داریوش نوروزی

The purpose of this research was to investigate the effect of using communication technologies on media literacy and learning of Isfahan region 1 conservatory students based on the bootstrapping technique. The current study is considered a survey type in terms of the classification of descriptive researches. The statistical population of this research includes art students and teachers of conservatories in District 1 of Isfahan city, whose total number is 256. Finally, using random numbers table, statistical sample, selection and questionnaire have been distributed among them. After evaluating the model obtained in the research, it was observed that the average value of the extracted variance (AVE) is always greater than 0.5 and the composite reliability value is also greater than 0.7 in all cases, which is from the average value of the extracted variance ( AVE) is also larger; Therefore, convergent validity is also confirmed. The findings of the research show that the Q2 index of dependent structures is estimated to be a positive value (greater than 0.02). Therefore, it can be concluded that the power of the model regarding the prediction of all variables is at an acceptable level. After examining the measurement and structural models, the hypotheses should be interpreted. A significance level less than 0.05 or a t-value greater than 1.96 indicates that the hypotheses are not rejected. in general, it can be said that the use of communication technologies on learning and media literacy It has an effect in the conservatories of one district of Isfahan city and the main hypothesis is confirmed.

According to islam, preparation for confronation with the enmy is an obligatory and necessary issue thet Goad emphasizes in the Guran in sureh Anfal, verse 60: Prepare against them whatever you can of{military} powerd and war-horses, awing therbay the enemy o allah and your enmy.In recent decades, more than ten wars have taken place in the surrounding areas of Iran, the last three of wich have occurred in the neighborhood and near the borders of the Islamic Republi of Iran. The presence of the United States as a hegmonicpower in the Persian Gulf region, in addition to the real interests of this country, should be mentioned as a result of region issue and challenges that in the past ages created the ground for the influence and presenceof world powers in the region and deterrence for I.R.I has becom inevitable so that this presence may in the future lead to military conflict or a full-scale war against I.R.I.The purpose of the study is to explain the lessons learnedfrome the political and diplomaticgoals used in the recent triple wars in Southwest Asia. This research is considered as a case-field research and has been conducted with a mixed approach, descriptive- analytical method.  According to the findings of this study, The must important influential components in southwest Asia are:( strategies, policies, defates, victories, economy, military component, social component and media component).

Learning mathematics creates opportunities for pupils to develop key 21st century competencies. In support of this important curriculum, more serious efforts are needed to update the content and technique of mathematics education. The aim of    research was a comparative study of primary school mathematics curriculum in Iran and Singapore in four components of objectives, content, teaching and assessment methods.  A comparatively qualitative research method has been done using Bereday’s four-step approach. The   sample selection strategy was "Different social systems, different educational outcomes". The data were collected using documents and information available in   formal government databases, books and publications related to the research topic in the period 2021-2000, and were analyzed according to the John Stuart Mill agreement / disagreement method. The findings showed that selected countries emphasize the development of thinking skills and creative activities in mathematics education’s goals. In terms of goals, most important difference between the two countries is that Singaporean education system supporting the "problem solving" method and creating coherence between the content and skills taught to the learners. Also in contrast to Iran, in Singaporean schools, students' individual differences in content and metacognition development in learning strategies have been addressed. In order to improve the educational quality of Iran, curriculum planners are advised to consider new methods of content preparation and mathematics education.

The purpose of this study was to determine the effect of implementing a philosophy for children curriculum on the growth of students' creativity. The statistical population of the study was fifth grade female students in the nineteenth grade of Tehran's education district, of which 56 were selected by convenience sampling and then divided into experimental and control groups. The experimental group was trained in a philosophy curriculum for children in 16 sessions. Due to the fact that the research design was pre-test and post-test with a control group, the creativity measurement tool was implemented twice before and after the presentation of the philosophy curriculum for children. The data obtained from pre-test and post-test were analyzed using analysis of covariance. The findings of the present study indicated the favorable effect of research intervention on creativity and its subscales. In other words, the findings of the present study indicate that the philosophy for children curriculum has increased the level of creativity of learners and its components, ie flexibility, initiative, expansion, fluidity in the experimental group compared to the control group

Identifying students’ ethical expectations of higher education will help higher education administrators to meet students’ expectations and nurture their interest and academic motivation, which helps them to advance their academic and scientific career and ultimately leads to community development. The goal of the present research is to identify the ethical expectations of Iranian students of higher education.

This study is a qualitative research that was conducted using grounded theory approach. The population under study included postgraduate students, and sample was saturated after 20 interviews. For sample selection, non-randomized purposive sampling method was used. Data were collected through semi-structured interviews. Data analysis has been done through open coding, axial coding and selective coding.

After collecting and analyzing the data, key phrases of interviews were extracted and by open coding 128 primary components were identified and categorized in 11 dimensions including: quality of life improvement, observance of studentschr('39') dignity, special place students, attention to the differences in academic level of students, scientific support of students, preference of elite students for receiving services, respecting students, desirable character and appropriate function of professors, empathy and collaboration between students and university, organizational commitment, effective management, and three themes of focus on growth and self-efficacy, emphasis on the importance of the studentchr('39')s place and role, and focusing on scientific and educational services.

The results of the research show that students have diverse ethical expectations of higher education, which requires planning and accurate targeting.

The purpose of this study is the systematic study of the characteristics of an e-learning environment that is considered from all aspects in the teaching-learning process in the curriculum and its practical implementation. Learning environment means the space in which the most important aspects of educational activities and learner interaction with the teacher take place. This environment is influenced by culture, tradition, technology and richness in design and construction. Learning environment can refer to an educational approach, cultural context or physical environment in which teaching and learning take place. E-learning is a creative approach to convey insights, skills, and information designed for a specific purpose. It is learner-oriented, interactive, flexible, expandable and innovative produced using the achievements of digital technology; and they are transmitted through network infrastructure and the Internet.

The research approach is qualitative using content analysis. To achieve the above explanation, the synthesis research method has been used. To find the features and components of the learning environment, the recent studies have been systematically selected, content analyzed, screened and categorized. The study population is comprised of the research conducted from 2000 to 2020 during which classification and screening have been done through content revision, and about 97 studies that were appropriate and met the required criteria were purposefully selected. First, with the performed analyses, coding and classification were performed and patterns, theoretical bases, and main themes were extracted. Nvivo-8 software was used to analyze the data by open and axial coding method.

Using content analysis, 29 subcategories were identified and the components of e-learning environment that were extracted using content analysis in 7 dimensions include: the learner, the teacher, curriculum approaches, the teaching-learning process, the teaching content, the physics of e-learning environment and evaluation. To assess the validity and reliability of the coding, the trust feature was used.  it includes four criteria, namely reliability (the degree of belief in research findings), confirmability (the ability to identify the place from which the data of a particular study has come) and verifiability (the findings are practically based on the data) and transferability (the results of a qualitative study can be transferred to a different environment)

By classifying the sub-components, the main components were extracted and the conceptual model was designed. The learner dimension with six subcategories includes the learner’s individual characteristics, cultural considerations, the learners’ relationship with each other, the learner-teacher relationship, the learners’ presuppositions, the learners’ interaction with the environmental physics. The curriculum approaches include 5 subcategories, i.e., the learner-centered process, the social approach to education, the behavioral approach, the constructivist approach, and the constructivist approach. The teacher dimension with four subcategories includes the teacher competence, the interactive relationship with the learner, the teacher’s experiences. The teacher’s relationship with school authorities and the teaching-learning process with four subcategories include teaching and learning methods, curriculum planning, participatory learning strategies, the learner’s motivation. The educational content dimension with two subcategories includes content selection, the teaching aid materials and media. The physical dimension of the learning environment with four subcategories includes the physical environment, the environment layout, lighting, location, sound, safety in the learning environment. The evaluation dimension with four subcategories includes self-evaluation, homework, the teacher observation, the criteria in evaluation. Despite many efforts that have been made to achieve the goals of a national curriculum, there is no special design for the e-learning environment. Therefore, according to the model proposed in this research, the components of the model can be considered and the e-learning environment can be designed according to the curriculum approach. 

The purpose of this study was to systematically study and present a meta-synthesis of theoretical models and research related to the consequences of aesthetic education based on attitudes (beliefs, values) and skills. The research approach was qualitative using a cross-cutting research methodology. The data were analyzed using inductive content analysis with a directional approach, in which recent research was systematically selected, and the content was analyzed and categorized. The study corpus included subject-related research published from 2000 to 2019 in reputable national and international academic data bases. Finally, among the 60 articles and books, 47 were selected by purposive sampling. First, the theoretical bases and the main themes were extracted, coded and classified. The results indicated the conceptual model in the three main classes of attitudes (beliefs, values), cognitive skills and practical (experimental) skills. It should be mentioned that categories overlap in some respects. The results of aesthetic education in the development of consequences such as understanding and enjoyment of beauty, social action, promotion of thinking, learning-based experiences and semantic connection with the real world were emphasized.

The purpose of this study was to investigate the importance, patterns and methods of educating and empowering preschool children against social deviances, which has been done using a qualitative research approach and synthesis research method. The research field includes 94 internal articles from 1999 to 2019 with keywords such as Children's Empowerment, Preschool Education Importance, Injuries and Social Deviations, Preschool Curriculum, Life Skills and Social Skills, and 94 foreign articles from 1999 to 2019 which, after screening, 71 cases were selected as a research sample using purposive method. The results show that the necessity to empower children against social deviances can be classified into 10 categories: Emotional and personality development and mental health increasing, behavioral disorders reduction and individual and social adjustment increasing, self-confidence and individual independence increasing, individual abilities and creativity growth, individual, communication and social skills development, moral and educational necessity, development Child self-care, life skills and social relationships development and increase participation, educational and cultural necessities and economic necessities. Regarding the models and methods of individual and personality empowerment, two general models have been proposed by theorists: "children's personal and personality empowerment increasing " and " life skills and social skills improvement ". for the first model "training and strengthening self-awareness and self-knowing" "Psychological children empowerment and teaching religious beliefs and values" and for the second model, methods of "teaching life skills and teaching social skills" have been proposed.

The purpose of this study is to systematically study the components that affect the quality of learning environments. In this research, a learning environment has been studied from all aspects. The research approach is of a qualitative nature using the strategy. Recent studies have been selected in a systematic way to find the characteristics and components of the learning environment. The population under study is a research carried out in the last 17 years, conducted through content analysis, categorization and screening. Approximately 33 eligible studies and targeted criteria have been selected, coded and categorized, and patterns , Theoretical foundations and main themes were extracted. Subsequently, using content analysis, 29 subclasses and 7 dimensions were identified, which are: the dimension of the curriculum in the 4 sub-classes, the learner's dimension in the 6 sub-classes, the teacher's dimension in the 4 sub-classes, the dimension of the teaching- learning process in the 4 sub-classes, the physical environment in 4 sub-floors, the content in 2 sub-floors and then the dimension of evaluation, in 4 sub-floors.

The purpose of this research is to systematically study the characteristics of a learning environment that are considered in all aspects of the teaching-learning process in the curriculum and its practical implementation. This environment is influenced by culture, tradition, technology and richness in design and construction. The approach of this research is quantitative. In the designed model, the components of learning environment that were identified using content analysis in 7 dimensions are: learner, teacher, teaching-learning process, curriculum approaches, teaching content, learning environment physics, and evaluation.This model was validated by a researcher-made questionnaire. In the first part, the exterior model of the study is evaluated using first-order confirmatory factor analysis, presenting the results of convergent validity and divergence validity, and after establishing the validity condition, structural equation modeling using second-order measurement model is presented. For convergent validity, mean extracted variance (AVE) and reliability (CR) were calculated and Lisrel software was used to evaluate the designed model based on X2 indices of freedom, fitness index (GFI), adjustment index. Fit (AGFI), Soft fit index (NFI), Soft fit index (NNFI), Incremental fit index (IFI), Adaptive fit index (CFI), and Root estimation of second root estimation error (RMSEA) were used.

The purpose of this study was to examine the impact of a technology-based instructional program on academic achievement motivation, learning, and retention of  students with intellectual disability in English language lesson. It was an applied study that was carried out in semi-experimental method in test-retest way. The study population was all female mentally retarded students in Kerman province who were busy studying at seventh grade in 1397-98, from which a sample of 28 students were selected on a purposeful basis, and placed in two experiment and control group randomly. During a month, the experiment group was taught using online and offline teaching other than traditional teaching. Collecting data tools were Velayatichr academic achievement motivation questionnaire (1395), researcher-made learning test, and researcher-made retention test which was performed twice: before starting the experiment and after finishing it. The collected data were analyzed in mult-variable MANCOVA method. The results of statistics analysis showed that the technology-based instruction has caused  a meaningful increase in academic achievement motivation of experiment group students and also the development and improvement of their learning and retention in English Language Lesson.

The present study aimed to validate the comparative model of teacher education systems. For this quantitative study, correlation method and path analysis test were used in line with research purposes. The statistical population was faculty members of Farhangian University, Iran. The cluster sampling method was used to determine the sample size, and 250 faculty members from all over the country were selected as the study sample. A researcher made questionnaire including 50 items designed based on the components of the comparative model of the teacher education system was used to collect the data. Moreover, the exploratory factor analysis test was used to investigate the reliability of the instrument, employing the Principal Components Analysis (PC). The results showed that 7 factors had been identified according to the eigenvalues. The results of the explained variance showed that these 7 factors predicted a total of 70% of the structural changes. Then, in order to test the theoretical model, the proposed conceptual model analyzed by path analysis, employing the maximum probability method. After testing the model with fit indices, it was shown that the tested model enjoyed a good fit with the conceptual model and the collected data. In the end, suggestions were made, including that researchers and those involved in teacher education systems all over the world can use this model as a conceptual framework in their comparative approach in order to benefit from successful methods of teacher education.

Objective :

Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' selfdirected learning.

The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago selfdirected learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, selfcontrol, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group.

The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' selfdirection in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes.

This study aimed to systematically study and present‎ an ultracombination of the works of local and international researchers on the desirable characteristics of university textbooks. The method used in this study was qualitative research synthesis. The research community included 60 relevant researches that have been carried out during the last 20 years. The obtained results are in the form of semantic units and coding of competencies. In the first stage, 150 codes were created and organized by analyzing the qualitative content in 25 categories in order to achieve the two objectives of the research. The first objective was to identify the most important components of composing and developing textbook as well as identifying the four themes: 1) Scientific Accuracy; 2) Educational Nature; 3) Audience-Oriented Approach; 4) Writing Accuracy. For the second objective, a model was designed based on which the component of transparency of expression was the common component of the three themes: Educational Nature, Scientific Accuracy, and Writing Accuracy. Components of holism and coherent scientific structure are the common factors of Scientific Accuracy and Educational Nature themes, and the concept of transferring values is the common factor of ‎ Educational Nature and Audience-Oriented Approach.

This study was conducted with a main purpose “Examine the effects of Internet information literacy education on students’ problem solving skills”. Research plan was a kind of quasi-experimented and pre-test design Quasi-experimental design. The population of this study consisted all girls in first grade of Qom private high schools in 2014-2015 academic year. The sample was selected among the accessible high schools, then two classes were selected as experimental and control groups randomly. Internet information literacy skills training were presented for experimental group in seven sessions, while the control group was not given this instruction. Davarpanah & Siamak Internet information literacy questionnaire (2009) and Heppner & Peterson problem solving skills questionnaire (1982) were used in this study. The results of the pre-test and post-test was used to compare and analyze using analysis of covariance and split-plot ANOVA design (SP ANOVA) between-within participants. The results of this research showed that internet information literacy instruction has been effective to increase students' ability to apply internet information literacy skills. Moreover, results of this research showed that internet information literacy instruction has positive effects on students' problem-solving skills. Also this instruction had positive effect on three factors of education in problem solving skills including problem-solving confidence, orientation activities, behaviors and emotions control during problem solving. Keywords: Information Literacy, Internet, Problem Solving Skills

The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.

The goal of this study was to examine the impact of assistant robot teacher on improving productive English skills emphasizing on Communicative Language Teaching (CLT) by research synthesis method. The research was applied one; and considering the the way of implementation, it was synthesis in qualitative part and semi-experimental in quantitative part.

The research population was 150 students in 10th grade of high schools of Ghazvin in 2018-2019 educational year. This part was done based on 6 steps of synthesis research.  The first step was identifying entrance criterions; the type of research was qualitative-quantitative, the geographical domain was all around the world; the year of foreign publications was 2002 and the year for Persian ones was 2015 till now; and the type of document was all theories and approaches of theoretical and review researches published in an authentic book. In second step that was investigating, more than 20 key words were explored by the means of internal and external data bases. The third step was analyzing and the whole text of all books was searched; at the end, 40 books were remained to be tried for the next step. In fourth step that was coding and surveying, the analyzed books were ordered based on the relationship with the research goal. In the fifth step that was evaluation, 14 books were selected for synthesis based on two criterions, quality and relationship. In sixth step that was synthesis, a new model was created and presented.  34 participants were selected by systematic sampling as devoting codes, after implementing diagnostic test and homogenizing the students. The instruments in qualitative part was note taking of related resources, after literature analysis; extracted elements as learning tasks in lesson plan form in relation with productive skills based on 10th book were carried out at 8 sessions. The method in quantitative part was semi-experimental with experimental and control groups. The materials in quantitative part were English tests for assessing productive skills. In quantitative part, lesson plans were taught, one class using robot assistant teacher and the other without using it by holding up pre-test and post-test. For data analysis in quantitative part, independent-samples T test and MANCOVA were used.

The qualitative findings included extracting the elements of CLT in teaching English. The quantitative findings showed that the mean of squares are the same for speaking and writing skills of 10th grade high school students in pre-test for both control and experimental groups, but being different in post-test for both.

The results of research in qualitative part leaded to designing Communicative Language Teaching model including 3 main elements of interactional, tools and human ones, and 7 sub-elements including division of labor and object for interactional element, rules and mediating artifacts for tools element and subject and community for human element. The results  of quantitative part showed that using assistant robot teacher in teaching English improves productive skills including speaking and writing ones as it is an important step for implementing foreign language teaching approach, which is CLT mentioned and emphasized in the national curriculum being so affective in learning English productive skills.  

Instructional design is one of the very active areas of educational technology that seeks to facilitate learning and performance. The purpose of this study was to provide an Instructional design model for the training of students' technological competencies at Shahid Rajaee Teacher Training University.

In this study combination of exploratory mixed research method with a model design and validation scheme was used. For this purpose, the existing concepts and theories in the field of technological competencies were firstly examined and after classification, map and conceptual framework were developed and after Internal validation (using the viewpoint of professors, experts and instructors) and external validation (using functional test and researcher-made questionnaire), the Instructional design model of competencies was presented. Then, the content of the training of competencies based on this model was designed and developed on the student teachers of Shahid Rajaee Teacher Training University. A cluster random sampling method was used in the sample. analyzing data, descriptive and inferential statistics (Kolmogorov-Smirnov test and covariance analysis) in 0.05 significent level for were used
 

The results showed that the technological literacy, depth of knowledge and creativity of the students-teacher who were taught by the designed model were significantly higher than the student teachers who were taught by treditinal methods.

This research was aimed at drawing a model for the comparative of teacher education systems. The method of doing research is Grounded Theory. Data collection tools are interviews, researcher-made checklist, scientific texts such as book, article, thesis and ...In addition to the study population including 20 books, 45 papers and 30 theses, 16 professors, staff and senior officials of Farhangian University were selected by Snowball method, and had the researcher reach the informative saturation. The results of the analysis of the interviews and the study of the background in the teacher education systems led to the conceptual modeling, in which there are 12 categories in 3 dimensions: background factors, internal factors, intermediate factors. Background factors include categories: geographic, historical, political, social, economic and cultural, which has 42 subcategories. Then internal factors include the following: components of the teacher education system, curriculum, student attraction, which has 53 subcategories. Next, the middle factors include the categories: change requirements, modeling, localization, which has 23 subcategories. This model will help comparative researchers in the teacher education system to pay attention to all aspects of the comparative studies.

This research has been done to develop and validate an instructional design model based on mental model theory. Mental model theory tells that human being can do reasoning and problem solving through mental models. The main purpose of this model is to help pupils construct mental models, gain expertise and promote problem solving. In order to develop this model and response to research questions, mixed method selected. At first, qualitative research method has been used. The qualitative content analysis with deductive pattern and then Tracey and Richey's method has been used to develop that desired instructional design model. After presenting conceptual framework and then initial instructional design model, the internal validation to model with a Delphi method has been done to obtain and finally develop desired instructional design model. At the next section, to validate that instructional design model the experimental method have been used. In experimetal group that model applied and then compared with control group.

This purpose of this study was offering a systematic review and a meta-synthesis of the theoretical patterns and studies conducted with the aim of contrasting and comparing teacher training in Iran and worldwide. The approach used in this study included discretional qualitative research synthesis which was fulfilled through content analysis and meta-synthesis. The total corpus for this study included studies, books, and theses conducted with contrastive goals in the field of teacher training in Iran and abroad during 2000 and 2017. The sample corpus included more than 10 books on contrastive education that was published in the past 15 years in Iran, 3 books in English, 35 studies, theses, and research in Persian and English. A conceptual framework was then formed based on the results for contrasting the teacher training systems which included 3 main aspects: a comprehensive program of education, social patterns and economic patterns.