مجله آموزش پژوهی
پیاپی 21 (بهار 1399)

one of the main topics in the education system is how to teach humanities courses.In most cases, the courses are theoretical and their teaching style is unique and different from other areas.So considering this, one of the lessons that plays a significant role in identity-building as well as in changing human attitudes toward society and the social environment is a history lesson.That is why the history teaching process and teaching process are so important to students. goals: The purpose of this study was to identify the experiences of teaching history pioneering teachers and to provide strategies for accelerating the achievement of educational goals and raising the quality of history education.

The research method was qualitative and of phenomenological type. Data collection was done using semi-structured interviews and analyzed by subject coding method. out of thefindings, 117 conceptual codes were classified into teacher professional experiences.

According to the findings of the research, which were obtained through open, axial and selective coding, two main roles are in effective teaching of history. 1(Choosing the best teaching techniques). 2( How to carry out the educational process).

The purpose of this study was to determine the effectiveness of teaching metacognitive strategies on students' self-concept and academic performance. In this regard, the research method was quasi-experimental with pretest-posttest design with control group. The statistical population consisted of first grade high school male students that 30 students were selected by multistage cluster random sampling and were randomly assigned into two experimental and control groups.Meta-cognitive strategies were taught to the experimental group in eight group sessions. Data were collected using Rogers Academic Self-Concept Questionnaire and Academic Performance Questionnaire and analyzed using covariance analysis. The results showed that teaching metacognitive strategies can significantly enhance the components of academic self-concept and significantly improve students 'self-efficacy, planning, and emotional impact on students' academic performance, and there was no change in the lack of outcome control and motivation.The results showed that teaching cognitive and metacognitive strategies increased students' self-concept and academic performance in the experimental group compared to the control group. These observations confirm the effectiveness of teaching metacognitive strategies on enhancing students' self-concept and academic performance.

The objective of present study is to investigate on the atmosphere of teacher’s learning and self-efficacy with the approach of academic achievement in science courses and their mediating role. In this research, scientific self-efficacy of the teacher and learning atmosphere are the predicting variables and attitude toward science as an intermediate variable and academic achievement as a criterion variable in the model.The participants of the research included 300 students (boys and girls) of sixth grade Elementary school of Behbahan City with their 50 teachers. These students were evaluated using attitude scale for science and technology questionnaire (Akpinar et al, 2009), Learning Climate Questionnaire (Williams and Deci, 1996) and a science achievement test. Teachers answered to Science Teaching Efficacy Belief Instrument (STEBI) (1990). .Findings of analysis of regression and analysis of variances showed that learning atmosphere can predict academic achievements in students positively and significantly. But self-efficacy of the teachers with two dimensions of individual self-efficacy and teaching outcomes could not predict academic achievement significantly. Besides, learning Climate could estimate attitude to sciences positively, but self-efficacy of the teachers with two aspects of individual self-efficacy and teaching outcomes could not predict attitude to sciences.

The basic objective of this study is to Investigate of relationship between to make smart school Implementation and “learning- oriented climate” in Tabriz school 2013-2014 academic year. Search method is correlation. Population of this study all principals and teachers in secondary schools of Tabrizʹs smart schools in the academic year 2013-2014, N= (460 men and 18 smart schools), (210 men in 14 smart schools) the cluster method and Morgan table were selected, to collect data questionnaire included a with 38 questions about the Implementation smart school with reliability (0/90) and a standard questionnaire with 24 questions about school climate with reliability (0/85). For analysis data one sample t-test and pearson was used. The results showed that the Implementation of the smart school components (continuation of the learning process outside the school, creating dynamic and attractive environment for talents, increase participation, support and participation of parents in the learning process, accompany teaching staff with educational new trends,

The purpose of this study was to investigate the causal role of Claire's motivational educational design on learning and motivation of eighth grade female students in experimental science course. The research method was quasi-experimental and due to the nature of the subject, its aims and hypotheses were applied. The statistical population of the study consisted of all eighth grade female students in district 4 of Tehran in the academic year of 2012-2013. They were selected and divided into experimental and control groups. To assess the subjects, learning test and academic achievement motivation questionnaire were used. In this study, the experimental group was trained using the Clar motivational training design model and the control group was trained in the conventional way. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis and multivariate analysis of variance). The results of the data analysis showed that the learning and motivation of students who were trained by the Claire motivational educational design model were higher than the control group.

In the current education, there are some areas, structures, and educational rules that can turn schools and classrooms into captivity. So that students can just feel free moments at school. Therefore, the purpose of the present study was to gain insight into the world of students and to study the meaning of school from the perspective of students. To achieve this goal, the method of narrative research was used and content analysis method was used to analyze the students' narratives. The results of the study showed that if the students had five themes in the school context: Experience "tyrannical teaching style", "imposed educational structure and regulations", "dead-end curriculum", "lack of educational facilities and inadequate educational facilities" and "unprofessional behavior of school administrators"; the school will then become a cage Was. Also, the findings showed that the emancipatory school, it is a school where students can have Experience four themes including: “Liberating Teaching Style", "Live Curriculum", "Appropriate educational Possibilities “and " Compassionate School Executive". These results suggest that the primary school context, namely: Educational laws, the teaching process, Educational facilities and curriculum, needs a thorough review of the requirements, And the life of the world has students.

Bilingualism is a global phenomenon that exists in most countries of the world; the term bilingual refers to the regular use of two or more languages that are used in the individual and social sense. Research shows that bilingualism in our country, like other multilingual countries, is controversial, and bilingual children entering school due to their mother tongue drop out and consequently inability to understand the risk of academic failure. And drop out of school. It seems that teachers' experiences, suggestions and initiatives can be used in the short term to reduce the effects of such problems. For this purpose, in this research, we have tried to gather and gather valuable memories, experiences and suggestions of undergraduates who have been serving in the mission camps of Sistan and Baluchestan province, as well as Zahedan teachers who have worked for many years. Have served in rural and tribal areas of the province, providing effective solutions to reduce students' language problems in bilingual areas.