مجله پویش در آموزش علوم پایه
سال هفتم شماره 1 (پیاپی 22، بهار 1400)

The purpose of physics instruction is leading students to progress towards expertise in physics, to develop the ability to apply physics concepts to physical situations and reason with them, and to solve a wide range of problem types, including novel ones. Problem solving is central to physics instruction. Problem solving, however, as is traditionally used, is not as effective as it should be in achieving these goals and needs to be reconsidered. In this paper, according to results from physics education research, demonstrate that why traditional ways of using problem solving are ineffective for promoting true physics expertise and rethinking instruction and problem solving are explored. The purpose of physics instruction is leading students to progress towards expertise in physics, to develop the ability to apply physics concepts to physical situations and reason with them, and to solve a wide range of problem types, including novel ones. Problem solving is central to physics instruction. Problem solving, however, as is traditionally used, is not as effective as it should be in achieving these goals and needs to be reconsidered.

One of the new approaches in education is learning in all places and at all times, and this is possible in the context of a phenomenon called the learner city. UNESCO considers the learning city to require a realistic and operational approach to apply lifelong learning, based on a continuous process, and has defined a set of indicators and characteristics for these cities. The present research is to measure and prioritize the components affecting these indicators in the learning city. In order to prioritize the indicators of the learner city in Bandar Abbas, first by examining its theoretical foundations and research history, first it will use the method of text content analysis and reasoning and then the components of the learner city introduced by UNESCO in the form of a questionnaire with 20 The question was completed among the target community of professors and students of Bandar Abbas Farhangian University, school parents and families of this city and then using SPSS software and factor analysis method, the components considered by UNESCO were measured and prioritized and finally the determined priority indicates How to take action to make Bandar Abbas a learning city.

The purpose of the present study is to study and analyze the content of the chemistry sections of the elementary school with William Romi technique and to provide materials and suggestions to the planners in order to improve and modify the textbooks. Based on this, the texts, images and questions of the chemistry sections of the experimental science textbooks were analyzed. Research Method The present study is a descriptive research and its study method is quantitative content analysis based on the method of William Romi and its statistical population includes all sections of the chemistry of elementary school textbooks which consists of 74 pages. Due to the limited size of the population, there is no need for sampling and all content is selected as a statistical population and analyzed. Based on the method of William Romi , the involvement coefficient of text and images was calculated 0.7 and 0.75,, respectively, which indicates that the text and images are actively presented in the textbooks of science.Also, the coefficient of involvement of the questions with the value of 4.5, indicates that this case is presented in a passive way.

The present study was conducted in the 1397-98 academic year in the third grade of primary school located in District One of Shiraz. During the internship, the researcher was in contact with a student who was only insensitive and inattentive to the math lesson, and this indifference and inattention of yours in the activities of the math lesson and the satisfactory non-test of his performance test was evident. . The purpose of this study was to increase his interest in mathematics and its activities in the observed course. Accordingly, the researcher collected information using various sources such as work clothes and his / her academic record, interview with the teacher, interview with parents and reviewing the views of experts. After analyzing the data to identify the effective factors in creating the problem, he proposed a proposed solution. Then he implemented the proposed solution that used the game method in teaching mathematical concepts and its validation.

In this article, while introducing the ten criteria for writing a textbook, the opinions of experienced teachers in Tehran have been collected in the form of a researcher-made questionnaire and analyzed using the Chi-square test. The research method is a survey that, by designing a questionnaire with 15 questions, examines the degree to which the book follows the ten criteria for writing a desirable textbook that includes covering the main elements of a curriculum. The statistical population of the study was 20 experienced and knowledgeable teachers in 19 districts of Tehran. Based on the results of this study, the authors of the book Biology have had successful performance in 4 components: "Accurate and growing design, attention to higher levels of performance, evaluation in the service of learning and a path to new learning." And they did not perform well in criteria such as "paying attention to learners' pre-knowledge, paying attention to active learning methods, paying attention to group and social learning, the importance of integrated approaches, applying what was learned in the new environment and paying attention to extracurricular tasks". And in the textbook under study, there is little correspondence with the criteria for writing textbooks based on teaching-learning criteria.

In the Copenhagen interpretation of quantum mechanics, from the mathematical formalism of quantum theory used to the prediction of experiences, what is observable is real and beyond is not. Quantum theory is the end of the physics line, and any question that quantum mechanics can not answer, not researchable. Copenhagenists have differing views on the reality of quantum objects: some believed that there was no reality beyond phenomena, some believed that the atomic world was full of talents and abilities that could be actualized by measurement, and so on. But Einstein, Boehm, and their co-thinkers believe that we have something called the real state of a physically system that exists objectively, independent of any observation or measurement, and that can be described by physical concepts. Physical research means knowing this physical reality as it is, knowing the nature of objects independent of the human mind. They believe that nature can not be known only through experiments and experimental data, but we must go to the creative human mind and embed theoretical structures to obtain a representation of physical reality. But we must regularly modify these theoretical structures with the help of experience to get closer and closer to physical reality.