بتول سبزه

The present study aims to investigate the effectiveness of theatrical activities, poetry recitation, and storytelling in learning fractional concepts in the mathematics curriculum for fourth-grade elementary students. The present study is applied research with a quasi-experimental design involving three experimental groups and one control group, using a pretest-posttest approach. The statistical population includes all fourth-grade male students in Karaj during the academic year 1402-1403 (2023-2024). Using a multi-stage cluster random sampling method, 2 out of 4 districts in Karaj were selected, and 2 schools were chosen from each district. One class was randomly selected from the fourth-grade classes in each school, resulting in a total sample size of 120 students, who were then assigned to four groups (three experimental groups and one control group). . The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Kolmogorov-Smirnov test and one-way ANCOVA). The effectiveness of the interventions on the research components was compared using the LSD post-hoc test, with the analysis conducted using SPSS-26 software. Results The results showed that the mean posttest scores were increased compared to the pretest scores in the drama activities, poetry recitation, and storytelling groups. Furthermore, the mean posttest scores on the fraction concept were significantly higher in the experimental groups compared to the control group. Therefore, the main research hypothesis was confirmed. The results of the post-hoc test revealed that the drama activity had a greater effect compared to the poetry recitation and storytelling activities.

The abstract is one of the most important parts of a paper. The abstract must be presented on a separate page and contain at least 500 words. The abstract must not contain any reference or abbreviation. It must be well-organized and has the following parts: Background and Objective, Materials and Methods, Findings, and Conclusion. Background and Objective should briefly include the background about the researched topic. It is a simple way of stating the problem investigated. Objective should address the significance and goals of the study. Goals must be clearly expressed and let the readers understand why the study has been carried out.

Materials and Method include Participants, Instrument(s), Material(s), Procedure, and Data analysis. It concerns general information about the sample and population, research instruments used to gather data, the materials, timing and type of the intervention, and data analysis techniques.

In this section the results of data analysis are explained. Related statistical tests and confidence intervals must be introduced and reported comprehensively and in detail.

It is not the repetition of the findings. It should convey the final conclusion of the study which accompanies authors’ suggestions and the discussion regarding the application of the results in their special field. Limitations and obstacles faced during the study should be mentioned in the conclusion section as well.

The aim of the current research is to the effect of applying the Reggio Emilia approach on the learning of experimental sciences in the third grade of elementary school. This research was conducted as a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population of the research was formed by the third-grade students of Andimeshk City. Among them, the third-grade students of Modares boys' primary school were selected and randomly 50 of them were replaced in two experimental and control groups. The experimental group was inspired by the Reggio Emilia approach and the control group was trained with the usual method for 15 sessions. Data collection was done with the researcher-made test of the science lesson and functional checklist. Teachers and professors confirmed the validity of the tool and its reliability was obtained through Cronbach's alpha test of 0.865. The results of the multivariate covariance analysis showed that the Reggio Emilia approach increased the learning rate of third-grade elementary students in the science course in all three levels of facts, basic concepts, and skills. the use of learning in new situations and the whole has significantly increased. This study showed that by using the Reggio Emilia approach as an exploratory, formative, and constructivist approach, students' learning can increase in all three levels of learning and applying what they have learned in new situations).Therefore, it is suggested to use and check the effectiveness of this approach for other courses and educational levels of the elementary school.

The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and limited access. However, this limitation has been lifted to a great extent with the advancement of technology. Especially after the expansion of virtual education, most teachers and trainers started producing educational films and videos using mobile phones and digital cameras. One of the important challenges in this field was lack of standards and principles for preparing educational films and videos for students. Criteria that can specifically test the quality of this age group and be available to teachers and producers in combined and virtual training as a guide were presented here.

The present research was combined with a sequential exploratory design in terms of its practical purpose and method. In the qualitative part, the required data was extracted from the sources using comparative content analysis and then validated using the quantitative method. The statistical population of the qualitative section included articles, theses, and electronic and printed books available and related between 2000 and 2021. The corpus was formulated with a purposeful and criteria-based method, and the main themes were extracted and coded based on the Boudin and Quick model. In the quantitative part, 60 teachers and specialists were included in the sample purposefully. In order to collect data and analyze the findings in the qualitative dimension, content analysis and extraction of main, sub-themes, and indicators were used. Then, in addition to the self-review technique, two experts were invited to ensure the coding method.

Qualitative findings in the four dimensions of technical, artistic, content and educational design were: the technical dimension criteria: expressiveness and clarity of the speaker's voice, light quality, image resolution and film size, lack of stuttering of the speaker's words and the superiority of the speaker's voice level compared to the background. In the artistic dimension, the criteria were: suitable framing of the film according to the educational goal and visual understanding of the student, variety of shots according to the type of content, attracting and maintaining attention with special effects, appropriateness of stage and background design according to the type of content,the believability of the characters in the film is physical, gender, age, grooming and clothing. The content aspect of the criteria included: the scientific accuracy of the content, the relevance of the educational content to the main learning goal, the removal of irrelevant content, the up-to-dateness and validity of the content, avoiding bias in relation to gender, age, race, language or social class, and simplifying complex content. According to the details of the content, the dimension of educational design included the appropriateness of the speech speed of the text with the level of students' understanding, arousing the sense of curiosity by creating an exploratory situation, strengthening the motivation to study and learn by creating a challenging situation, creating pauses in the video to link the content with the student's previous learning, creating and pausing in the video to encourage interaction about what was presented, refraining from showing the presenter's face when presenting complex content, providing practical examples of the concept or educational skill, creating a pause during the presentation to create an opportunity to think and get the audience's comments, and creative note-taking to guess what to continue, the events of the movie, Also, the results of validation using structural equations and the general fit of GOF value for technical, artistic, content, and educational criteria were equal to 0.181, 0.233, and 0.296 respectively, so the goodness model had a strong and appropriate fit and could be generalized.

This study identified and validated criteria for producing electronic content (educational films and videos) specifically for elementary school students in four dimensions: technical, artistic, content, and instructional design. These criteria can serve as a guide for teachers and experts who produce their educational content in the form of films and videos for virtual and blended learning environments, taking an effective step quality and continuity of education.

The purpose of this research is to evaluate and analyze the content of the workbook and technology of the sixth grade based on the components of entrepreneurship in the three dimensions of knowledge, attitude and skill. which was done using a descriptive method of quantitative content analysis. The research community is the content of the 6th grade technology book  in 2019.  Its reliability and validity was obtained with the help of experts and triangulation method. The most attention was paid to the skills component (442) and the least attention was paid to the attitude component (51)..Also, under the sub-components of rules and regulations, risk-taking and effective communication, the highest percentage and the components of financial literacy, internal control and critical thinking have the lowest percentage, respectively, in the dimensions of knowledge, attitude and entrepreneurial skills.

In the digital age, literacy does not only include individual skills, but also includes a set of social actions in real or digital space that uses new and digital technologies to communicate. Therefore, to complete the topic of media literacy, a new type of literacy called digital literacy has been proposed. Since students need a complete set of literacy to make the most of social networks, participate in post-industrial economies and play the role of global citizens, digital literacy as one of the new and multi-dimensional literacies is the best and most useful approach to understanding the changing landscape. It is the world that cannot be separated from education and the development of it must be provided among students, especially at the elementary level because childhood learning is the foundation of all subsequent education. In fact, understanding the dimensions and development of digital literacy among students is an answer to face the challenges of the digital age. In this regard, the aim of this research was to identify the dimensions of digital literacy of primary school students.

The current research method was applied in terms of its purpose and its method was combined (qualitative and quantitative) so that in identifying the dimensions of digital literacy of primary school students, a combined research method was used for validation. A descriptive method with Delphi technique was used for the identified dimensions. The statistical population of the qualitative part of this research included all books, articles, master's theses, doctoral theses that were published in the period from 2013 to 2014 on this topic. The digital literacy of primary school students was determined by a statistical sample of 36 documents in a targeted and criteria-oriented way. In the quantitative part, 17 experts were selected as a sample from the statistical community of educational science and educational technology experts and elementary school teachers. In order to collect data and information and analyze the findings to identify the dimensions of students' digital literacy, theoretical coding process was used in three stages of open coding, central coding and selective coding. In this step, to ensure the coding method, in addition to the self-review technique, two experts in the field of digital literacy were used to recode the findings. In order to validate the dimensions identified using the questionnaire made by the researcher, the data obtained from the survey was evaluated with Kendall's formula.

After analyzing the extracted data with MAXQDA11 software, the coding chart was drawn. Based on the results obtained in the coding process, in the open coding stage, 66 codes were extracted, 13 subcategories were obtained in the axial coding stage, and finally, in the selective coding, after combining the concepts, four dimensions were obtained.  The results obtained from the research indicated that four operational, critical, cultural and transitional dimensions could be considered for the digital literacy of primary school students and each of these dimensions had components that were appropriate to their age characteristics and needs. Operational dimension included technical literacy, digital content literacy, and information literacy. The critical dimension included the components of media literacy and critical literacy. The cultural dimension included the components of digital participation, social literacy, digital ethics and digital security, and digital creativity and innovation, problem solving, digital entertainment and digital intelligence were components of the critical dimension. In the expert validation section, the value of Kendall's correlation coefficient (0.658) was obtained.

Conclusion:

 In this research, the dimensions of digital literacy for primary school students were identified according to their characteristics and needs and based on the study of the experiences of leading countries in the development of digital literacy for children, which showed a balance between protection against online risks and nurturing digital opportunities and it can be a guide for the development of policies and curricula related to digital literacy among Iranian primary school students.

The use of virtual social networks has significantly increased in Iran and it has affected various aspects and dimensions of social life. The purpose of this article is to investigate the use of virtual social networks and its determinants among student-teachers of Farhangian university. Data were collected using web-based survey and multi-stage sampling method with a sample of 900 people in 2019. The results showed that the social networks of Telegram, WhatsApp and Instagram are among the most popular virtual social networks among the respondents. Most of respondents access to virtual social networks by mobile phones. Almost half of the respondents spend 2-4 hours a day in virtual social networks. The results of multiple regression and path analysis showed that the most important factors affecting the use of virtual social networks are the attitude, propensity, and trust in virtual social networks. Key words: Cyber space, Virtual social networks, Trust, Gender, Student-Teachers

The creativity has cognitive, motivational and non-cognitive dimensions. Fostering creativity in children has been pursued often in the cognitive dimensions, while motivational and non-cognitive dimensions play a significant role in stimulating the children's creativity. This study aimed to review the effectiveness of coordinated bimanual movements on fostering creativity in the children. The research has been conducted by a quasi-experimental method with pretest and posttest design and a control group including male students of the sixth grade of Imam Hossein Elementary School in the second district of Tehran in the school year of 2018-19. The study sample was selected by convenience sampling method among the sixth grade classes. For this purpose, one class (31 students) and the other class (30 students) were randomly considered as the experimental group and the control group. Torrance and Abedi tests were used to assess the creativity. After performing the pretest by both groups; the experimental group performed bimanual coordinated movements for two months according to the set schedule and then the posttest was executed for both groups. Data were analyzed using a multivariate analysis of covariance and the results show that continuous performance of coordinated bimanual activities can significantly increase the components of creativity such as flexibility, originality, fluency and elaboration in students.

Preschool education can have a significant impact on various aspects of children's development and personality, especially in their psychological and personal and social life. The aim of this study was to investigate the effects of preschool education on self-esteem of first grade elementary students by post-event method on 100 preschool students who did not attend the first grade of Save, Iran. The research instrument was the standard self-esteem questionnaire of Pope et al. (1989) and the research data were analyzed using descriptive and inferential tests (independent t-test, one-way analysis of variance and ANOVA). Preschool children were higher than those who did not, and no significant difference was found between family self-esteem and self-esteem among male and female students.

The aim of this study was to analyze the experiences of teachers in the implementation of art curriculum in the context of virtual education in the first elementary school. For this purpose, qualitative research method with phenomenological approach was used. Participants in the study included first grade elementary school teachers in the academic year 1399-1400 .which reached a theoretical saturation by purposive sampling with 11 people. The research tool was a semi-structured interview. The data obtained from the interview were extracted by inductive content analysis method and using open coding technique in concept sections, subcategories and main categories. The most important categories extracted included new goals, creative assignments, new teaching methods, use of various games, art education websites, audio file (storytelling). Also, the most important benefits extracted included the use of various resources and materials in education, appropriate and optimal use of teaching time, more teacher communication with individual students.

Self-esteem is one of the most important components of a person's personality and It is an important factor in his growth and prosperity.Pay attention to this component, especially in children.It is important for learning disorders.The purpose of this study was to investigate the relationship between mathematical learning disorder and self-esteem for student in elementary school boy.The method of this research is descriptive-correlational.Community statistical The study consisted of 301 male elementary school students in the 97-98th academic year;They are studying at Imam Hussein School in Tehran District No.2 and her sample is 30 Of these students,15 of these students with math's learning disabilities and 15 without They were impaired and were assigned to the control group. Disorders group includes all students with disabilities in this is a school that is trained by a psychologist and a learning disorders counselor and specialist They were diagnosed and selected by purposive sampling and the control group was randomly selected from the whole community statistically selected. Data were collected using a self-esteem questionnaire of Pope et al (1989).Results were analyzed using descriptive and inferential statistics (Student t test).The results showed that there is a significant negative relationship between mathematical learning disorder and self-esteem. It means disorder mathematical learning reduces self-esteem in the group of impaired students and self-esteem in the group no higher disturbance.According to the results of the present study and the importance of increasing self-esteem in children with learning disorders, self-esteem can be improved by identifying these children and improving these disorders.

One of the most important concerns of virtual education is the effectiveness of teaching-learning processes. Due to the prevalence of virtual education and the use of technological tools in the field of education and learning, growing and creative education has become more important than ever. In particular, virtual education for children in primary school faces major challenges in discussing the effectiveness of education and the quality of students' learning. What is important in educating children in the first grade of elementary school is how to cultivate the power of reasoning, judgment and purity in them, through which children learn how to think right, make the right decisions and solve their problems in the right way (Firoozfar, 1395). Overcoming the challenges and obstacles in this field, as well as increasing teachers' skills in how to use technological and creative tools, can, in addition to improving virtual education; Provide children with access to multisensory or multimedia education (Morris, 2006), various information resources, virtual interactive environment and other technological facilities appropriate to their cognitive level and needs in the context of cyberspace (Shafiei Sarvestani et al., 1399 . Teaching elementary students in the context of cyberspace allows teachers and students to use multimedia tools and software and effective communication mechanisms to implement creative teaching and take advantage of appropriate educational opportunities in e-learning. , 2005). What is key here and should not be neglected; Teachers' experiences, attitudes and skills are needed in this field. Many teachers' concerns about the quality of learning in this way will be addressed if teachers have the appropriate creative, innovative knowledge, skills, and attitudes in e-learning (Smith, 2012). According to the author's review of the research topic, no significant research has been done on the lived experiences of elementary school teachers regarding creative teaching methods, especially in the context of virtual education in the first elementary school; Therefore, the present study seeks to examine the experiences of primary school teachers regarding the use of creative teaching methods and how to use them in the virtual learning context, and finally, based on teachers' experiences, a framework for developing and applying creative teaching methods. Provide the first elementary school for children. In this regard, three basic questions were raised; 1- How did the primary school teachers implement their creative teaching methods in the context of virtual education? 2- What problems have primary school teachers encountered in applying creative teaching methods in cyberspace? 3- What have been the achievements of primary school teachers in using creative teaching methods in virtual education? the present study was conducted qualitatively, phenomenologically and with a descriptive approach. The purpose of phenomenological research is to explicitly explain and identify phenomena as they are perceived by individuals in a particular situation. It is a scientific method that summarizes social issues with a mental approach (Horsell, 1938). Based on the purpose of the present study; To study the lived experience of teachers regarding creative teaching methods in the context of virtual education, a phenomenological approach was selected that was appropriate to the purpose of the research. Participants in this study were all primary school teachers in Pardis city in the academic year 1300-1499, which was selected by purposeful sampling of 12 teachers and interviewed by theoretical saturation criteria. Selection condition, willingness to participate in research; Experience in providing virtual education in the context of virtual social networks (such as Happy Network) and the use of creative teaching methods in virtual education. In order to gather information and conduct interviews, teachers were first asked to participate in the research by forming a group on one of the available social networks and conducting the necessary explanations about the research. Then, with the assurance that the subjects will understand the subject, the interview questions will be presented separately and individually (in person) through video, audio or text file presentation, and the answers provided by the teachers will be in the form of a text in the form of a set. Implemented and assembled. Conducting interviews with 12 teachers reached theoretical saturation. The tool of the present study is a semi-structured interview designed by the researcher based on the objectives of the research. Data analysis was performed using thematic analysis method. The results showed that creative teaching methods include: presenting a conference by the student, research, brainstorming, field trip (using virtual tours of museums and antiquities), demonstration method, problem solving method, handicraft; Educational tools include: multimedia tools, use of animation, movies, use of play equipment, use of natural materials; Creative teaching techniques include: photography by students, individual and group games, home science trips, storytelling and screen reading; Motivation of teachers in using the creative teaching method includes: maintaining and strengthening the motivation of students to learn in virtual education, creating a happy atmosphere of education during the corona, strengthening the sense of self-learning in students, making the classroom attractive, increasing student participation; Also, the most important challenges and problems of teachers in implementing creative teaching methods included: software weakness, reduced interactions, lack of facilities, lack of parental cooperation and structural weakness. First graders began their first formal learning experience while my world, including Iran, was embroiled in a corona pandemic, and inevitably decided to continue, both globally and nationally, to prevent the spread of the virus. The official education of the country was based on virtual and distance education. The main challenge for the advancement of the educational system, both at the macro and micro levels, was to maintain motivation and the quantitative and qualitative level of education compared to face-to-face education. On the one hand, the infrastructural challenges, including high-speed Internet network, software and hardware appropriate and quality, and on the other hand, the ability and competence of educators to use these tools in order to hold quality classrooms, problems And it was important issues that have plagued the country's education system since the initial outbreak of the Corona virus. Because the focus of this research is on the second dimension of these challenges, namely the competence of teachers, and in particular first grade elementary teachers.

Given the need for entrepreneurship education and the importance of childhood in creating a deep and sustainable attitude about entrepreneurship, childhood education should be targeted and implemented in order to form and strengthen the entrepreneurial attitude. One of the best ways to teach entrepreneurship to children is to play creative games. The aim of this study was to investigate the effect of creative games on the formation and strengthening of the entrepreneurial attitude of primary school children. This research is a practical and semi-experimental research method in the statistical population of students of the fourth grade of Imam Reza Boys' Elementary School in Rey city on a sample of 30 people (15 people in the control group and 15 people in the group). Experimental) was performed. The level of entrepreneurial attitude and its dimensions were measured before and after a one-month training course in both experimental and control groups by Robinson et al.'s (1991) attitude questionnaire. After analyzing the data using analysis of variance and T-test, the results showed that: Entrepreneurship education with the method of creative games in the field of entrepreneurship, has been highly appreciated and welcomed by children and strengthens the entrepreneurial attitude in all dimensions. It includes inner control, desire for success, creativity and innovation, and self-esteem. These findings can be effective in educating educators and teachers in the field of entrepreneurship education, as well as in developing educational programs based on the creative and entrepreneurial learning approach.

The aim of this study was to investigate the relationship between teachers' classroom management style and self-regulation and responsibility of sixth grade elementary students. This study was applied in terms of purpose and descriptive-correlational. The statistical population of this study includes all male students and their teachers in the sixth grade of elementary school in the 4th district of Tehran, which consisted of 4000 people. Using Cochran's formula and available sampling method, 310 students and 35 of their teachers The research sample title was selected. In this study, three questionnaires of Wolfgang and Glickman (1986) class management style questionnaire, Nemati responsibility accountability questionnaire (2007) and self-regulatory questionnaire of Bofard et al. (1995) were used. Pearson correlation test and simultaneous linear regression were used to analyze the data. The results showed that there is a significant relationship between classroom management style and students' self-regulation (p <0.01). The results also show that the teacher management style in the classroom explains self-regulation in 17% of students. Findings also showed that there is a significant relationship between classroom management style and student responsibility (p <0.01). Classroom teacher management style explains responsibility in 23% of students.

The development of new communication technologies and virtual social networks in the last two decades has led to ideological and attitude changes, especially among the younger generation. In this regard, the present article was conducted with the aim of investigating the trend towards virtual social networks and the factors affecting it. The research method used by the Commission is a survey in which data were collected using a researcher-made questionnaire tool among 900 people selected by a multi-stage cluster sampling method in 2009. The results of multivariate analysis showed that the most important variables affecting the rate of student-teacher orientation to social networks, respectively, include attitudes towards social networks, religiosity, and the level of trust in social networks. Other variables such as gender, age, and length of time to join social networks have had a significant but slight effect on social media orientation. In total, these variables have been able to explain about 43% of the variance in virtual social media trends.