ابراهیم طلایی

Despite the Increasing attention to competency in medical science education, how to teach it has received less attention. Therefore, the aim of the current research is to identify the characteristics and components of competency-oriented medical science education.

This applied research was conducted using the qualitative content analysis method in two parts: documents and focused group discussion. The selection of cases and participants was done using a targeted approach, including sampling of special or unique cases. This study reviewed 14 articles and 2 books, with 14 faculty members and doctoral students with teaching experience in medical sciences participating. Validation of findings for both sections was carried out through peer review involvement.

Based on the results, the elements and characteristics of competency-oriented medical science education were described in 4 main components including contextual factors-infrastructure, learner, the process of education, and evaluation-feedback and 11 sub-components and their characteristics.  

Competency means the acquisition of transferable knowledge, the result of deep and meaningful learning. As a result, competency-oriented medical science education focuses on learning processes and includes active, collaborative teaching-learning methods, original evaluation, constructive feedback, and metacognitive awareness.

A writing rubric is a guideline that outlines the criteria and levels of performance for a writing-specific task. The research discussed in the passage focused on designing and validating a rubric specifically for writing in the upper elementary education.

The study was generally a type of measurement research, specifically scaling research. The study explains the methods and main stages of designing and implementing a scale in detail.

After reviewing the rubrics used in primary education and determining custom rubrics for different types of writing (descriptive, narrative, explanatory, and argumentative), the researcher extracted the objectives of the Persian language curriculum in the field of writing. Then, among the components of each type of writing, they selected general components and finally designed a 9-component rubric. After designing the rubric, its validity was examined.

The lack of a standard rubric for writing is one of the reasons for the unclear situation of elementary school students' writing skills in Iran. The presence of a rubric not only provides a clear view of the student's writing skills but also makes them aware of the expectations and goals of the writing curriculum. This awareness leads to an improvement in their writing skills.

The aim of this study was to investigate the effectiveness of using a learning analytics dashboard in synchronous e-learning environments on increasing student engagement in a teaching methods course. A quasi-experimental single-group design with pre-test and post-test was used for this purpose. The participants in this study included 34 students from teaching competency courses, who were selected through convenience sampling. The BigBlueButton platform, which features a learning analytics dashboard, was utilized over six sessions. The data was collected using the learning analytics tool from the BigBlueButton platform. The results indicated that using a visual learning analytics dashboard had a significant impact on the number of emojis sent, the number of times participants raised their hands, speaking time, and the number of questions answered. Although the average number of messages increased after the dashboard was displayed, this increase was not statistically significant. Therefore, dashboards can lead to an increase in learning opportunities. Based on these results, it is suggested that virtual education platforms in universities and educational centers could be equipped with simultaneous learning analytics dashboards and future researches should be developed in this field.

The purpose of the study was to design a curriculum for the elderly education based on dialogue education approach. Jane K. Vella is the setter of this approach and the most important feature of this approach can be considered its attention to the audience and their special needs. The method of conducting this research is the application of the recommendations of the dialogue education approach. Sampling among the elderly participating in the course was voluntary and by sending an invitation. In sending the invitation, an effort was made to cover the maximum diversity of education, gender, and social status. In order to select the content based on the participants' needs, the list of Iranian elderly's educational needs was given to the six elderly who attended the educational meetings for selection. After selecting the content, the elements of the dialogical curriculum were determined. In the implementation phase, changes were made to adapt to the context, in the design and implementation process, and all the implementation and design phases were validated by Vella and the team members. Considering the special characteristics of the elderly, such as having experience, independence and self-directedness, the curriculum used for them should be able to take into account these characteristics, and considering the high flexibility of the dialogue and listening approach, as well as the achievement of all learners to the goals of each meeting, the approach to design educational courses in centers whose audience is the elderly, can increase the effectiveness and attractiveness of the courses.

Achieving competence as the main goal in medical education requires a dynamic and active learning process that includes the characteristics of a community of inquiry framework. This theoretical framework provides an overall and coherent structure of an interactive educational experience with a focus on the learning process. Therefore, the purpose of this research was to develop a competency-oriented educational model for medical sciences based on the framework of the community of inquiry.

This was a qualitative and quantitative research. The qualitative part was conducted using qualitative content analysis of documents and focus group discussions, while the quantitative part involved internal validation of the educational design model through a descriptive survey method (based on experts' opinions) and a researcher-made questionnaire. The sampling method was purposeful, focusing on specific or unique cases continuing until theoretical saturation was reached.

Using qualitative content analysis (36 documents, 33 articles, and three books) and focus group discussions (with the participation of 14 experts in medical education), the dimensions of competence, principles of competency-based medical education, and principles of inquiry community were identified. Based on theoretical foundations, these were categorized into three domains: affective, cognitive-skills, and metacognitive, along with their subcategories. The alignment of these dimensions led to the formation of a competency-based medical education model, grounded in the inquiry community framework. Internal validation of the developed model was conducted using a researcher-made questionnaire and the participation of 14 experts in educational technology and medical education. According to the specialists' opinions, the developed model achieved a relatively high internal validity (T=14.52, P<0.0001).

In this study, the competency-based educational design model for medical education, based on the inquiry community, exhibited appropriate design and organization, flexibility, and adaptability to individual learning needs, even in unpredictable situations within medical education. Its design and organization can be continuously refined and improved throughout the educational experience. Given that it achieved a relatively good internal validity according to the opinions of specialists in medical education and educational technology, it can be introduced as a suitable model in the field of competency-based medical education.

The current research seeks to identify and prioritize the components of the professional competence of educational leaders in the elementary school. the purpose of the research is practical and in terms of data collection, it is mixed and exploratory.

In the first part, by studying the theoretical foundations and research background, as well as interviewing 9 experts in the field of educational management, educational leadership and curriculum, the model of professional competence of educational leaders according to the educational system of the country was determined. The selection of participants in the interview was done using Purposive sampling, and the criteria for selecting their number was theoretical saturation. In the second part, using the Delphi method and hierarchical analysis, priority of the components of this model were determined from the perspective of curriculum experts (educational leaders, managers, teachers) and the snowball method was used to select these experts. To determine the validity of the research, qualitative validation criteria of Credibility, transferability, and confirmability were used, and reliability was determined by Cohen's kappa method.Results and

The model of professional competence of educational leaders includes the themes of basic competencies including five categories, specialized competencies including three categories and professional competencies including four categories, which includes a total of 155 concepts. results showed that priority is given to professional competencies, specialized competencies, and basic competencies. the calculation of weight of the sub-components showed that the components of support and professional growth of teachers, optimal management of the teaching-learning process, optimal management of the curriculum and organizational and professional abilities respectively in First to fourth priority. The results of this research should be made available to officials and decision makers in this field for the purpose of decision-making, selection, appointment and professional growth of educational leaders.

Defining educational objectives is a major constituent of education systems. Competence is one of the objectives in medical education. As such, this study endeavors to identify the dimensions of competence in the field of medical education.

This study was conducted in two parts: qualitative content analysis of documents and focus group discussion (expert group). Documents were purposefully selected based on scope review and extensive search in Web of Science, Scopus, Pubmed, Science Direct, and SID databases with keywords qualification, competence, education, medical sciences. The participants in the group discussion were selected using a targeted method and were 14 professors and PhD candidates of the medical education department. Coding and data analysis were done based on two Meiring models for documents and Grandim-Volandman for focus-group discussion and validation of findings with the participation of the research team and peer review.

In an extensive search, 573 documents (books and articles) identified. By screening through the review of title 282 documents, reviewing the title and abstract, 28 documents were selected and finally by gradually studying the abstract and the full texts, 9 documents were selected. The results were combined with the findings of the focus group discussion analysis and formed a model of competency dimensions. As a result, competence dimensions were defined in three general categories: emotional, cognitive-skill-thinking, and meta-cognitive as well as 22 sub-categories.

Competency in medical education goes beyond the acquisition of knowledge and skills expected for licensure, which are often described in national standards. Competency includes transferable knowledge and skills, self-reflection, and higher-level thinking or metacognition that is achieved through active learning methods.

The main purpose of this study is to determine the effectiveness of the stop motion technique in improving the scientific reasoning of third grade high school students in the chemistry course with the subject of electroplating. The study sample includes 150 students, all of whom were studying in two fields of mathematics and experimental studies in the academic year of 2011-2012. The approach of this research is quantitative and the method used is quasi-experimental, of the Salomon four-group design. Also, in terms of purpose, it is among applied researches. The sampling method is cluster. This research was done with two experimental groups and one control group. in experimental group 1; Training using stop motion technique was used in an unstructured way. in experimental group 2; Training was used in a structured way using the stop motion technique. Static model was used in the control group. The sources of data collection in this study to study the breadth and depth of vision are: audio recording, step-by-step notes of the researcher, individual interviews with students.To analyze the research data, statistical methods were used at two descriptive levels (central and dispersion indices) and inferential (t-test and analysis of variance). The results showed that the use of unstructured stop motion technique has a more effective role in improving students' scientific reasoning skills than structured stop motion technique and static model.

To measure the durability of the impact made by writing reflective narratives, as practiced during student teaching, on professional development while teaching, a group of 18 elementary school teachers who had just graduated from Farhangian University in Tehran was carefully selected and then interviewed within a semi-structured framework. The collected data were initially content analyzed deductively using open coding method, and then comparatively using Danielson’s Model of Teaching. The comparison revealed that although the deducted areas of impact correspond with the model’s four dimensions and 15, out of 20, constituents, most correspondence is seen with the first and third dimensions associated with instructional design and teaching. As a result, it can be said that writing reflective narratives can help student teachers with their professional development beyond their graduation if they experience independent teaching within a natural realistic teaching environment while student teaching.

This study aims to identify and prioritize the educational needs of older adults in Iran as a prerequisite for developing any educational intervention for them.

In this study, the interviews and content analysis were used to identify the needs, and the Delphi method was used to prioritize them. Three target groups were experts in the fields of education and geriatrics, caregivers of older adults, and older adults. Purposive sampling was used for sampling. The final samples consisted of 45 people.

The results of content analysis by Sterberg’s method, 13 themes were extracted which were sent to the participants for prioritization using the Delphi method. Finally, after two rounds, the participants agreed by 96% on the priority of the most needs, which were: 1) Health-promoting skills, 2) Management of negative emotions and feelings, 3) Self-knowledge, 4) Sense of satisfaction, 5) Interpersonal communication skills, and 6) Self-learning.

With age, physical health and negative emotions management skills decline and with the limitation of the circle of friends and relatives due to retirement or death, social health is also at risk. Proper knowledge about old age and acquiring self-learning skills are key elements to overcome the challenges of this period. The educational centers in Iran should provide education to older adults about health-promoting skills, how to manage negative emotions, knowledge about old age and self-learning skills, and communication skills.

One of the ultimate goals of pursuing higher education is to prepare the next employees with the necessary knowledge and skills. This includes cultivating university students’ scientific skills, especially argumentation skill. From an educational point of view, argumentation skill is a learning mechanism, the use of which leads to knowledge development. Exploring the states of this skill in the intended and experienced curricula of Iran's higher education system is the aim of this study. The analysis of the intended curriculum was done by using the directed qualitative content analysis method. The sampling method was the purposeful sampling technique. The units of analysis include word, phrase, sentence, and paragraph. The expression method consisted of latent and manifest messages. Thereafter, for the experienced curriculum, using the snowball sampling technique, the argumentation ability of 130 university students was assessed. Findings The first finding of the analysis of the intended curriculum showed that at the policy and management levels of Iran’s higher education equipping students with academic skills such as argumentation has been recognized and defined as goals both latently and manifestly. The second finding showed that students written responses didn’t have a proper argumentative structure. This finding is not consistent with the first finding. The inconsistency between the intended curriculum and the experienced curriculum indicates that at the level of implementation, this skill development has not been paid attention to. In addition, the experienced curriculum shows that students do not acquire argumentation skill from the hidden curriculum of the university environment

This study aims to design and validate the optimal model of digital citizenship education curriculum with an integrated approach in high school. For this purpose, two main questions were investigated in this study: 1) what are the characteristics of integrated curriculum model of digital citizenship education in high school? 2) To what extent is the proposed model valid from the view point of experts?

The research method is mixed with the exploratory design which was done in two qualitative-quantitative parts. In the qualitative part, the model was designed and in the quantitative part, the model was validated by descriptive-survey method. In the qualitative section, all available texts and theoretical and research sources were reviewed. Also, 20 specialists in curriculum planning and, educational technology and digital experts, who were selected by purposive. Data validity was obtained through triangulation. Data collection tool was semi-structured interview and content analysis method was used for data analysis.

The findings were explained according to the Ecker model in the form of digital citizenship education curriculum components including logic, goals, content, learning opportunities, resources, teacher's role, time, space, grouping and evaluation.According to the research findings, program logic has considered the integration of digital citizenship issues in curricula. The target element referred to the three categories of digital citizenship ethics, digital citizenship literacy and digital citizenship skills in three dimensions of knowledge, skills and attitude. The content was presented in three sections: protection, education and respect and It was emphasized On the importance of active teaching approaches. Also the teacher was mentioned as a guide and facilitator. And the use of various sources was emphasized. In this curriculum design, time and place are flexible. Activities are done in small groups. In the evaluation section, variety of qualitative evaluation methods were continuously considered. Survey method was used to validate the efficiency. The validation results showed that from the viewpoint of curriculum studies and educational technology and digital experts. The proposed pattern was appropriate.

The purpose of this study is a) to explore and explain philosophically the foundations of TeWhariki (New Zealand National Program in early childhood education(ECE) ) and b) to do a critical review of the emerged foundation based on education philosophy in Iran. The research method adopted was a descriptive-analytical one in which an external review of TeWhariki’s philosophical foundation was carried out. The main findings are: a) TeWhariki is based on empowering the child to discover inside and outside of the self, making emotional relationships, paying attention to local and global culture, participation of all stakeholders in ECE, and accepting cultural pluralism; b) different philosophies are its educational foundation; c) it considers a spiritual origin and destination for human beings, pays attention to various aspects of the child's existence, benefits from national culture and indigenous tradition and pays attention to the role of family. From the perspective of "Philosophy of Education in Iran", TeWhariki ignores the role of religious teachings in child’s education, it does not rely on a comprehensive philosophical and value system, and there appears to be a kind of hidden relativism inside.

The present study was aimed to evaluate the quality of writing in elementary school students. The statistical population in the study was male students of the upper elementary school in Tehran in the academic year 2020 to 2021, that among them 107 samples including three classes (2 classes of 35 students + 1 class of 27 students) were selected based on convenient sampling technique. To collect data a researcher-maker writing rubric was used and data central and dispersion indices were applied to analyze. 

The research design belonged to evaluative (evaluation) researche or programme. In this type of research, reearcger want to evaluate a product or concept and collect data that helps improve his/her solution. 

The results showed that the average writing score of upper elementary students, including 4th, 5th, and 6th grade, is lower than relative mastery and is limited and somewhat weak (M = 12.65).

It can be concluded that students' writing is as weak as their reading and perhaps the imperfection is rooted in their reading weakness. As a suggestion, it would be better to teach writing, apart from the psychological approach toward teaching, using other approaches and paradigms such as cultural-social approach and the following theories as for example activity theory. Also, it is sugesssted that the learning environment design based on such approaches.

The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.

The university, as an idea and an institution in the world, is considered the pinnacle of cultural, economic, political and social development. One of the most important issues related to universities is quality promotion and continuous quality assurance with regard to changes in different fields. One of the world-wide programs related to quality promotion of universities and higher education is faculty development programs. One of the most important aspects of faculty development programs alongside research and social services is instruction and teaching.

This research has been carried out using a systematic review of external researches as well as the analysis of various models with a clear and transparent implementation protocol. In this research, the PRISMA search flow diagram as well as the items of the PRISMA checklist with a few modifications have been used and were used as the basis of action in this research is in the systematic review section.

In the findings section of this study, 31 important and key elements related to the faculty instructional development were extracted, analyzed, and combined under two general and main categories, namely structure and practice.

Faculty instructional development is a multifaceted issue that, for example, includes structuring such as creating an instructional development center as well as practices such as creating a community of practice and learning and mentoring, and higher education practitioners should pay attention to these elements. Other elements and implications are discussed in the article.

Ideas, Skills, and Rules for Citizens in the Digital World to Reduce Technology-Related Abuses and empower children to use technology responsibly for learning and activity Presented by thinkers in the field of communications and media, policymakers and educators. One of the new concepts for appropriate dealing with the digital world in the social, economic and political fields is the development of digital citizenship, which has attracted much attention in recent years. To achieve a broad knowledge base and provide comprehensive digital citizenship categories for better civic education in the 21st century, this study examines the nature, characteristics and elements of digital citizenship as well as the role of the curriculum in digital citizenship education through in-depth review and analysis of related literature in this field. . The Qualitative research method is analytical explanatory type and the required data has been collected from reliable sources using the method of document research. Sampling was done in a targeted manner.The results of the survey has identified four categories of digital citizenship as Axis of this concept: 1- Digital citizenship as ethics. 2- Digital citizen as information and media literacy. 3- Digital citizen as participation and interaction. 4- The digital citizen as a critical opposition. Another point in the research results is that four categories of elements of digital citizenship (personal identity, online activity, mastery of the digital environment and ethics related to the digital environment) are presented in the form of SAFE model. The research results also show the need for education and the role of student-centered curricula in promoting the social responsibility of citizenship in the Digital age. Therefore, understanding the concept of digital citizenship will make it possible to take educational measures to educate digital citizens.

Most online learning environments are challenging for the design of collaborative learning activities to achieve high-level learning skills. Therefore, the purpose of this study was to design and validate a model for collaborative learning in online learning environments.

The research method used in this study was a mixed method, including qualitative content analysis and survey research. The statistical population was from the perspective of analyzing the qualitative content of all sources and valid scientific articles indexed in the databases. The sampling method in this section was a targeted selection method. The statistical population in the research section was all the experts in the field of educational technology. From the statistical population, 18 people were selected purposeful sampling. The measuring instrument in the survey section, was a researcher-made questionnaire whose validity was approved by seven specialists from the field of educational technology. Repeat method was used to determine the reliability.

The findings showed that the elements of design model for collaborative learning in the online learning environment include real problems, scaffolding, modeling and coaching, multiple sources, discussion and reasoning, and collaboration. Also, the findings showed that for each of the elements of the proposed design model, there are different design strategies. The design elements and strategies of the proposed model were considered to be valid by experts.

The proposed design model for collaborative learning in an online learning environment provides a framework for online learning designers and educators that can use effectively and directly the capacity and capabilities of online learning environments to enhance high-level learning skills.

In effective citizenship education, decision making is important skills.The 11-year-olds childeren need decision-making skills(NCSS,1998(.The purpose of this study was to investigate the effect of collaborative reasoning-based learning environment with teacher support (pre-training and scripting by procedural prompt) on acquisition and transfer of decision-making skills and satisfaction.For this purpose, the questions were: (1) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on students' acquisition of decision-making skills?(2) what is the effect of collaborative reasoning-based learning environment with pre-training and script supports on the transfer of students' decision-making skills to the novel moral story?(3)what are students' opinions about the collaborative-reasoning learning environment?

This research is a pre-test and post-test experimental designs with three experimental groups. The statistical population of the study is all sixth grade students in Neyriz in the academic year 1399- 1400. All participants were male and their mean age was 12.40 (SD = 1.33). Among the schools of Neyriz city, three schools of Mehregan, Mehrdanesh and Bahman were selected through cluster sampling. Three sixth grade classes were selected and randomly divided into experimental groups 1 (pre-training), experimental 2 (scripting) and experimental 3 (blended method(.Learning and transfer of students' decision-making skills (pre-test, post-test and transfer test) were measured using a coding scheme prepared by the authors.Students' opinions about collaborative reasoning-based learning environment were measured using a questionnaire designed by Mehdizadeh (2007). This questionnaire was used with some changes after adapting to the classroom conditions.

The results showed that the collaborative reasoning approach with three support methods can improve acquisition and transfer of students' decision-making skills. Also, students who received a combination of support through pre-training and scripting in the collaborative reasoning process performed better in acquisition and transferring decision-making skills than the other two groups and were more satisfied with their learning environment. Also, students who received pre-training prior to collaborative reasoning performed better than the script group in acquiring and transferring decision-making skills.

Pre-trainning and scripting are both complementary learning strategies that, together, provide powerful instructional support in collaborative reasoning-based learning environments to empower students to acquisition and transfer decision-making skills. Pre-training creates the mental structure or model needed to understand the scripts that are presented in the collaborative reasoning process.

The present study was conducted to evaluate the quality of the learning-teaching process of the pre-school centers based on the International ECERS standard. For this purpose, 24 pre-school centers were selected based on multi-stage sampling from different regions of the county and custodial organizations and their learning-teaching process quality was evaluated. First, data were collected using observation techniques and ECERS interviews. In the next stage, the status of pre-school centers was judged in the levels of quadruple spectrum: "inadequate, low, good and excellent". At the end and after analyzing the findings, operational solutions based on improving the quality of ECERS standard were presented. Based on the findings of this study, the quality of activities related to language education and children's reasoning, the quality of activities and the quality of the structure of pre-school centers in Qeshm was undesirable. Also, the quality of the structure of the course has the lowest average compared to other dimensions studied and is in a "undesirable" situation. Overall, the results of the evaluation showed that the quality of the learning-teaching process of the pre-school centers in Qeshm mean was 2.07 and according to the ECERS range of 1-7 and a qualitative judgment range is at a "low quality" and undesirable level.

In order to present practitioners with a model for designing learning games and demonstrating its use and effectiveness, based on previous research, a general framework for designing learning games was identified and then utilized to design and construct a game for learning the “Iran Neighbors” lesson. The constructed game was deemed as useful when reviewed by a number of teachers and educators, and experimentally used for a period of five weeks at the fifth grade level. Based on the feedback given by both teachers and students, both the model and the constructed game were improved and reutilized in an experiment with two groups of fifth graders. One group used the developed game while the other learned the lesson with the current approach which claims to be constructivist. Pre- and post-tests comparisons of the two groups indicate a significant effect of using the learning game. This difference was maintained in a follow-up assessment a year later.

One way of making learning English language interesting is through its gamified instruction, especially nowadays that most teachings are done virtually. Doing so, however, requires a valid framework. To construct such a framework a set of 22 peer reviewed papers on language learning and gamified teaching, from among 94 of such papers, was content analyzed and key concepts, and frequently used elements were derived. Furthermore, a group of 20 experts specializing in instructional technology was randomly selected from among all such experts and given a questionnaire on the topic. The results identified the required elements for the framework in gamified virtual teaching/learning of English language. The most applicable elements are feedback, challenge, points, bonuses, ordering tables, levels, progress curves, time pressure, storytelling, scores, personality, results, achievements, narratives, and liking and disliking. The validation process conformed the framework to be a rather reliable one.

This study investigates the effect of teacher -supported discussion - based learning environment (modeling and coaching) on improving students' moral - social decision - making skills. Three sixth grade classes were selected, and were randomly assigned to experimental groups 1 (modeling strategy), experimental 2 (coaching strategy) and experimental groups 3 (blended strategy). Three learning environments were designed with the support of the teacher, called the discussion-based learning environment, and these educational supports were applied in the learning environments.After the pre - test, a six - week discussion - based learning unit on moral - social decision-making was implemented with modeling, coaching, or blended instructional supports. The data obtained from pre-test, post-test and application-test of decision-making skills were analyzed using a coding scheme designed based on the relevant research literature. Repeated measures analysis of variance and one-way analysis of variance were used to analyze the collected data. The results showed that students who received blended support in the discussion - based learning process performed better in terms of acquisition and applying decision-making skills as well as satisfaction than the other two conditions. Also, the students who were supported in the discussion process through modeling, performed better than the coaching group in acquisition and applying decision-making skills. The implications, limitation and suggestions for future research are discussed.

The purpose of this study was to combine the volitional strategies and messages with motivational design in e-learning and its effectiveness on student’s cognitive load and volitional dimensions. In order to achieve this goal, a mixed method - convergent triangulation design - was used. The statistical population of this study was students of Shahid Modares campus of Farhangian university of Kurdistan. In the quantitative phase, a quasi-experimental design with a control group was used. In this regard, firstly, three classes with a capacity of 85 students selected through available sampling method and then randomly one class assigned to experimental and two classes assigned to control group. In the qualitative section, 9 people were selected through Purposive sampling and Interview conducted with them. The quantitative data was collected by use the volitional control questionnaire and cognitive load questionnaire, and qualitative data by use the semi-structured interview. Quantitative data analysis was done by using covariance analysis and using SPSS software version 21. Qualitative data analyzed by Inductive content analysis through open coding. Findings indicated the effectiveness of combining volitional control strategies and messages with motivational design on student’s cognitive load and all dimensions of volitional control.

The present study aims to investigate the existing status of environmental education in the second elementary school based on the components of environmental education. The methodology was the content analysis method of Entropy Shannon, which presents data processing in the context of content analysis with a new, quantitative and qualitative look. The content of the project was responsive (all 4th, 5th and 6th grade books), and 9 main components and 43 sub-components. The results of content analysis showed that out of a total of 848 pages of the fourth elementary books, in total (189) pages, and 895 pages of the fifth grade of primary books in total (127) pages and from 914 pages of the sixth grade books in elementary The total (127) pages related to the key concepts of environmental education, and among all the components of environmental education, the greatest attention was paid to the component of biodiversity in 36 pages and the least attention was paid to the ozone layer component in (0). The most The coefficient of importance is related to biodiversity components (0.26) and the lowest coefficient of importance of the component is the effect of growth of ozone layer (0). According to the results of content analysis, it can be concluded that the environmental education of this period is very low, while explicitly in the upstream documents the issue of the environment, the necessity and importance of preservation and ways of its conservation as one The underlying dimensions of development are discussed in different dimensions.