilian, IEEEexplore

The purpose of this research is to investigate active teaching methods for English language courses in secondary school. The results show that five items were found as central themes among the extracted components, and eight were obtained as secondary themes. 

According to the findings, it can be concluded that active teaching methods for English language lessons in secondary school are effective and improve the classroom teaching process.

From the history of human creation, man has always been learning and teaching, on the one hand, educational methods have always changed throughout the life of man on the earth, on the other hand, the rapid progress of science and technology requires many necessities in creating a fundamental transformation in the educational system. In this regard, the current research has been conducted with the aim of teaching the effect of hand-made structures made by students in improving students' learning in biology.

The present research is an applied and experimental research type with two control and experimental groups. The statistical population of this research is 60 people who were randomly selected. (Teaching in the experimental group was done using student hand-made constructions and in the control group in the traditional way). The design of pre-test, post-test in control and experimental groups and independent t-test was used for statistical calculations.

The results of the grades after checking with the t-test showed that there is a significant difference between the grades of the two experimental and control groups, in other words, the use of student constructions has a positive effect on improving learning in the biology course.

By using the results of researches like this to organize educational methods in planning, effective steps can be taken to develop the personality and cognitive abilities of students in the face of ever-increasing developments and new situations.

The aim of this study is to design a model for collaborative learning in virtual environments, specifically focusing on the Islamic Azad Universities in Tehran. The research is applied in terms of its goal, employs qualitative data, and is exploratory in nature, based on a grounded theory approach. The study population consists of experts, and 15 experts were selected for interviews through theoretical sampling of the snowball type, based on theoretical data saturation. A semi-structured interview was used as the research tool, organizing the dimensions, components, and indicators of the collaborative learning model in virtual environments. Initially, several models, findings, studies, and national and global theories were reviewed to create the interview form. Subsequently, open coding was used to identify indicators, and axial coding categorized them into dimensions, components, and indicators, which were then sent to the 15 experts. Through selective coding, interviews, the Delphi method, and brainstorming, the dimensions and components were identified. As a result, three dimensions, nine components, and 62 indicators for the virtual collaborative learning model were finalized. Following the experts' final validation and prioritization, the model's dimensions, components, and indicators were mapped, and the model was re-validated by experts.

The purpose of this research was to investigate the effect of elementary school architecture on social interaction, creativity and learning of students. This research was based on a qualitative method and by examining documents and researches, in the manner of a case study of the elementary school of Syedbar Jadgal village, Chabahar, in terms of its appearance characteristics and reasons for its special design, considering the social culture of the surrounding environment of the elementary school and its effect on the social interaction, creativity and learning of students. Checked out. Findings were obtained from newspapers and magazines and the interview of the school designer and the pictures of the primary school on the websites. And the analysis of the interviews was done according to the results of related researches. The results showed that the primary school was built completely in line with the social and cultural needs of the village people and increased the interaction of students with each other and their creativity and the number of hours they attend the primary school.

The aim of this study was to investigate the effect of animation on learning and analysis power of primary school students in Esfarayen from the perspective of teachers. The present study is applied in terms of purpose and non-experimental and descriptive-survey in terms of method. The statistical population of the study included all primary school teachers in Esfarayen city, 984, of which 564 were female and 420 were male. Using multi-stage cluster sampling method and based on Cochran's formula, 277 people participated in this study, considering the ratio of men to women, 158 women and 119 men. The data collection tool in this study was a researcher-made questionnaire that was obtained through interviews with education specialists, experts, principals and primary school teachers in Esfarayen. Its content validity was obtained by sending it to 8 professors in the field of education and receiving their opinions and confirmatory factor analysis was used to evaluate construct validity its reliability was confirmed by Cronbach's alpha of 0.77. In this study, second-order confirmatory factor analysis was used. The model parameters were estimated by maximum likelihood method using AMOS26 software. To evaluate the effect of animation on students 'learning and analytical power from teachers' point of view, one-sample t-test was used. Findings showed that animation affects students' learning and analytical power from the perspective of teachers. The greatest effect of animation in the dimension of learning is related to learning pleasure (Beta = 0.894) and in the dimension of analytical power is related to analysis (Beta = 0.927). It can be concluded that the more teachers use animation (dynamics) in education, the greater the learning rate and the stronger the analytical power of students.

Learning agility is a promising concept in the world of education, which includes a set of defined behaviors for accurate, fast and purposeful learning. Yet, it has received little attention in Iranian schools, therefore, the present study aimed at evaluating the factors influential on the learning agility in electronic learning (e-learning). In terms of purpose, it was applied research, and in terms of data collection, it was a qualitative study with thematic analysis design. Data collection and theme extraction were done using semi-structured interviews with knowledgeable experts in this field. Participants were selected using purposive sampling method, and the theoretical saturation criterion. Findings showed that 60 basic themes and 15 main themes of learning agility are influential on e-learning. These themes include environmental agility, educational support, innovative programs, educational agility, agile organization, cooperative learning, educational purposefulness, educational orientation...etc. In order to achieve the learning agility in the electronic education, conditions must be provided, so that the programs would be run in line with the educational orientation and purposefulness. Findings showed that the relationship among all the components was significant (p<0. 05) and the strength of the relationship (except for the two cases that have an average strength of the relationship) was strong to very strong in the rest of the cases. The two items that were weaker than the rest of the components include educational support, knowledge and information. Since the path coefficient of all the components is more than 0. 50 and the relationship among them is significant (p<0. 05); therefore, it can be concluded that the model of learning agility in e-learning has sufficient validity in fitting the data.

In recent years, learning-centered leadership has been welcomed by educational thinkers and researchers. The purpose of this research was to determine the dimensions, components and indicators of learning-centered leadership in elementary schools of Iran.

The method of research was thematic analysis. The participants in this research were 10 elementary school teachers across the country who selected using the purposeful sampling approach and the snowball sampling method. Data collection tool was a semi-structured interview and its Trustworthiness confirmed based on the four criteria of Credibility, Dependability, Confirmability and Transformability.

The results of research were designing a model for learning-centered leadership consisting of 60 indicators, 20 sub-themes and 9 main themes. The main themes included: development of a learning vision, developmental supervision, supporting of teacher professional development, development of professional learning communities, supporting pedagogical activities, learning-teaching modeling, creating a home-school interaction atmosphere based on learning, providing learning resources, and special attention to students with learning difficulties.

The results of this research can facilitate the movement from the traditional meaning of educational leadership to its new understanding.

The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented. 19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified. The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.