فصلنامه نوآوری های آموزشی
پیاپی 82 (تابستان 1401)

The two main objectives of the present study were exploring the authentic instruction strategies and prioritizing these strategies in the context of primary schools. In order to identify the authentic instruction strategies, the virtual focus groups method was used. Three focus groups of five education specialists (except the meeting moderator) were selected using a purposive approach and snowball sampling method. The research tool in this section was the unstructured interview. Moreover, the interviews were analyzed at two levels of sub-themes and main themes. Finally, the validity of the analyses was confirmed by focus group feedback and the analyst’s triangulation. Also, to prioritize the authentic instruction strategies the technique of hierarchical analysis technique was used. Using a purposive approach and snowball sampling method, 20 expert teachers were selected. The research tool was a pair-wise comparison questionnaire consisting of five 2 ˟ 2 comparison matrices which were emerged from the analysis of interviews in the previous section. The inconsistency rate of each of the five matrices was less than 0.1 and therefore the validity of the comparisons was ensured. Finally, in order to analyze the data, indices such as the geometric mean and eigen vector were used. This study led to identifying and prioritizing the thirty-five authentic instruction strategies which were classified into four components. Accordingly, the most important general authentic instruction strategies were "opportunities to gain the authentic educational experiences", "assessment as learning", "personalization of learning", and "teacher originality", respectively.

The aim of the present study was to determine the effectiveness of group education based on the acceptance and commitment on the cognitive fusion and social competence of bullying adolescents in the boarding schools. It was applied research and in terms of method, it was an experimental one due to the random assignment of the participants in the experimental and control groups. The research population included all the students of two boarding schools in Neishābour city who had bullying characteristics in the 98-99 academic year. The sample of this study consisted of 30 students of two boarding schools in the first-grade high school of Neishābour who were randomly selected with no assignment. These students were divided into experimental (N=15) and control groups (N=15). Evaluation was done by Gilanders (2010)’s Cognitive Fusion Questionnaire, Parandin (2006)’s Social Competence Questionnaire and Illinois’s Bullying Scale (2001). Findings of this study showed that the level of significance corresponding to all three variables in the group index is less than 0.017, so with the information collected and considering the rejection of the null hypothesis, the main hypothesis of the study (i.e., acceptance and commitment-based education has a positive effect on the social competence and cognitive fusion of bullying adolescents) was confirmed with 0.95 confidence. Acceptance and commitment-based education have been effective in reducing the cognitive fusion and improving the social competence of the bullying adolescents. It is suggested that this research to be conducted on the other disorders as well as in the other cities in order to have higher generalizability and to identify cultural differences in such studies.

The purpose of this study was to model the effect of transformational leadership mediated by school culture on the self-efficacy of primary school teachers in Tālesh city. It was descriptive-correlational research, with emphasis on the structural equations. The research population consisted of 785 primary school principals and teachers in Tālesh. Based on Morgan's table, a sample of 257 people was selected by stratified random sampling. The research instrument consisted of three Standard questionnaires, i.e., transformational leadership of Bass and Avolio (2015), Gronert’s school culture (2005) and self-efficacy of teachers’ Teschanen-Moran and Wolfak (2001) with Cronbach's alpha coefficient of 0.83, 0.88 and 0.87, respectively. Data was analyzed using structural equation modeling technique and SPSS and LISREL software.The results showed that the assumed causal model had a good fit and can be generalized to the research population. The direct effect of the transformational leadership on the teachers' self-efficacy (0.63) and school culture (0.93) was positive and significant. Also, the direct effect of school culture on the teachers' self-efficacy (0.43) was positive and significant. The indirect effect of transformational leadership mediated by school culture on teachers' self-efficacy (0.40) was also positive and significant. According to the findings, school culture significantly mediates the relationship between the transformational leadership and teachers’ self-efficacy. Therefore, transformational leaders must create a constructive and strong culture in the school, to provide the ground for improving the level of self-efficacy of teachers for the optimal performance.

A medium is required to convey a message, and animation is one of the best ways in this regard, especially for children. In Iran, the capacity of animation has been less used for the environmental education. The current study was conducted to investigate the effect of animation  on educating students in terms of the types of waste, duration of the waste decomposition and its impact on the environment. The research population included 70 primary school second grade male students in Isfahan city in the academic year of 2018-2019. The students were divided into treatment and control groups, so  that the treatment group received training using animation and the control group only received regular school instruction. After completing the training cycle, a questionnaire was prepared and distributed between both groups. The reliability of this questionnaire was calculated using Cronbach's alpha (α = 0.89). The results showed that there was a significant difference (p <0.001) between the treatment group  (mean = 11.73) and control group (mean = 5.61). Findings indicated that after the training course using animation, knowledge, attitude and behaviors of students towards the environment were significantly increased. Thus, the impact of animation on the waste management training was positive and significant, showing that the effectiveness of environmental education could be increased using animation.

This research provides a framework for identifying, designing and validating a Flipped Learning Pattern (FLP) in terms of Problem-Oriented Teaching Approach (POTA). It seeks to provide an outline for designing a new learning model as an improvement strategy in teaching and learning English. It is also as a facilitator and guide to solve the learning problems and improve the learning performance. It was applied research. Qualitative data was collected to identify the components of the pattern through a systematic review of 93 written and electronic documents and in-depth interviews with 32 available and purposeful experts. Then, the inductive qualitative content analysis of the components was performed and the final indicators of the pattern were determined. To confirm the components, 25 experts were asked to evaluate them. Based on the results of CVR = 0.9 and the reliability of the questionnaire) r = 0.83(, all 94 components in 18 main indicators and 76 sub-indicators were confirmed.  The activities before, while and after the class were separately approved along with the independent activities of the teacher and learner, and it was presented as a conceptual and process pattern. The results indicated the acceptability of the identified indicators and sub-indicators of the designed pattern. Also, according to the experts, the existence of the presented components in the pattern can have a great impact on the activity of learners through choosing the appropriate teaching method with conscious design. Therefore, how to plan and implement this pattern are recommended not only to English language teachers, but also to teachers of different courses.

The main purpose of this study was the content analysis of the tenth-grade high school biology textbook based on the six areas of the document of fundamental transformation in education. It was applied research, and in terms of data collection, it was a qualitative directed content analysis method. The research population was the text and images of the tenth-grade biology textbook published in 1399 by the Ministry of Education. Data was collected through library study and the research tool included note taking and checklist. The collected notes related to each category were summarized and presented in the form of tables and the frequency and percentage of the number of pages related to the areas were determined and interpreted. The most important findings of the research were: 1.5% of the contents of the tenth-grade biology textbook was related to the area of belief and ethics; 4.5% related to the area of social and political education; 19.7%, related to the area of physical education; 6.8%, related to the area of aesthetic and artistic education; 9.8% related to the economic and vocational education and 25% was also related to the area of scientific and technological education. In the six educational areas of the document of fundamental transformation of education, the highest amount of attention was paid to the content of the tenth-grade biology textbook in the area of science and technology, and the least amount of attention was paid to the doctrinal, religious and moral areas.

The concept of reading literacy is one of the important goals of educational research through which students perceive and understand textbooks during the educational period. Famous linguists and philosophers, Lakoff and Johnson, introduced a linguistic approach to the cognitive sciences with a special emphasis on "meaning" in language from the perspective of conceptual metaphor which is distinct from Chomsky's approach to syntactic study of language. Lakoff and Johnson consider the conceptual metaphors as the most important things to know about the world. Conceptual metaphors mean understanding of an idea or field of abstract concept based on another idea or topic with concrete meaning. Based on the importance of conceptual metaphors in recognizing and understanding the concept of students, this paper has considered the time-oriented conceptual metaphors in the place of fourth grade primary school Persian textbook. Here, the linguistic and philosophical analysis of the concept of metaphor in Persian textbook would be dealt be with the method of concept analysis with Lakoff’s linguistic approach. The results showed that the texts of Persian textbook have a number of conceptual metaphors for education, however, at the activity sections and questions of this textbook, no special instruction has been done in this regard. Therefore, in order to better understand the concepts and recognize the world around the student, it is necessary to consider an appropriate program and approach to "teaching meaning" in the context of conceptual metaphors.

The purpose of this study was modeling the effect of “realization of the educational content of the interior architecture workshop courses based on pedagogical standards” through the mediating variables “student monitoring and guidance”, “ability to practice and repetition”, “evaluation”, and “appropriate with the student’s abilities” on “creating the learning opportunities and experiences”. It was descriptive research with correlational design of modeling the casual relationships’ type. The research population consisted of students of interior architecture throughout the country who taught the workshop coursers of this field in at least one of the tenth, eleventh or twelfth grades at the academic year of 2020-2021. From this population, 326 persons were selected as the research sample through the cluster sampling method. In this study a researcher-made questionnaire was used as the research instrument. The proposed model was evaluated using path analysis. Finding showed that the proposed model has an acceptable fitness to the data (RMSA=0/058, GFI=0/998, IFI=0/999, x2=2/09, P-value<0/05), and all the direct paths are significant (p<0/05). Also, all the indirect paths of realizing the educational content, based on the pedagogical standards through the mediating variables “appropriateness to the student's abilities”, “evaluation”, “ability to practice and repetition”, and “student monitoring and guidance” on learning opportunities and experiences were significant. The results of this research indicate that the proposed model can be used as a suitable model for designing a computer simulation environment for the workshop courses in the field of interior architecture.