نشریه برنامه درسی و آموزش یادگیرنده محور
سال سوم شماره 1 (پیاپی 9، بهار 1403)

The purpose of this research is to investigate and describe the types of students' misunderstandings in the concept of negative numbers. This research is applied in terms of purpose and descriptive-survey in terms of method. The statistical population of seventh grade students of rural high schools in Aliguderz city in the academic year of 2022-2023 is 376 people, and 180 people (124 boys and 56 girls) were selected as a sample using cluster random sampling.The measurement tool is a researcher-made test that includes 8 questions. The test questions were analyzed in three groups, each group corresponding to one of the goals and questions of the research.The results of the research showed that some students do not know the difference between single, double and negative sign symmetry and consider the negative sign as a reduction operator. Some students do not understand the difference between the value and size of two integers. Students often divide numbers into two categories:The first group considers zero to be the smallest number and the second group considers negative numbers to be smaller than positive numbers and zero, but they are unable to sort negative numbers. Although some students are aware of the rules governing signs, they are not able to implement their knowledge in solving problems. Some students have problems and misunderstandings in transferring from calculus to algebra due to a misunderstanding in the basic concepts of negative numbers.

The purpose of this study is to investigate the barriers to the realization of critical thinking in the field of education.In terms of the goal it pursued, this research was conducted using the grounded theory method. The studied population was all the teachers, experts and experts of the elementary level of Marivan city located in Kurdistan province. A total of 27 people were selected as a sample from the target population. The sampling method was based on theoretical saturation and they were selected with this criterion of having rich knowledge and information about the research problem. In order to collect research data, a semi-structured interview was conducted from sample people. The interviews were first recorded and then implemented. 19 central codes or sub-categories were identified from the multitude of concepts obtained. The sub-categories were coded in 3 main categories: cultural-religious, manpower and systemic-managerial context. Barriers to critical thinking in the cultural-religious field were identified in 4 categories. In the field of manpower, the barriers to critical thinking were 7 categories. In the system-management field, the obstacles in 8 categories were identified. The results indicated that the existence of a centralist approach in education and the lack of job security in the educational system in case of critical thinking, as well as the lack of attention to people with critical thinking skills, are serious obstacles to the realization of critical thinking in education area.

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

 The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

Considering the role of technology in facilitating teaching in last decades, factors affecting technology use in class get more important. It seems that in addition to infrastructure, others variables like teachers’ tendency to use technology play important roles in technology integration. This research aims to investigate English language teachers’ intention to integrate technology in teaching English at Safir Language Academy.

In this survey 175 (women: 109, men: 66) teachers took part responding Browne’s Technology Integration confidence scale (2009) with Cronbach’s alpha of 95% and a demographic information questionnaire.

Based on the data analysis using SPSS 26, it is indicated that the teachers’ technology integration tendency is at satisfactory level.

It seems that the policy of the institute to encourage teachers to use technology in the class was successful. Moreover, the teachers’ age (41.1% of them in 20-29 range) might play an important role in their tendency for technology integration. The institute can benefit this satisfactory status to pave its way in advancements in hybrid approach.

Parental involvement in the education and rehabilitation of children with special educational needs plays an important role in the development of this group of children. The aim of the current study was to study the Factors affecting the effectively participation of parents in the education and rehabilitation of students with special Educational needs.

A qualitative phenomenological research design was used to explore the factors. The statistical population included mothers of children with and without intellectual and developmental disabilities and specific learning disabilities, who were selected by convenience sampling. In the same vein, semi structured interviews were conducted with 21 parents of this group of children who were purposefully selected to reach the theoretical saturation stage. Data analysis was done by means of the Colaizzi method and identification of main and sub-themes.

Findings revealed that effective factors in effectively parental involvement in education and rehabilitation of children with special educational needs include economic factors (such as having money, reducing medical and insurance costs and reducing transportation costs), social factors (such as social support, social partnerships, and specialized social partnerships) and family factors (such as greater father involvement, maintaining intra-family cohesion, family member support, and family members' knowledge)

Comprehensive family, social and economic support is offered to this group of parents.

The purpose of this research was to evaluate the experimental science curriculum of eighth grade, which was done by using Eisner's method of educational expertise and criticism. The data of this research was obtained through 12 sessions of physical observation of the school environment and experimental science classrooms and interviews with teachers, managers and students in one of the schools of Isfahan province in the academic year 1400-1401, as well as reference sources such as the experimental science curriculum guide, the national curriculum document and teaching guides for teachers have been compiled and described, interpreted and evaluated.The findings of this research show that the architecture and physical space of the studied school is not attractive enough, also, although the science lesson is important as a main lesson, but for teaching this lesson, more attention is paid to traditional methods and less emphasis is placed on operational and new methods. In addition, the school does not have enough facilities and equipment, including a suitable laboratory for effective science education, so paying attention to modern and new teaching methods, providing the necessary facilities and equipment, and paying attention to the characteristics and individual needs of the learners is an important factor that should be considered. be noted According to the findings, it can be concluded that experimental science classes as an important intellectual capacity that can be developed, require the existence of educational foundations and prerequisites.