مجله پویش در آموزش علوم پایه
سال ششم شماره 4 (پیاپی 21، زمستان 1399)

At the beginning of the 20th century, the advent of quantum mechanics changed the science of physics fundamentally. The amazing properties observed in quantum phenomena have attracted the attention of many researchers in industry and medicine. Today, progress in many different sciences due to the advent of quantum mechanics. Due to the application of quantum science in various fields, teaching quantum mechanics concepts, which are very different from classical concepts and in some cases are unacceptable, has special importance. In this paper, we examine the teaching of quantum mechanics in secondary school textbooks. Then, for instance, we examine the level of understanding of secondary school students in the concept of wave-particle duality with a few questions. In this paper, we examine the teaching of quantum mechanics in secondary school textbooks. Then, for instance, we examine the level of understanding of secondary school students in the concept of wave-particle duality with a few questions.

The aim of this research is to evaluate the mathematical content of seventh grade mathematics textbook from the aspect of how the content is active using the technique of William Romey, how the content concerns creativity in conformity with Guildford factors of creativity, studying the content according to Anderson taxonomy of cognitive domains finally analyzing the textbook considering the distribution of contextual problems. The method used in the study is content analysis. The population is the seventh grade mathematics textbook in the year 2019-20, published by the Ministry of Education of I.R.Iran. The findings of this study indicate that the content of the textbook has an excessive view toward the methods of active learning. Considering cognitive domains, the content has paid much attention to procedure knowledge, whereas analysis of the book according to mental processes and creativity model indicates that less attention has been paid to foster mental processes and high levels of creativity. In the whole book, no attention has been paid to the category of creation. On the aspect of distribution of contextual problems and the use of mathematics in everyday life, little attention has been paid to the relationship between mathematics and the real life.

Misconceptions is a part of students' learning process that is not accidental or due to carelessness and has strong cognitive structures that are usually not easily corrected and cause systematic errors. The purpose of this study is to express strategies to prevent and correct mathematical misconceptions that have been done by theme analysis method of literature, background and results of the research. The statistical population of this research is all researches related to mathematical misconceptions in our country. Sampling was performed based on theoretical saturation and purposefully. Thus, 49 articles were selected. In addition, two research projects and two books were considered as the sample because they were the main and most referenced sources in most research in the field of mathematics education. By analyzing these studies, the various strategies presented in them were extracted in 168 basic themes and then categorized into 19 general themes. Finally, the general themes were organized and examined in three categories of knowledge, method and attitude.

The aim of the present study was to content analyze of the geometry textbook of the tenth grade of mathematics and physics based on the William Romey technique. The research method in this research is content analysis by William Rumi method. The statistical population of this research is the geometry book of the tenth grade of mathematics and physics. The content of the textbook was examined in terms of the degree of text, pictures and shapes and questions. The results of this study showed that the text involvement coefficient is 1.34, which indicates that the text of Geometry 1 textbook for the tenth basic mathematics and physics has been actively written. The coefficient of involvement of the images was also determined to be 1, which showed that the images and shapes in the book engage the student in learning. Also, in the activity-oriented index analysis section of the book, the involvement coefficient was 2.33, which indicates that the tenth grade geometry textbook is active involvement. The results of this research indicate that the text, images and questions of the newly written textbook of the tenth geometry of mathematics and physics have been actively written.

Goals: This part contains, at most, two or three sentences that are related to the significance and goals of the presented The aim of this study was to investigate the effect of project-based learning on the Academic Attitude of high school students in Physics lesson. The research method is semi-experimental in the form of pre-test and post-test with control group, in which Two classes of 11th grade math students were purposefully selected in Tabriz's District 3 education office and randomly placed in two experimental and control groups. The students in physic lesson, in the experimental group were trained for 14 sessions on a project-based learning method, and at the same time, the students in the control group were taught in the traditional way. The Course Attitude test was taken in both pre- and post-test and post-test groups. The data were analyzed using one-way analysis of covariance. The results showed that there was a significant difference between experimental group and control groups in Academic Attitude. The results of this study confirmed the effectiveness of project-based learning methods on the Academic Attitude of students in Physics lesson.

The aim of this study is to investigate the fifth elementary mathematics textbook based on the Guilford Creativity Index. The research method is qualitative in the form of content analysis. The statistical population of the study, the content of the fifth grade elementary mathematics textbook published between 1397 and 1397, was divided into four sections (forms, activities, exercises and work in classes, puzzle and entertainment). The statistical sample selected is 282 selected units from the fifth elementary mathematics textbook. Therefore, this research analyzes the fifth grade elementary mathematics textbook according to the types of mental actions and activities introduced by Gilford, namely cognitive memory, convergent thinking, divergent thinking and evaluative thinking. Each section was analyzed separately based on the Guilford Creativity Index, and the results were presented in the form of tables and graphs.The results of this study indicate that the fifth elementary math textbook pays less attention to the level of divergent memory and evaluative thinking. In activities, class work, and practice, little attention has been paid to divergent thinking and evaluative thinking.