مجله آموزش پژوهی
پیاپی 27 (پاییز 1400)

The aim of the present study was to determine the effectiveness of education based on the Bybee (5E) instructional design model on students' academic competence and academic flow. The research method was quasi-experimental (semi-experimental) with pre-test-post-test design. The statistical population of the study consisted of 100 high school male students in the second year of Mako in the academic year of 2009-2010, of which 30 were selected by multi-stage cluster sampling. DiPerna and Elliott's (1999) Academic Competency Assessment Scale (ACES) and Martin and Jackson's (2008) Short Form Fascination Scale (FSS) were used to collect data. The experimental group was trained in 7 sessions using the five-step teaching method of Bybee and the control group was taught in the traditional way. Data were analyzed by multivariate analysis of covariance (MANCOVA) in SPSS software. The results showed that teaching based on the five-step teaching model of Bayby has a positive effect on improving the academic competence (Eta of 26.5%) and academic flow (Eta of 33.1%). Overall, the results of this study showed the superiority of teaching based on the five-step teaching model of Bybee (5E) in increasing students' academic competence and academic flow compared to the traditional method.

The challenging presence of students with special needs in the regular classroom in the form of inclusive education and in line with educational justice requires conditions for success. After a targeted review of various studies in this field, it became clear that one of these requirements is adequate knowledge of teachers about this group of students and their having the necessary preparation to accept these students in their classroom. In the present survey research, the questionnaire, which was developed by the researcher based on the opinions of professors, after a preliminary implementation and necessary modifications, was distributed among 107 primary school teachers in Bijar, who were selected as convenience samples,. They knowledge rate about students with special needs and inclusive education and readiness to accept these students in the classroom were Investigated. The findings revealed that most of the teachers present in the sample did not have sufficient and appropriate knowledge of students with special needs and inclusive education and most of them did not have the readiness to teach in an inclusive environment. Therefore, at the end were recommended strategies to improve this situation.

The purpose of this study was a combination of two consecutive exploratory stages, designing a constructive curriculum and its effect on the academic performance of sixth grade elementary students in the course of experimental sciences. In the first stage, with a qualitative approach and by analyzing different texts, data was extracted by content analysis method. Then, in order to build a network of themes and a constructive curriculum model, interviews were conducted with experts and professors in the field of curriculum. Statistical themes of qualitative data were presented as an educational model. In the second stage, the students 'academic performance was compared with the control group of the students' academic performance using a Trial method using a pretest and posttest design. The statistical population was in the quantitative part of all primary school students in the sixth grade of Sahneh city, which was selected as a multi-stage cluster of two classes as a sample. Researcher-made test was used to measure academic performance. The results of multivariate (or one-way) analysis of covariance showed that a constructive curriculum improves learners' performance in terms of content, cognition and scientific research.

The purpose of this study is to provide a summary of the research on humor and its consequences in the classroom. the research method is a qualitive and narrative review.in this analysis qualitative found literature on the centrality of educational humor which has been published in the last 6 years in external scientific bases such as Elsevier, springer, eric, sid and daneshlink. in this research at first 35 articles were identified. But with regard to quality and relevance of articles with the issue of humor training in total of 16 studies along with the researcher names, type of study, number study, research location year and findings are in the final analysis. in general, educational humor has positive, negative and challenges. The positive consequences of humor in education were summarized in the three main, psychological, physiological and social elements. In addition to the positive points, the application of humor in education can be associated with negative consequences such as distract student and not transferring main concepts. of it is considered in abusive or aggressive, it reduce the feeling of belonging and feeling of anxiety and boredom in the student. teachers should consider the positive and negative aspects when using humor .

The purpose of this study is to identify the problems and challenges of virtual education in elementary school during the corona outbreak. This is a qualitative study which has an exploratory phenomenological nature. The target population of the study included all families of students living in Ardakan city who had at least one student in elementary school in the academic year 2020-21. Purposeful sampling method was used and the semi-structured interview continued until saturation of the data, which eventually reached 10 parents. Interviews were analyzed using thematic coding method. By analyzing the data, virtual education problems were identified as "teacher and school", “parents”, "students" and "virtual education substructure". The results showed that the problems of virtual education during the outbreak of the Corona virus are not only different from the presidential education problems, but because of the lack of families' readiness to face these problems, are also more extent than virtual education. According these problems, we can provide virtual education substructure and establishing a cultural context for acceptance of virtual education so that it can be useful in post-pandemic virtual education.

The aim of this study was to compare the effectiveness of collaborative teaching method with laboratory teaching method on academic achievement of experimental sciences and cognitive indicators of learners. The research method of this research is semi-experimental with comparison groups. The statistical population of this study consists of 1560 male students of the sixth grade of elementary school in Khoy city who were studying in the academic year 1399-1398. For sampling, the available sampling method was used and 60 students of the sixth grade of male students were used. The research materials used in this study were made from all the contents of the fifth-grade science textbook (pre-test) with a reliability of 0.73 using the Cudder Richardson 21 method and the content taught from the sixth-grade experimental science textbook (post-test). The reliability is 0.75 by Cudder Richardson 21 method. Memoirs, comprehension and application of the learned materials were considered as cognitive indicators. The results of data covariance analysis showed that the use of collaborative teaching method compared to laboratory teaching method had a significant significant effect on academic achievement of experimental sciences (F = 7.25 and P ≤0.05) .