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

Some teachers specifically conceive and use the concept of volume, but students attribute their specific meanings to the concept of volume depending on their personal experience and the nature of the activity they are doing. This study aimed to identify students' mental models regarding the concept of volume In this study, a researcher-made questionnaire was used so that 57 high school students from seventh, eighth and ninth grades (23 person seventh, 12 person eighth, 22 person ninth) in the 98-99 academic year participated in this study, of which 25 students were purposefully selected for the interview By interviewing and reviewing the answers of students it was determined that the students' mental models regarding the concept of volume can be classified into six categories. In the first group, the volume is related to the weight of the object, and in the second group, the volume was considered as the capacity of the object (empty space inside the object), and in the third group, the volume was thought to be the fullness of the object. In the fourth category, volume was defined as the space occupied by the object, and in the fifth category, volume was considered dependent on geometric properties (length, width, height and size), and in the sixth category, volume was dependent on other factors (in Closure of the object. Air flow in the object. The amount of substance added to the object. Having four corners in the object. Having atoms.

The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers. The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them. Based on distributed cards, among the 105 statements, 41 final statements were identified and then prioritized by the participants. Finally, based on the findings and results of Qi's analysis, there are three different mental models regards emotional labor in work were extracted among math teachers (emotional work as job requirements, emotional work as role-related emotional representations, and emotional work as a psychological experience). As a result, it can be interpreted that a large percentage of identified propositions and models claim to be emotional displays of mathematical teachers in school, and according to the teachers' mentality, emotional representation has the greatest effect on the formation of the content of emotional labor by teachers.The purpose of this study was to identify mental models of first-grade math teachers about the content of emotional labor in the teaching. The research method is a descriptive – exploratory survey. Using Q method (quantitative qualitative), different mental models of teachers regarding the emotional labor of the work have been extracted. Of the mathematical teachers who had more experience in teaching mathematics, 12 subjects were selected with a purposeful sampling and interviewed by the Q method, and then cards related to Q statements were distributed among them.

Changing the environment is a ubiquitous phenomenon which is nowadays inseparable from organizational life. Peter Sange believes that in a complicated world, those organizations can survive that constantly increase their knowledge in order to compete with rivals. The aim of this study is to assess teachersُ attitudes toward creating a learning organization at Semnan City educational system. The research methodology is descriptive and the statistical population comprises all teachers of Semnan City educational system. A sample of 313 teachers was randomly selected. A researcher's made questionnaire was used for collecting data, and for data analysis descriptive statistics (prequncy, percentage table) and inference statistics (T- test and Factorial analysis) were used. The findings revealed that the educational system has suitable cultural in frastructure whit respect to conversion into a tearning organization but lacked physical infrastructure and suitable educational facilities. Besides, educational employees in terms of Peter Sange three principles of personal mastery, team learning and mental models are at desirable condition whereas they fall short of a desirable. Start reqarding the two principles of systematic thinking and shared visions.