جستجوی مقالات مرتبط با کلیدواژه « teaching methods » در نشریات گروه « علوم انسانی »

This study aimed to investigate the effectiveness of using flash cards on students' internal and external mathematical motivation. It was conducted with a quasi-experimental method with a pre- and post-test design with an unequal control group. The statistical population was all female students of the 10th grade of humanities in Abadan city in the academic year of 1402-1401. The available sample included 50 students in two groups of 25. The tools for collecting mathematical motivation data was the Hampton questionnaire (2014), which included 10 items related to intrinsic motivation and 10 items related to extrinsic motivation. Before and after the test, the motivation questionnaire was distributed among the students and they answered the questions. The experimental group was trained for 12 sessions of 70 minutes using flash cards. The analysis was done by the normalized gain method. The positive effect of teaching using flash cards on the internal motivation of mathematics is significant at the error level of 1% and the effect size value in the structure of internal motivation was 0.37, which is a medium effect size. In the structure of external motivation, the probability value was greater than 0.05. Therefore, no significant difference was observed between the two groups in the training using flash cards.

Didactic literature is one of the most important types of Persian literature and Saadi is considered one of the leading writers in this field. The didactic literature presented by Saadi is distinctive and has special importance. In addition to expressing moral concepts and educational theories, he also expressed various methods of teaching didactic literature. In the process of educating the audience, Saadi has used special educational methods such as lecture, demonstration, experimental, induction, dialogue, etc., and has applied special approaches such as the approach of creating intimacy, avoiding punishment and language punishment in the process of educating the audience. In some of the anecdotes, Saadi has also spoken about his educational process, which can be analyzed in the framework of Nel Noddings' philosophy of education. In Golestan, due to the conditions governing the realm of literary works, Saadi's theories and educational methods are not directly expressed and these things are indirectly mentioned. The research method in this research is descriptive-analytical, and the aim is to identify and analyze educational theories and methods in Saadi's works so that the strength of his psychology is determined in a period when the science of educational psychology had not emerged in its current form. As a result, considering that he had a deep understanding of his works and audiences, the teaching methods used by Saadi have been fruitful, and for this reason, in the discussion of teaching Saadi's works, we can use the same teaching methods that Saadi used in the past.

This study aims to identify the challenges related to Teaching Methods that have affected in this field.

This research was conducted using the descriptive-analytical method. Documentary method was used to investigate the issue and qualitative analysis method was used in data analysis. After the initial review, 14 articles were selected and systematically reviewed. The information was gathered through the use of library and internet research in order to answer the research question.

Visual arts teaching in Iran higher education system is now confronting issues, which are related to such things as effective methods to improve students' learning, the role of students' background, professor knowledge, the educational goal, professor-student relationship.

The solution can be found in the traditional methods of art education in Iran and the teacher is considered an important element. It is also suggested that the challenges related to teaching methods be re-examined and in addition to consider art education in the West, traditional art education methods in Iran should also be paid attention to. It is also necessary for professors to be aware of their role in solving the challenges of teaching methods in visual arts education.

Previous studies have highlighted the effects of cooperative learning (CL) on improving academic achievement and enhancing students' learning and academic performance, but have not shown how this happens. CL can be beneficial for all students, regardless of their gender or level of knowledge. It encourages students to work with others in a cooperative environment, share their ideas and information, and achieve a clearer understanding and more sustainable comprehension of subject matter. However, these benefits are evident when CL is properly implemented. Research Queations: 1. Do students who are educated through CL have greater academic achievement in teaching methods course compared to students taught using traditional methods? 2. Do students who are educated through CL have greater academic achievement in educational planning course compared to students taught using traditional methods? 3. Is the effect of CL on the academic achievement of male and female students in teaching methods and educational planning courses different? 4. How do students describe their experience with CL in teaching methods and educational planning classes?

This mixed-method study, conducted with an explanatory approach, first collected quantitative data and then qualitative data to explain the results of the experimental study and identify the impact of CL on students' academic achievement. Eighty-eight undergraduate students in the field of education were selected for the study in two experimental and control groups using available sampling method. The students of the experimental group were taught for 16 sessions through the CL approach. The control group was also taught in these two subjects by the traditional method, which is usually lectures. At the end of the semester, the students of the experimental group, whose number was 44, participated in a semi-structured interview to recount their learning experiences after the intervention.

The results showed that the students of the experimental group had better performance in both subjects including teaching methods and educational planning course. No significant interactive effect between teaching method and participants' gender was found. Students' perception also showed that CL not only creates an empathetic, safe and pleasant learning environment and strengthens students' personal and communication skills, but also improves their learning quality.

Some studies have supported the findings of the present study and have revealed the effect of CL on the academic achievement of students, and others have focused on non-academic effects such as strengthening communication skills, a pleasure interactive environment, strengthening perseverance and the spirit of effort. While qualitative data of the current study can provide a starting point for using other qualitative methods such as observation for a deeper understanding of the CL environment, they implicitly show that cooperative learning can be implemented in university classrooms.

The purpose of the present study is to review the harms related to teaching methods of religious courses from the view of educational psychology. This qualitative study was conducted by an analytical research method. For data analysis, an inferential analytical method was used and then relying on the research theories and findings in educational psychology, each category was analyzed. The results show that harmful methods of teaching religious courses include: teacher-centered education, excessive reliance on monologues, individual teaching, weakness in conceptual knowledge, lack of pedagogical knowledge, memorization, weakness of class management, traditional class arrangement, and not using new technologies in education. The research results reveal that for the betterment of religious education, new methods such as learner-centeredness, group discussions, project-centered group activities, and participative teaching should be used.

Currently, geography education is done in the "fixed field of study course " method, the weaknesses of which are the uniformity of the teaching-learning environment and the tendency towards theoretical education. The purpose of this article is the feasibility of creating a new way of teaching geography under the title of "mobile field of study course" that can compensate for these weaknesses and become the brand of Farhangian University. In this study, the country of Iran is divided into 4 regions and it is suggested that undergraduate student-teachers spend each year of their education in one of these regions and conduct both theoretical and field studies in that region. In order to evaluate the feasibility of implementing this practical idea, a qualitative research method was used in the triangulation method. The statistical population includes student-teachers, professors, and managers of 8 girls' and boys' Branch of Farhangian University, who were teaching the geography department during the years 2018-2022. The statistical sample was selected using the non-probability snowball sampling method and the structured interview was continued until the data saturation stage with 18 student-teachers, 15 professors and 9 managers and qualitative analysis was done in the form of MAXQDA2008 software. Re-coding and participants' feedback have also been used to validate the data. Based on the findings of this study, increasing the educational efficiency and social growth of student-teachers is one of the most important opportunities and their family and transportation problems are one of the main obstacles in the way of implementing this plan. It is suggested that in parallel with the implementation of the current method, a course in the proposed method is also held and its results are compared

The present study aimed to assess psychology textbooks in Iranian higher education curriculum, focusing on learning styles and their adaption to teaching methods. Using qualitative content analysis, 10 Persian-authored and translated books were examined after consulting university professors and publishers. The findings revealed 11 learning styles in educational psychology textbooks, with the impulsive/reflective style having the highest frequency at 16.3% and the Layered model having the lowest frequency at 1.3%. Additionally, 60% of authors showed a positive stance on aligning teaching methods with learning styles, while 20% had no clear position and 20% were neutral. According to the findings, only 30% of textbooks addressed criticisms of learning styles theories and the lack of evidence supporting the impact of aligning teaching methods with learning styles on academic performance. The results indicated that despite the lack of sufficient research evidence, Iranian authors generally support adapting teaching methods with learning styles and encourage their implementation.

The aims of the present study was to investigate the effectiveness of using flash cards on the humanities students' performance as well as their math anxiety.This research was conducted with a quasi-experimental method with a pre- and post-test design as well as an unequal control group.The statistical population was all female students of grade 10 in the area of humanities in Abadan city in the academic year 2022-2023.The sampling method was convenience and included 50 students who were divided into two groups of 25 participants.The instrument for collecting math anxiety data was Ferla's (2009) questionnaire.The anxiety questionnaire was distributed among the students and all of the them answered the questions during the pre and post tests.The scores of the first and second semester were considered as the pre and post performance.The experimental group was taught for 12 sessions of 70 minutes using flash cards.The analysis was done by non-parametric analysis of covariance.The positive effect of flash card teaching on anxiety at the errorlevel of 1% and on the math performance at the errorlevel of 5% was significant.The value of the effect size in the anxiety structure was 0.354, which is considered as a large amount, and for performance it was 0.086, which is meduim.Therefore, teaching by using flash cards has a positive effect on reducing students' math anxiety as well as their math performance.

The present study was conducted with the aim of investigating the methods of strategic education in national defense universities of Iran and the world. In terms of purpose, it is practical and in terms of data collection, the qualitative approach, synthesis research method and semi-systematic method have been used. The population and statistical sample of the research included the national defense universities of Iran and the world, and in order to confirm the validity and reliability of the research, the strategies of Peaty, Thomson and Steve (2012), Charms (2010) and Lincoln and Gaba (1985) were used. These strategies include reliability, trustworthiness, verifiability, and transferability.  All together, it increased the credibility of the research and provided the possibility of transferability of the findings to other similar contexts. The results of the research led to the identification of themes and elements of strategic education methods in national defense universities, these themes in the form of goals and objectives, course content, teaching methods, evaluation methods, space, activity and learning time appropriate to strategic courses. It was organized in national defense universities.

Studies show that religious education of students, if it has divine teachings and a complete and comprehensive program to cultivate all aspects of the educator, can guarantee the well-being of individuals and society; but there are drawbacks to this that prevent this from happening. The aim of the present study is to identify the qualitative harms related to religious and life education in schools.

The present study is an exploratory research that has been conducted by qualitative method and qualitative content analysis. This method was performed using semi-structured interviews and by analyzing the qualitative content of 13 interviews, from experts in the field of education with a focus on the course "Religion and Life" to theoretical saturation. In this regard, by identifying 286 components and coding them into 22 categories and finally 9 core codes of students, the teaching method, textbooks, social patterns, parents, education, teacher and cyberspace were identified.

The aim of this study is to identify the harms affecting the teaching of Religion and Life in Iran schools. The results show that the teaching method is the most effective harm and with considerable difference, respectively, cyberspace, parents, education and social patterns are the effective harms in teaching Religion and Life in schools and the least harmful cause has been students.Discussion and

Years of first-hand experience in teaching Religion with different titles and names and focusing on identical, repetitive and voluminous content show the lack of acceptable success in teaching quality. The suggestion for preventing the abovementioned harms is applying covert teaching as the best approach to teaching Religion and Life.Keywords: the Religion and Life course, covert teaching, teaching methods, education

Although the Holy Qur'an is mostly aimed at explaining the issues of guiding society towards spiritual and spiritual evolution, it does not conflict with scientific topics and definite and real findings, but it contains statements of science and scientific points that can be clearly understood. It is in harmony with the latest proven scientific laws and theories; For example, we can refer to things such as a couple of objects, the law of thermodynamics, the parallel universe, quantum tension, and space black holes. Throughout history, it has always been a reliable and clear source for Islamic scientists. Identifying the topics of physics and the best methods of teaching it by following the verses of the Qur'an helps the development of university professors and education teachers. The results of the research indicated that some of the topics of physics and its teaching method can be modeled on the Qur'an, and Islamic thinkers can discover newer issues of science by considering the illuminating verses of the Qur'an. In this research, it has been tried to first mention the topics of physics that are consistent with the Quran, and then to extract the best teaching methods based on the verses of the Quran.

Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of jurisprudential inquiry and lectures on the learning of industrial-organizational psychology students.

In the current study, a quasi-experimental method with a pre-test-post-test design, including two non-randomized groups, was used. The teaching method (jurisprudential inquiry and speeches) was studied as the independent variable, whilst the students' learning in the industrial-organizational psychology course was studied as the dependent variable. The population included all industrial psychology students, 64 of whom were selected using the convenience sampling method.

The results showed a significant difference between the performance of research groups (P> 0.001). Therefore, according to the mean scores of learning by the teaching method of jurisprudential inquiry, it can be claimed that the method of jurisprudential teaching was more effective in improving the learning of students in the course of industrial psychology than the lectures. Also, the analysis of Eta Squared shows that 26.5% of the variance of the dependent variable (learning industrial psychology course) is explained by the independent variable (teaching method).

The Brain-based learning theory has arisen from cognitive neuroscience, brain studies, Computer science and other sciences as a comprehensive educational model compatible with the brain’s natural requirements in the educational arena such that concentrate on how to teach and train the brain and activate all its aspects. By providing an effective educational environment and using the curriculum and strategies that suit needs of the brain according to principles of this theory, the research treated contents of Arabic books at high-school levels and teaching the methods used in classrooms according to the principles of brain-based learning theory. So, the research has selected two first, it used the content analysis method, analyzing all the texts, exercises and images of four books as a model selected from all Arabic curriculum books in the first and second intermediate level of Iranian high schools according to the principles of this theory. Then, the survey method was used and a questionnaire was distributed to 80 high school teachers to find out their methods and strategies used in teaching the Arabic language curriculum in high schools. The results of analysis of the texts showed less interest in the active process component than the orchestrated Immersion and Relaxed Alertness component. Less repetition of the exercises is related to the orchestrated immersion component. Results of the questionnaire indicate that the component of orchestrated Immersion and Active process are more used by teachers, but the component of Relaxed Alertness has been rarely used by the teachers

One of the key factors in the development of each country is the ongoing training of human resources. In this regard, the education system and teachers, as the major pillars of education, have a huge responsibility. Adaptation of curriculum to the needs of learners and society, the time allocated to the training and implementation of the curriculum, and the space, facilities, and equipment necessary for the implementation of the curriculum, or, to put it more clearly, an understanding of the inputs necessary for the implementation of the curriculum are all vital to the success of the curriculum. It is not possible to ignore the process of curriculum implementation and assume that the curriculum will be implemented in practice as intended. For various reasons, the curriculum may undergo several changes during the process of its implementation. Therefore, according to the objectives set forth in the elementary education curriculum, the question that arises is whether the proposed curriculum is being implemented based on the intended curriculum at the university level.

Research Questions: 

The general question of the study was as follows: What are the teachers’ lived experiences of teaching methods, familiarity with the language of art, familiarity with technology, and familiarity with the analysis of the learning behavior of learners in the implemented curriculum of elementary education at Farhangian University? The main questions of the study were as follows: 1) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in elementary school? 2) What are the instructors’ lived experiences in relation to the opportunities created using the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners? 3) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create educational opportunities and develop their professional abilities? 4) What are the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing their educational behavior? Research Method This applied qualitative research adopted Husserl’s descriptive phenomenological method. In this method, an attempt is made to understand and discover the meanings created by and attributed to different phenomena, and its findings are used for optimal decision-making and action (Gul, 2011). Accordingly, in the present research, the three stages of Husserl’s phenomenology were implemented. These steps included the following: 1- a phenomenological study of the curriculum implemented for undergraduate students of elementary education at Farhangian University, 2- An analysis of interviewees’ ideas about the experienced phenomena, i.e., the implementation of the curriculum, 3- A description of the qualitative data collected from the interviews. The research participants were teachers of educational sciences teaching in Arak Farhangian University. In some cases, each participant teacher was interviewed several times. The inclusion criterion for selecting participants was their teaching experience in the field of elementary education at Farhangian University. Initially, a semi-structured interview was conducted with the selected participants, and their lived experiences concerning the above-mentioned topics were collected. The interview questions were designed based on the objectives of the curriculum used in the undergraduate elementary education program at Farhangian University. In the curriculum approved and communicated for the elementary education program at Farhangian University (AsadiGarmaroodi & Sharifzadeh, 2013), 10 goals are assumed for teacher training in the field of elementary education. Important keywords taken from these 10 macro goals were used to design the interview .

The findings regarding the instructors’ lived experiences in relation to the opportunities created to familiarize students with teaching methods in the subject areas of elementary school were classified into four main categories as follows: 1- knowledge of teaching strategies, 2- the experience of thematic teaching, 3- the experience of implementing the exploratory teaching method, and 4- the experience of implementing the active teaching method. The findings pertinent to the instructors’ lived experiences in relation to the opportunities created by the language of art to familiarize students with the development of cognitive abilities such as imagination, creativity, and thinking in learners can be divided into the six following main categories: 1- familiarity with the language of art, 2- inclusion of the language of art in any of the materials to strengthen students’ abilities, 3- teaching and training, 4- classroom training, 5- controlling students’ emotions, and 6- professional development. As regardsthe instructors’ lived experiences in relation to the opportunities created to familiarize students with the use of information and communication technology to create or enrich educational opportunities and develop their professional abilities, the findings were placed into the following four main categories: 1- enrichment of education, 2- professional development, 3- education and teaching, and 4- the creation of learning opportunities. Findings related to the instructors’ lived experiences in relation to the opportunities created to familiarize students with keeping records, collecting evidence, providing feedback, and analyzing students’ educational behavior were organized into four main categories as follows: 1- optimum use of opportunities and situations associated with students’ educational behavior, 2- the ability to analyze educational behavior, 3- the ability to collect students’ academic evidence, 4- the ability to provide appropriate feedback on students’ academic status.

Farhangian University instructors’ lived experiences of teaching methods in both theoretical and practical dimensions were found to be consistent with the intended goals of the curriculum. This was reflected in the designing and implementation of a variety of activities and experiences in their teaching. However, their unsuccessful lived experiences concerned the many instances in which although they had the cognitive and theoretical knowledge germane to the best teaching methods they could not utilize those teaching methods in their teaching due to the lack of necessary facilities and equipment, which, in turn, suggested that their teaching was not effective. This is despite the fact that the practical implementation of teaching methods is considered as one of the most important aspects of the curriculum of Farhangian University. To sum up, the use of the language of art, information and communication technologies, and analytical skills to enhance students’ abilities can create favorable learning opportunities in the curriculum of the undergraduate elementary education program at Farhangian University

The purpose of this study was to investigate the characteristics of teachers’ emotional intelligence in the implementation of teaching methods in the elementary school curriculum. The qualitative research approach was inductive content analysis with emphasis on the self-concept method. The participants were teachers in Selmas and Chaypare in the academic year 2022-2023, 16 of them were studied as a purposeful index sampling. In this regard, semi-structured interviews were conducted and sampling continued until data saturation. To validate the findings, the rich description of data and researchers self-review was used, and to determine the data reliability, simultaneous analysis was used. The findings showed that 5 components of emotional intelligence including social skills (centered discourse, activism, Feedback), self-awareness (intuition, thoughtfulness, self-actualization), self-regulation (flexibility, educational productivity, educational management, creative mentality), empathy (ability Knowledge, introspection learner-oriented, educational well-being) and motivation (challenging, goal orientation, activity-oriented, applicability, scientific enrichment) are the main themes that provide the conditions for the optimal implementation of teaching methods with 110 primary themes. The results showed that teachers' emotional intelligence, in order to enrich and expand different dimensions of students' learning, can be educated and transferred to the real conditions of the school environment and should be considered in shaping students' learning styles.

This study aimed to investigate the role of knowledge of teaching methods in the quality of teaching and job satisfaction of secondary teachers of Anar city. The descriptive method was used to do the research. To do this research correlation-descriptive research method was used. 120 people were selected from the statistical community with a multi-step cluster method and data collection tools including the questionnaires on modern teaching methods (Grasha & Richman, 1996 1996 1996 1996 ), quality of teaching (Seraj, 2002 ), and job satisfaction (Smith et al, 1969 1969 1969 1969 ). After collecting and classification, the data were analyzed with SPSS software that the research findings showed that awareness of teaching methods has a significant positive effect on teacher performance. Furthermore, awareness of teaching methods has increased the quality of teaching teachers, which in turn affects teacher performance and job satisfaction.

The aim of this study was to investigate the relationship between the managerial styles and the teaching methods of the teachers with the academic performance of the seventh- grade students in non-governmental high schools for boys in District 1 of Tehran Education. The present study is an applied-descriptive research that has been conducted by survey method. The statistical population of this study includes1045 seventh-grade students in non-profit high schools, junior high school, district 1 of Tehran Education, of which 291 people were selected as a statistical sample by cluster sampling method.  The research instruments are three standard questionnaires of Likert management styles, Gerasha and Richman teaching methods and Pham and Taylor academic performance. As the questionnaires are standard and their reliability has been confirmed in several researches, the questionnaires’ validity is also estimated by Alpha Korenbakh; the validity of management styles (0.920), teaching methods (0.791), and academic performance (0.963). For analyzing information, Pearson correlation coefficient and multivariate regression tests are used by SPSS software. The results showed that there is a significant and positive relationship between classroom management styles and students’ academic performance, and there is also a positive and significant relationship between classroom teaching methods and students' academic performance. Examining the simultaneous impact of the two variables, academic performance and teaching methods on students’ performance, showd that 15.2% of the total changes in academic performance is explained by these two independent variables. The highly variable management styles of teaching methods have an effect on academic performance of the students of the statistical population.

Today, the inverted teaching has become increasingly popular as a practical teaching method. The main purpose of the present study was to compare the effectiveness of inverted teaching methods and lecturing on students' learning in the course of industrial-organizational psychology. In the present study, which has been done by quasi-experimental method, a pretest-posttest design with non-randomized groups has been used. The study population consisted of all psychology students. A total of 78 female students (39 persons in each class) selected by convenience sampling method received the same educational content in the field of subjects related to the course of industrial-organizational psychology in two classes of inverted teaching and lecturing. Before and after the training, the same test was performed for both groups and the data were analysed using one-way covariance test (using version 20 of SPSS software). The results of comparing the effectiveness of inverted teaching method and lecture on students 'learning in industrial-organizational psychology after removing the pre-test effect showed that there is a significant difference between students' learning performance (p < 0.001; f = 11.576). Considering the larger average of students trained in inverted teaching method, it can be claimed that the inverted teaching method significantly improve the students’ performance more than the lecture teaching method. The inverted teaching method can be used as a very useful and effective method in teaching industrial-organizational psychology.