هدیه ازغ

Textbooks are one of the most important references and resources for learning. Because most of the activities of the role of content analysis in the education process take place within the framework of this media (Niknafas & AliAbadi, 2013). Content analysis includes a set of techniques for systematic text analysis. As a result, content analysis provides a sound design method for administrators, planners, and textbook writers (Gilvand et al, 2016: 4059). In the meantime, the book of experimental sciences of elementary school is of special importance. Because the content field of experimental sciences, due to the inclusion of scientific concepts and experimental knowledge, is a suitable platform for the mental growth of students (Jafari Harandi et al, 2013). And its teaching by teachers is of special imp ortance due to its nature. Scientific education is not only teaching this information and transferring scientific concepts and knowledge. It also includes scientific processes and learning methods and complex thinking skills (Javidi Kalate Jafarabadi et al, 2017). Therefore, the current research aims to explain and analyze the articles written in Persian language in recent years in the field of content analysis of experimental science books of elementary school. Because the researches carried out in the form of different articles do not have the same structure, context, and content in a scientific sense, and there are always criticisms on them.. That is why these researches should also be analyzed and reviewed continuously. Because during the analysis that takes place, along with their strengths, their weaknesses are also revealed And it helps to improve the research process of this educational field. Also, by using the results and findings obtained from the analyzes and researches, the teachers in that educational system can change their teaching and classroom management methods for better learning of the students. For this purpose, the question is raised that: How to explain and analyze the Persian articles in the field of "Elementary science content analysis" in the field of education and teaching? In this context, a research titled "Textbooks as resources for education for sustainable development: content analysis" was conducted by Mohammadnia & Deliery Moghadam (2019) Its findings show that a more detailed content analysis of the concept of development and sustainability should be done in textbooks. A research titled "Analysis of the content of the fifth grade experimental science book based on Dewey's problem solving model" has been conducted by Amir Ahmadi et al (2012). A research titled "Analysis of the content of the fifth grade experimental science book based on Dewey's problem solving model" has been conducted by Amir Ahmadi et al (2012) which states that these researches can be a basis for curriculum planners to pay more attention to the issue of problem solving in textbooks. But the lack of the authors of the book in creating a platform for teaching in a problem-solving way will also reduce the effect of practicing skills.

The purpose of the research was to identify the attitude of teachers towards mistakes and making mistakes in the learning process and to improve the culture of dealing with it in front of elementary school students. To achieve this goal, the interpretive paradigm, qualitative approach and phenomenological strategy of Van Manen and descriptive-analytical type were used. The field of research included the primary teachers of Kurdistan in the academic year of 2023-2024, who were selected by purposeful criterion-based sampling in the number of 12 until reaching the saturation level. The research tool was a semi-structured interview conducted by the researcher and the data format was audio. Deductive-inductive technique was used to analyze the data. The findings were analyzed in two parts: the first part, teachers' attitudes and behaviors towards students' mistakes, which included five themes, four categories, and 55 themes, and the second part, teachers' strategies to improve the culture of making mistakes, including two themes and 22 themes. Was. The results showed that the attitude and perception of the teachers about making mistakes is not very favorable and they rarely consider it as a natural part of the learning process. Therefore, it is necessary to pay attention to promoting the culture of making mistakes by holding training courses on the culture of facing mistakes for teachers. In this regard, creating a supportive atmosphere in creating a culture of making mistakes in schools has a significant role in the education of students and improving the quality of the educational system.

The purpose of this study was to analyze the features of the populist approach in formal and public education from the perspective of teachers in Kurdistan province. To achieve this goal, documentary/bibliographic and descriptive-analytical methods along with descriptive content analysis were used. The instrument used for data collection was a researcher-made questionnaire. The findings were classified under six themes, twelve categories and twenty-eight concepts. The concept of populism in the discussion of “common people” was derived from the findings to indicate an inability to change behaviors with the use of learnt materials. The quality of being common depends on the information possessed by the person, the type of insights and beliefs he holds and the culture in which he lives. Teachers' approach to populism in formal and public education is characterized by resistance to change, traditional thoughts, lack of reflection, and lack of progress. For this reason, the education system under scrutiny is recommended to focus on modifying its teachers’ perspectives and attitudes.

The art of questioning is considered as the most effective tool in the field of education. If questions are used appropriately and at the right time, they can be useful everywhere for all situations and all types of learning (Sajadieh & Tusian Khalilabad, 2017). Today, what can be observed in the educational systems is that despite accepting the assumption that thinking opens the way for education, there is not much desire to encourage students to question and think (Shabani, 2008, cited in Keyvani Hafshejani, 2012). A research entitled "Identifying Family Barriers to Student Questioning in Primary School" by Hayati et al. (2018), has been done in which he states that the factor of "not encouraging children to ask questions and not accompanying them in scientific matters" is one of the most important family obstacles affecting primary school students' questioning. In another study conducted by Chin and Osborne (2008) under the title "Students' questions: a potential resource for teaching and learning science", The results showed that the students' questions can help them monitor their learning, explore and frame their ideas, guide their thinking in certain directions. Based on such contexts, the main goal of the current research is to analyze the challenges facing philosophical questioning skills among student teachers. Therefore, this research sought to answer these questions: 1. What are the views of student teachers about the challenges of learning the skill of philosophical questioning in student teachers? 2. What solutions are there to overcome this challenge from the point of view of student teachers?

Since the current research is practical in terms of purpose and qualitative in terms of approach. Therefore, according to the purpose and questions, the method of thematic analysis according to the method of Braun and Clarke (2006) and the semi-structured qualitative interview tool and available sampling were used. The field of research included female and male student teachers in the third and fourth semesters of Farhangian University in the campuses of Kurdistan province in the academic year of 1401-1400. The sample size includes 54 student teachers (33 women and 21 men) with an age range of 19-24 years, who were selected in the undergraduate course of educational sciences.

The findings of the obstacles of students' philosophical questioning plan include 10 themes, 20 categories and 48 concepts. A summary of this part of the findings is presented in Table 1.

The results show the challenges of philosophical questioning skills in student teachers one of the main obstacles to turning to philosophical questioning among student teachers is themselves. This, of course, is the result of several reasons. Among them, the complacency of the new generation in the shadow of unsatisfying growth, virtual space, fragmentation and of course superficial and unsubstantiated analyses. Also, the cultural and educational difference of families in how to deal with children's questions has a significant effect on their philosophical questioning during adolescence and youth. The findings from the solutions to overcome this problem from the students' point of view show that one of the basic solutions in finding skills in philosophical questioning is to strengthen basic skills. Other solutions mentioned include strengthening skills such as: creating equal opportunities for thinking, giving time to think about questions, creating a culture for questioning, etc. Therefore, the solutions are different according to the time and conditions in which the person is and although students lack the spirit and motivation of philosophical questioning; But this is something that can be addressed and requires a multilateral effort. In this regard, Ganji et al.'s research results (Ganji et al, 2012) are in line with some of our research results. Because both of them consider creativity to be one of the main forms of questioning, diversity and as a result deepening of the individual. Also, the result of the current research is almost consistent with Haynes' research (Haynes, 2007). Because it showed that students' participation in open questions leads to an increase in learners' self-esteem.

The aim of the current research was to analyze the lived experiences of the Mirzas in the primary education system before the revolution from the point of view of their educational method, educational goal and educational content. In order to achieve this goal, a qualitative approach and the methods of document-library research, phenomenology and biographical research were used. The research population included all the graduates of the Mirza elementary education system in Kurdistan province, and 10 of them were selected using available sampling until reaching the saturation level. The findings were divided into three categories: method, goal, and educational content. In the field of educational methods, both systems have commonalities in the presence of educational obstacles and educational injustice, and it is challenging to recognize the learning styles of learners. In the target area, "Educational System of the Mirzas", its goal was to make literate which means the ability to read and write. In the "current primary education system", only the field of knowledge is not enough and reading and writing are necessary tools to reach the capacity and capabilities of every student. In the field of educational content, in the "Educational System of the Mirzas", the content was mainly in the field of knowledge and at the level of designated books. In the "current elementary education system", in addition to book contents, needs assessment is done and according to teachers, educational materials, content production and educational design are done.

Information literacy is the ability to identify and critically evaluate information to solve problems in a specific field. The use of this procedure in the environment of universities and for students depends on their awareness of the many angles of information measurement in this field.

this study was to investigate the information literacy status of students and teachers of the Farhangian University of Kurdistan Province From six perspectives: information review, information source recognition, information dissemination, information recognition, flexibility, and information search. This research is practical and of a survey type and was carried out between January and March 2022. The study population consisted of all students of Farhangian University of Kurdistan Province in the academic year 2021-2022, which numbered over 1500 people. Using random sampling, 350 student-teachers were selected as a statistical sample. The data collection tool was a researcher-made 66-item information literacy questionnaire based on a 3-point Likert scale. The reliability of the questionnaire was 86% using Cronbach's alpha method. And for its validity, the views of university professors were used. Multivariate analysis of variance, one-way analysis of variance, and Pearson torque correlation coefficient test was used to analyze the data using SPSS software.

The results showed that there is a significant relationship between the components of information literacy of male and female student teachers (P = 0.0001). Therefore, in this study, gender has a small effect on the components of information literacy. Also, there is no significant difference between information literacy in its 6 components and the different educational disciplines of Farhangian University (P> 0.05). Finally, there is no significant relationship between information literacy in its 6 components and the age of Farhangian University students and teachers. Therefore, the information literacy situation of the students of the Farhangian University of Kurdistan is at an Intermediate level.

Information literacy is the set of skills and qualifications needed in the information society for teachers, therefore, by considering factors such as review, knowledge of sources, dissemination, recognition, flexibility, and search for information, it can be enriched. Building information literacy skills.

 Jealousy is one of the negative emotions that affect interpersonal relationships, physical and mental health and daily functioning in life and causes harm to the individual and society. Therefore, the purpose of this study is to provide a philosophical analysis of the causes, examples and strategies for dealing with "jealousy".

 In the present study, the methods of documentary-library research and the method of descriptive quantitative content analysis of the written text type were used. For this purpose, using available sampling, 150 male students of Farhangian University of Kurdistan province in the academic year 2022 were selected and data were collected and analyzed using a semi-structured researcher-made questionnaire.

Ethical Considerations: 

The adherence of researchers to the principles of the Helsinki Declaration has been considered throughout the research period.

 For the causes and examples of jealousy: in the psychological-physical field, 25 concepts, in the social field, 13 concepts, in the moral-religious field, 15 concepts and in the legal-economic field, 5 concepts were obtained. In terms of solutions: in the psychological-physical field, 29 concepts, in the social field, 21 concepts, in the moral-religious field, 19 concepts and in the legal-economic field, 3 concepts were obtained.

 Findings showed that in jealousy, both internal factors such as feelings, motivations and attitudes of the individual and external factors such as family, school and society are involved. As a result of each of the causes, motives and intentions and actions of the jealous person become negative and sometimes destructive. Therefore, choosing the right solution requires recognizing the causes and examples of jealousy. So, it is suggested that by holding training workshops for educational trainers to familiarize them with the causes and consequences of jealousy, it was effective in controlling and reducing jealousy.

Today, following the increasing expansion of educational systems and the creation of successive changes in the structure and programs of education, the need to increase the effectiveness and efficiency of education has become more important than ever. On the one hand, many changes and developments in various fields of science and technology have led to changes in teaching methods and the need for teachers to become familiar with new educational technologies. On the other hand, maintaining the continuity of quality and effectiveness of teaching and training, requires identifying the problems and challenges ahead and not anticipated. The teacher is not the link in the education process that should be monitored and inspected; Rather, it is at the forefront of education, and any action that can help improve and restore the irreplaceable role of the teacher in the educational process is a big step in advancing the goals of the education system. (seifullahi, 2002,quoted by Ghobadi, 2017).To this end, if education is to thrive, educators must be transformed, especially teachers who interact extensively with learners. In fact, any significant improvement in schools and the education system must start with the work of a teacher.There is a significant relationship between school improvement and teacher performance. Their knowledge and information, cognitions, attitudes, skills and working methods must change. (Safari, Abdollahi, Saburi, 2019).In such contexts, it is necessary to be aware of the impact of research activities and the process of writing them as a method on its main goal, which is to grow the teaching profession and solve the problems of schools and classrooms, which needs to be analyzed. In such areas, the present study seeks to analyze and analyze the content of 20 examples of national research studies published in 4 areas of structure, writing, methodology and content. To be a step towards the promotion of future research. Therefore, the problem of the present study is to analyze and explain the content quality of national research actions. For this purpose, the following research questions were designed and analyzed: How can the quality of the published national research work be analyzed in terms of structure, writing, methodology and content?According to the purpose and questions, in this research, descriptive-analytical methods and descriptive quantitative content analysis of the written text type were used. From the perspective of descriptive-analytical method, in the literature and research background, as well as after identifying the areas and nuclei and sub-nuclei of each analysis, they were described and limited. From the perspective of descriptive content analysis method of the written text, the statistical population, including action studies with two criteria: "nationality" and "published", was considered. Accordingly, 20 case studies were identified. Therefore, sampling was purposeful and limited. After identifying the cases, in the first step, the exact details of the action research IDs (according to the order of publication year from 2005 to 2019), were mentioned and then subjected to open coding (from A to T). In the second step, while researching valid and related books and documents, as well as conducting interviews with experts in the field of action research (including 15 professors of Farhangian University), first the common steps between all action research and then four areas and several core and sub-core, Were extracted and inferred. Based on them, research actions are analyzed. The four areas of expression: structural, writing, methodological and content areas. In the next step, the nuclei and sub-nuclei of the domains were identified and classified: 1. Cores of the structural field include: title, abstract, keywords, introduction, problem statement, current situation description, evidences 2 and 1, solutions, practical measures, barrier expression, final sources and appendix. 2. The cores of the writing field include: paragraphing, punctuation and editing, footnotes of Latin words, font and size, headings, spaces between lines, spaces and semicolons, and in-text references. 3. Cores of methodological field including: problem explanation, research methodology, problem solving method, method specificity, alternative methods and type of methods. 4. Content area cores include: correct identification of the problem, correct understanding of the causes of the problem, providing effective solutions, timely and effective implementation, as well as strong, medium and weak content. In the last step, according to the registration unit and the cores of each class, which was done according to the criterion of four descriptions, Findings were collected in different and related tables and based on that, the final conclusion was made for each area separately.In some contexts, there were limitations to this research, Among the limited number of action studies in the country with two criteria in this study, High number of evaluation criteria and As well as time-consuming research. Adherence to certain limitations of article writing, such as the limited number of words and pages. As a result, since this research was based on two criteria: "nationality" and "published"; Therefore, its generalizations are limited. As a result, the findings of this study indicate that the analyzed research projects have shortcomings in the above four areas. If they want to be more scientific, more problem-oriented, more coherent, and more result-oriented and practical, They need a general overhaul of most of their parts. However, in previous studies in this field, the issue has not been addressed from this perspective. Also, given the steps that most experts agree on, All research activities have common steps in having: title, abstract, evidence 1, results and sources; However, some of these research initiatives did not use steps such as: introduction, description of the current situation, analysis of data, selection of a temporary solution, revision of the report and suggestions.Based on the research findings, it is suggested to researchers in the field of action research that pay attention to these when writing their research work: 1. Considering the framework of scientific-research articles in order to create a uniform process in the structural field of national research action which will also increase their scientific burden. 2. In the field of writing and editing, the nuclei and sub-nuclei of modern writing knowledge should be used. This will ensure smoothness, coherence, harmony between the text and avoidance of repetition. .3. Adopting and selecting a suitable and scientific research method along with mentioning its research stages such as how to choose a research field. 4. From the content point of view, explain the causes of the problem, methods of problem solving, how to choose appropriate and related solutions, explain how to gather evidence, as well as how and the steps to implement the solution to the problem.