جستجوی مقالات مرتبط با کلیدواژه "elementary school" در نشریات گروه "فناوری اطلاعات"

Virtual learning has become an integral part of today's learning. Therefore, the continuous evaluation of the quality of these learnings is one of the basic missions of the educational system, and the existence of a valid tool to measure these learning is necessary. On the other hand, in the field of virtual education curriculum, a tool that can measure all aspects of elementary education curriculum elements has not been developed. Therefore, it seems necessary to build a reliable tool. According to this, the purpose of the current research was to construct and validate the quality assessment scale of the virtual education curriculum of elementary school in Iran's educational system.

The research design was a combination in order to make a tool for measuring the quality of the virtual education curriculum of the elementary school. The participants in the content validity section were 12 experts in the field of virtual education, and in the construct validity section, there were 217 elementary teachers from Central Province, who were selected by stratified random sampling method. In the first stage, by reviewing the upstream documents, curriculum guide, articles and studies in the field of virtual education indicators were abstracted and then validity and reliability were calculated. In order to analyze the data, content validity index of Lavshe, confirmatory factor analysis and correlation coefficient of the items were used. Data analysis was done using SPSS and SMART PLS software.

  In the first stage, 51 indicators (items) were extracted in the form of 4 basic components to measure the curriculum. Then, by checking the content validity of the scale using Lavshe's validity index, 48 items in the form of 4 components of goal, content, teaching-learning strategies and evaluation of learning with validity of 0.77, 0.95, 0.94 and 0.98, respectively, were identified. In the next step, in order to check the construct validity of the desired scale, confirmatory factor analysis was used, and the results showed that except for one item (item 42), the rest of the items had a favorable factor load and after modifying the model (item 42), the t coefficients of all items in all components were higher than 1.96, which indicated the suitability of the measurement model. Also, the combined reliability for all components was greater than 0.70, which indicated the reliability of these variables or scales. The average variance extracted, which measured the convergent validity of each scale, was higher than 0.50, which indicated convergent validity. In total, the results showed the reliability and validity of the components of the virtual education curriculum scale and the tool made to measure the quality of virtual education includes 48 items and was designed in the form of four components: goal, content, teaching, learning and evaluation strategies.

Considering that virtual learning has become an integral part of formal education in Iran's educational system, this tool can be used to measure the quality of these instructions. In addition, this tool helps the administrators and policy makers of virtual learning to provide the required platforms for virtual education based on the intended curriculum.

In the digital age, literacy does not only include individual skills, but also includes a set of social actions in real or digital space that uses new and digital technologies to communicate. Therefore, to complete the topic of media literacy, a new type of literacy called digital literacy has been proposed. Since students need a complete set of literacy to make the most of social networks, participate in post-industrial economies and play the role of global citizens, digital literacy as one of the new and multi-dimensional literacies is the best and most useful approach to understanding the changing landscape. It is the world that cannot be separated from education and the development of it must be provided among students, especially at the elementary level because childhood learning is the foundation of all subsequent education. In fact, understanding the dimensions and development of digital literacy among students is an answer to face the challenges of the digital age. In this regard, the aim of this research was to identify the dimensions of digital literacy of primary school students.

The current research method was applied in terms of its purpose and its method was combined (qualitative and quantitative) so that in identifying the dimensions of digital literacy of primary school students, a combined research method was used for validation. A descriptive method with Delphi technique was used for the identified dimensions. The statistical population of the qualitative part of this research included all books, articles, master's theses, doctoral theses that were published in the period from 2013 to 2014 on this topic. The digital literacy of primary school students was determined by a statistical sample of 36 documents in a targeted and criteria-oriented way. In the quantitative part, 17 experts were selected as a sample from the statistical community of educational science and educational technology experts and elementary school teachers. In order to collect data and information and analyze the findings to identify the dimensions of students' digital literacy, theoretical coding process was used in three stages of open coding, central coding and selective coding. In this step, to ensure the coding method, in addition to the self-review technique, two experts in the field of digital literacy were used to recode the findings. In order to validate the dimensions identified using the questionnaire made by the researcher, the data obtained from the survey was evaluated with Kendall's formula.

After analyzing the extracted data with MAXQDA11 software, the coding chart was drawn. Based on the results obtained in the coding process, in the open coding stage, 66 codes were extracted, 13 subcategories were obtained in the axial coding stage, and finally, in the selective coding, after combining the concepts, four dimensions were obtained.  The results obtained from the research indicated that four operational, critical, cultural and transitional dimensions could be considered for the digital literacy of primary school students and each of these dimensions had components that were appropriate to their age characteristics and needs. Operational dimension included technical literacy, digital content literacy, and information literacy. The critical dimension included the components of media literacy and critical literacy. The cultural dimension included the components of digital participation, social literacy, digital ethics and digital security, and digital creativity and innovation, problem solving, digital entertainment and digital intelligence were components of the critical dimension. In the expert validation section, the value of Kendall's correlation coefficient (0.658) was obtained.

Conclusion:

 In this research, the dimensions of digital literacy for primary school students were identified according to their characteristics and needs and based on the study of the experiences of leading countries in the development of digital literacy for children, which showed a balance between protection against online risks and nurturing digital opportunities and it can be a guide for the development of policies and curricula related to digital literacy among Iranian primary school students.

One of the problems of elementary school teachers is the lack of time, especially in mathematics. Lack of time to educate students has caused academic failure and weakened the basic math of elementary students. For this reason, it is necessary to use teaching methods so that teachers can overcome this lack of time in the weekly curriculum. One of these methods, which has been emphasized in research, especially in mathematics, is the flipped instruction. Therefore, the purpose of this study was to investigate the effect of flipped (or reverse) learning on elementary school students' attitude and performance in mathematics in Najafabad in Iran.

This study is a quasi-experimental research with pre-test and posttest experimental and control groups, in order to investigate the changes before and after applying the intervetnion in the experimental group and compare it with the control group. The population of this study included all fourth grade male students in Najafabad in the academic year 2019-2018. The sampling method was multistaged clustering. It should be noted that in order to reduce the economic and cultural differences of students in these schools, a sample was selected from the central part of the city. Among the schools in this area, 2 boys' schools were randomly selected, and then two grade 4 classes were randomly assigned to the control group and experimental group respectively. The Aiken Attitude Questionnaire (1971) was used to measure students' attitudes toward mathematics. The validity of this questionnaire was assessed by content validity and its reliability was estimated by Cronbach's alpha. Math academic performance was also measured by a teacher-made math test. Its validity was checked and confirmed by teachers. Data were analyzed by one-way analysis of covariance. The implementation was such that the teacher had to prepare educational materials for the students and ask the students to do the math book activities, work in the classroom and the book exercises at home after watching the clips and using the educational software, and then share and fix the problems in class sessions with the teacher. Educational software, along with educational clips and videos, were provided to students at regular intervals, and they were asked to watch the instructional video at home at an optional number of times, and then to practice the topics using the software, and then solve those activities, class work and exercises. In the classroom, the teacher reviewed the book activities, did classroom work, and exercises, gave students descriptive feedback individually, and wrote down their problems and issues to be explained in class. After the explanation, students were asked to ask questions if they had any or did not understand a part of the lesson correctly. The student questioning process continued until the students stated that they had learned everything, and the teacher was confident in students’ learning by observing their performance in solving exercises and problems. This process included a total of two 45-minute math sessions.

The results showed that the filliped learning method is effective and influences the academic performance of mathematics.

According to the obtained results, it can be suggested that the filliped instruction can be used to teach mathematics in primary schools.

The main purpose of this study is to compare learning levels of cooperative flipped learning with individual one of fifth grade primary students in social studies. The research method is quasi-experimental and the research design is pretest-posttest with a control group. The statistical population included female students studying in the fifth grade of elementary school in Tehran, district 18 in the academic year 1398-99. The statistical sample consisted of 60 students who were randomly selected from a public primary school and participated in three groups of cooperative , individual flipped classes and the normal class for 12 sessions. The researcher-made test data collection tool (pre-test-post-test) was in accordance with Bloom's cognitive levels by confirming the content validity. Descriptive statistics and analysis of covariance were used to analyze the data. Findings from the results showed that flipped learning approach had a significant effect on students' learning and its effect was higher in cooperative and individual flipped groups than the normal method, respectively. However high levels of learning in Bloom's cognitive domain in cooperative flipped group has been greater than the individual one.

People differ in their ability to understand complex concepts, to adapt effectively to the environment, to learn from experience, how to reason, and to overcome obstacles using thinking. Learning experts believe that learning occurs in different ways in people and in most learning situations, people use their desired learning style. The similarity of users and the similarity of learning methods in different people, causes the incompatibility of the body of schools with the individual characteristics of students and different ways of learning in them. Student's individual characteristics and learning styles highly depend on their intelligence. According to Gardner's multiple intelligence theory, intelligence in individuals has different aspects and types. Each of these intelligences can be strengthened by acquiring skills in doing some activities. The present study seeks to find spatial qualities that increase students' inclination to do these activities in each space. Understanding these qualities and applying them in school spaces can increase the likelihood of occurrence of intelligence-related activities and consequently increase the likelihood of developing these intelligences in students. Therefore, in this research, field studies have been conducted to identify the physical characteristics and qualities of spaces which lead to more correspondence between spaces and intelligence-nurturing activities.

The statistical population of this study was elementary school students in Mashhad. 172 students were selected as a sample population, using a clustered random sampling method. They were asked to identify and describe the qualities of their desired space pictures for doing the above-mentioned activities among 6 provided images. The qualities were coded and classified according to the importance and frequency of repetition in SPSS software.

Qualities derived using the qualitative research strategy and the in-depth interview technique, after evaluations and analyses, have turned to guidelines for designing elementary schools. The purpose of these guidelines is to increase the desirability of school spaces for occurring activities that develop each intelligence in students.

Some qualities have been proposed only to improve the conditions under which a particular activity group occurs in a particular space and have not been repeated in other spaces and activity groups. Therefore, these qualities, from the students' point of view, merely facilitate the occurrence of that group of activities in the relevant space. On the other hand, some qualities for a single space are repeated in different activity categories. This means that activities appropriate to that space all need those qualities in order to be realized in the desired way. In other words, the space inherently needs those qualities. For example, shading on a learning terrace tends to involve all related activities. Another part of the qualities, such as the size and pleasantness of the space, are repeated in most spaces and activity categories. Students' frequent attention to these qualities, in different spaces as well as in different activity categories, can have several reasons.