نشریه برنامه درسی و آموزش یادگیرنده محور
سال دوم شماره 4 (پیاپی 8، زمستان 1402)

This research was conducted with the aim of investigating the effectiveness of metacognitive strategies on self-efficacy and motivational beliefs in students with learning disabilities.

The method of this research is semi-experimental and pre-test and post-test with control and follow-up groups. The research population includes all students with learning disabilities in the sixth grade in primary schools in Tehran in 1401-1402, and 30 of them were selected by random sampling. According to the sample size, 15 people were randomly assigned to the experimental group and 15 people to the control group. The self-efficacy scale of Duncan and McKeechie (2005) and the motivational beliefs questionnaire of Pintridge and DeGroot (1990) were used to collect data. Metacognitive strategy training was provided for 8 sessions in two months. Analysis of variance with repeated measurements was used to analyze the data.

The results of analysis of variance with repeated measurements showed that teaching metacognitive strategies has created a significant increase in self-efficacy (P<0.01) and motivational beliefs (P<0.01) of students with learning disabilities and these results It remained stable in the two-month follow-up (P<0.05).

According to the results of this research, it can be concluded that metacognitive strategies are a very effective training in increasing self-efficacy and motivational beliefs of students with learning disabilities, and all trainers and teachers can benefit from it. These results have important implications in the field of education and counseling services for such students as an important part of the learning process.

The main goal of the research is to study the experience of teachers of practical lessons that using synchronous and asynchronous electronic learning methods during the corona virus epidemic. This research is qualitative and phenomenological. The statistical population includes teachers of practical lessons in Tabriz city. Therefore, based on the purposeful sampling method, semi-structured interviews were conducted with 21 teachers of practical courses in Tabriz city regarding their experience of using synchronous and non-synchronous electronic learning methods. To achieve the validity of the questions, the experiences of experienced teachers were used, and to ensure the reliability of the data, the method of repeated study, continuous comparison of data, summarization and categorization of information was used without harming the data, and the data were used It was analyzed by the method proposed by Smith. After analyzing the data, 7 main themes including different perceptions of the necessity of prior familiarity with the e-learning environment, the weaknesses of synchronous and asynchronous e-learning for providing practical lessons, the strengths of synchronous and asynchronous e-learning for providing practical lessons , evaluation of practical courses in electronic education system, effective factors on the performance of teachers of practical lessons in electronic education, fraud in electronic education system and processing of requests were obtained, each of the main themes had several sub-themes.

The aim of the current research was to identify and prioritize the main components of the evaluation of the quality of the internship curriculum of the teacher training system. The Methods of the research was a mixed method research (qualitative-quantitative). The required information was collected in a targeted manner from 28 articles extracted from valid scientific databases.Data analysis in the qualitative part with the seven-step model of Corbin and Strauss (2008) and open, axial and selective coding, and in the quantitative part in order to determine the importance and priority of the dimensions and components obtained with the Shannon entropy method done. The reliability and reliability of the data were determined by the method of peer feedback and agreement between coders and Cohen's Kappa test. Findings in the qualitative section in 145 indicators, 22 dimensions and 5 main components: "policy and strategic mechanisms", "general and specialized competencies of internship guides", "management and leadership mechanisms of internship affairs", "transformation and improvement mechanisms" Internship matters" and "functional achievements" were categorized and presented in three levels of policy, functional and consequence components. Based on the Shannon entropy test results of the main components were prioritized The theoretical framework for evaluating the quality of the internship curriculum provides a suitable scientific tool for planning the development of the quality of the internship curriculum in the education system.

The purpose of this research was the effect of reverse learning on the creative thinking of male students of the fifth grade of elementary school in the course of experimental science in the 4th education district of Tehran.The research method used a semi-experimental design and the context of the effect of the upside-down teaching method on creative thinking, pre-test-post-test with a control group. The statistical population in this research included all fifth grade male students in district 4 of Tehran city. The sample of this research included 30 fifth grade male students of elementary school, 15 experimental groups and 15 control groups, who were selected by available sampling method. The instrument of data collection in this research was Torrance's standard creativity questionnaire (1979). In this research, in order to analyze the data using descriptive statistics and inferential statistics, considering that the measurement scale is interval and with the presumption of normality of the data, parametric statistics and considering that the data is continuous, statistical test dependent t and analysis of variance (one-way ANOVA) are used.

Reverse learning improves the fluidity, flexibility, expansion and creative thinking of students.

Reverse learning is a type of active learning and it leads to students' thinking fluidity with different educational methods. Students actively participate in learning and creating knowledge and continue to test and evaluate their knowledge.​

The purpose of this study is investigation of relation between. Media literacy and syber aggression and critical thinking among Tabriz University students.The purpose of this study is investigation of relation between. Media literacy and syber aggression and critical thinking among Tabriz University students.The statistical Society of the present study is all students of Tabriz University in the academic year1402 and 200 students were selected az sample three types of questionnaires were used for data collection: Media Literacy (Falsafi, 1393), Cyber Aggression, Ritex Economic Thinking. Results of multi variable variance analysis generally showed that there is a significant relationship between media literacy and cyber aggression and critical thinking in 0/000 level. there is also a significant relationship between the components of media literacy with cyberspace aggression and critical thinking in (p≤0/01) level.here is also a significant relationship between the components of media literacy with cyberspace aggression and critical thinking in (p≤0/01) level.

The present research was conducted with the aim of investigating the obstacles of not realizing the goals of the Persian curriculum and writing the second primary course from the point of view of the statistical society, all selected teachers of the cities of Tehran province in the academic year of 1402-1401.The research method, a descriptive survey type, has been used. The statistical population of the research included all selected teachers of the cities of Tehran province, whose number was more than 150 people. Necessary sample, 108 people were selected. The data collection tool was a researcher-made questionnaire, and the data analysis was done using the spss program. Descriptive analysis and inferential analysis of test indicators have been used. The validity of the tool from the point of view of experts and its reliability is also provided by Cronbach's alpha with a coefficient of 0.933.In this research, obstacles in the areas of teacher, curriculum and school have been investigated. The research shows that there is a significant difference in the ranking of the three obstacles of not realizing the objectives of the Persian curriculum and writing in the second year of elementary school.The results showed that the factors influencing the failure to achieve the goals of the Persian curriculum and writing, respectively, include; School, teacher, curriculum, with average ratings of 2.49, 1.96 and 1.56. Obstacles caused by the school have been identified as the most important obstacle in not achieving the goals of the mentioned curriculum.