نشریه رویکردهای نوین آموزشی
سال هفدهم شماره 2 (پیاپی 36، پاییز و زمستان 1401)

This research was a mixed exploratory type with the aim of modeling students' cognitive empowerment in e-learning. Data were collected using a researcher-made Cognitive Empowerment Questionnaire. The data was analyzed in SPSS.20 and Lisrel software. After identifying the components of cognitive empowerment by documentary method and axial coding were identified and by Friedman test, respectively, class management, effective communication, educational program, teacher-student support program, educational program evaluation, student-teacher evaluation. teaching methods, new educational technology, curriculum planning, and educational leadership were ranked from 1st to 10th. The initial model was developed based on the opinion of experts during two Delphi validation stages and the final model. In the first stage of Delphi, the total score of Kendall components of the model was 0.651 and close to acceptable level. In the second stage, the relative stability of the components and experts' opinions about them were above 80% and all the components were confirmed. Retest reliability and internal consistency Cognitive Empowerment Questionnaire was calculated in two stages of implementation by Delphi method using Pearson's correlation coefficient of 0.755 and 0.793. The final model was designed based on the components of teacher, student support programs, new educational technologies, educational management and leadership, teaching and evaluation methods, and curriculum planning. A positive and significant correlation was observed between the indicators of the final model and cognitive empowerment (P=0.001).

The present study has been conducted to investigate the effect of education financial literacy on the reduction of consumerism in second-grade primary school female students in the city of Kashan. It is among applicative studies and has been conducted following the quasi-experimental method and using Solomon four-group design. According to the research method, 60 students were selected in four groups of fifteen. Financial literacy education course was administered for both experimental groups after administering the pretest on the first experimental group and the first control group, and finally the posttest was administered for all four groups. The data collection instrument in pretest and posttest included the behavior observation checklist which assessed the student’s consumption behavior by the parents in six areas of stationary, toys, food, energy, hygienic-cosmetics and clothes and also a researcher-made test which assessed the students’ financial literacy according to GISS method in four areas of spending, saving, investing and giving. The findings reveal that education financial literacy through GISS method has had significant effect on the reduction of consumerism in primary school students and the mean scores of consumptions have reduced in all areas. Furthermore, the consumption reduction was significant in the areas of food, energy, and hygienic-cosmetics. Moreover, the score of financial literacy shows a dramatic increase in the experimental group in the posttest and it shows that the financial literacy can be taught from the childhood. Therefore, education financial literacy can be an effective suggestion to solve the issue of the students’ consumerism.

The purpose of this research was to analyze learning outcomes of elementary education from the point view of  graduates and faculty members at Farhangian University. Research method  was descriptive-analytical and survey (mixed study). The statistical population of research included professors and graduates of the university from 2015 to 2018, among whom 22 faculty members and 14 graduates were selected and interviews were conducted with them interviews(subject), in a purposeful way and continued until theoretical saturation. The statistical sample of the Questionnaire section through one-stage cluster method, from 5153 graduates in Semnan, Kerman, Hamadan, Chaharmahal, Bakhtiari and Fars provinces, using the Cochran equation, 365 subjects were chosen randomly. The data were collected through Interviews using general guidance and Questionnaire of Learning Outcomes(researcher-made).  The validity of the instrument was confirmed by ten experts of the university. The reliability of the Interview forms was calculated through three collaborators and the triad method, and the reliability coefficient of the Questionnaire was calculated as 0.97, after preliminary implementation using Cronbach's alpha method. Learning outcomes were examined in three dimensions: knowledge(eight areas), ability(seven skills) and attitude(six components). According to results of the interview, there were various challenges and issues in the field of learning outcomes of primary education. The drawn model of learning outcomes, related to the findings of the quantitative part (Questionnaire), according to X2/D.F=4.86, RMSEA<0.10 and other indicators, was acceptable fit and the effects of the knowledge, attitude and ability on outcomes were significant.

Suitability of teaching-learning strategies with the generational characteristics of the audience is one of the most important components in their effectiveness. The purpose of this research was to explore and explain teaching-learning strategies proportioning to the generational characteristics of undergraduate students studying in the academic year of 2020-2021. This study was conducted with a qualitative approach, content analysis method and through semi-structured interviews with experts. The statistical population consisted of educational sciences and sociology experts in Iranian higher education and the sample selection was purposive and snowball with 40 experts in the field of research from educational sciences and social sciences colleges of Isfahan and Tehran universities in the academic year 2020-2021. By structural and interpretive analysis of data through the three-step process of extracting the semantic units, sub-themes and main themes, teaching-learning strategies proportioning to the generational characteristics of today's undergraduate students including seven e-learning, self-directed, project-based, collaborative, dialogue-based, problem-solving, and synectics strategies, was identified. Based on this study, it can be concluded, the success of lecturers in teaching-learning effectively of today's generation of undergraduate students requires the application of these strategies in combination and according to the situation and conditions.

the major goal of this research is to design the employability model of university graduates. To this end, qualitative research, grounded theory method and in-depth interview have been applied. The statistical population of the study was faculty members of Shahid Chamran university of Ahvaz. 15 people were selected as research samples, using theoretical sampling method. The content of interviews was analyzed using open coding, axial coding and selective coding, after being logged. The components identified from the results of data analysis in the form of paradigmatic model are: casual conditions (student, professor, curriculum, educational factors), axial phenomenon (skills), contextual conditions (higher education policies, government policies, university philosophy, condition political organizational and meta organizational factors, regulations, management factors, condition economical), interfering conditions (socio-cultural factors), strategies (improving the quality of university performance, the level of interactions, international position of university, educational activities and educational situation), consequences (employability and its results at three levels: individual, organization and society). In selective coding, formation of “employability” was proposed as the core and center of the discussion and the employability theory was presented, based on that. The most important common feature of the designed model with others is related to the classes of skills and curriculum, and considering all the components affecting employability, is the most important difference from all previously designed models.

The purpose of this study was to develope a Causal Model of science performance based on epistemological beliefs with the mediating role of motivation and attitude to learning science. The method of the research was a descriptive correlational and structural equation model.  The statistical population of study includes all students of middle schools in Malekshahi. Using cluster random sampling method, the sample size of 230 people was selected. The research instruments were questionnaires of epistemological beliefs, motivation to learn science and attitude to learning science. The results of data analysis using Pearson correlation statistical tests and structural equations showed that epistemological beliefs, motivation to learn science and attitude to learning science have a positive and significant effect on students' science performance.  Epistemological beliefs also have a positive and significant effect on motivation and attitude toward learning science. Finally, epistemological beliefs have a positive and significant indirect effect on science performance with the mediating role of motivation and attitude to learning science. In general, it is concluded that the conceptual model of science performance based on epistemological beliefs with the mediating role of motivation and attitude to learning science fits with the experimental model.