ژیلا کاردان حلوائی

The aim of this research was an analytical review of the definition of critical thinking and the importance of teaching it, the concept of epistemological beliefs and their role in critical thinking. The method of this research was descriptive-analytical. For this purpose, articles related to research variables were searched and reviewed.The findings showed that critical thinking is a complex and multifaceted term that is considered the ability to effectively analyze information and judge, as well as epistemological beliefs, which are people's beliefs about what knowledge is, how to acquire it, certainty and its limits. Another part of the results showed that student-centered learning activities help the development of students' critical thinking, and their teaching should be considered an integral part of teaching and learning. Also, epistemological beliefs and critical thinking are related, and epistemological beliefs are an important prerequisite for critical thinking and play an important role in its development.The obtained results provide insights for education practitioners in the integration of epistemological beliefs and critical thinking in students' educational programs and the use of student-centered approaches.

Nowadays, the methods of brain-based education based on the extensive scientific research on how the brain learns, has been mostly considered by many researchers. The numerous and contradictory studies in this subject emphasize the need to conduct meta-analysis. The present study has been conducted by the meta-analysis method and with the aim of combining the conducted research in the field of the brain-based education’s impact on the educational cognitive indicators. The population’s research includes the studies that done in Iran from 1387 to the summer of 1402 and published in the databases as the full text. Based on the inclusion and exclusion criteria, 25 studies and 85 effect size selected that finally after sensitivity analysis and removal of extreme effect sizes, 80 effect sizes entered in the meta-analysis. The results showed that the size of combined effect is 1.08 for the fixed effects model and 1.21 for the random effects model; which both of them were statistically significant. In this research, different types of brain-based teaching methods, multiple outcomes, type of lessons and types of subjects were investigated as qualitative and quantitative moderating variables. The results showed that the size of summary effect size affected by all of the moderating variables. The results of the meta-regression also showed that the effect size is a function of the number of intervention sessions, and the subjects' age and the brain-based teaching is more effective in more sessions and at an early age (primary school). According to the results of the present meta-analysis, providing programs in line with the implementation of brain-based education in the educational system is a necessity that should be considered more.

Various factors including cultural competences and social support affect teachers' professional ethics. This study intended to model structural relationships, cultural competence, and elementary teachers' professional ethics with the mediating role of social support.

This descriptive-correlational research was conducted using structural equation modeling. The population consisted of 2100 elementary school teachers of Tabriz, out of which 325 teachers were selected, and structural equation modeling was used to answer the valid questionnaires on cultural competence, professional ethics, and social support . Data analysis was done with SPSS 26 and SMART PLS 3 software.

The results of the research showed that the model has a good fit and cultural competences and social support were directly, positively, and significantly (P < 0.01) able to predict professional ethics. Moreover, the mediating role of social support in the relationship between cultural competencies and professional ethics was positive and significant (P < 0.01).

Based on the results, it can be said that paying attention to cultural competencies and social support can lead to to the development of professional ethics. In addition to these results, it can create novel insights for policy makers and educational planners in the development of professional ethics.

The purpose of this study is to help to develop standards in nerve education by utilizing views of prominent professors in the field of neuroscience, psychology and education, and moreover by employing documents available in this field. In this research, a qualitative method of grounded theory was used. Data collection methods consisted of interviews, documents and texts, and questionnaires. The participants in the first phase of the study were 13 people with expertise in neuroscience, psychology and education. Semi-organized interviews were used to collect data. Furthermore, the latest findings from experts in the field of neuro-education were also applied as complementary information in the next section of the study. The Strauss and Corbin method was employed to analyze the interviewees. The result of the three-steps encoding of the collected data was extraction of three main categories, eleven sub categories, and thirty one characteristics or concepts. Finally, the Lawshe index (CVR) confirmed the fourteen basic principles of learning. Overall, the findings of the analysis showed that studying and understanding the structure and function of the brain in thinking and practicing of the curriculum is essential step for improving the learning process of students. Neuroscience provides valuable information about the brain's learning system, which allows us to make more informed decisions about the curriculum.

his study has been conducted with the aim of investigating the cluster differences of students in terms of components of the goal orientation, academic stress, self-efficacy and achievement motivation in academic burnout of the 2nd grade high school students of Tabriz. ý The research population included the male and female 2nd grade high school students of Tabriz in 1393-94 academic year. ý The research sample consisted of 375 students, who were selected using stratified sampling method and according to the Morgan and Krejcie table estimation. Questionnaires of general self-efficacy of Sherer, Hermens achievement motivation, academic stress, Waz goal orientation and Breso et al. ý academic burnout were used as research instruments. To analyze the data, the cluster analysis and MANOVA have been used. ýThe results of this analysis led to discover two clusters of students: the first cluster which is named »negative emotion cluster «included students who had low scores in mastery approach, self-efficacy, and achievement motivation, while having high scores in performance approach, performance avoidance and academic stress. ý The second cluster of students which are named» positive emotion cluster «had low scores in performance approach, mastery avoidance, performance avoidance and academic stress, while having high scores in mastery approach goal, self-efficacy and motivation achievement. ý The results revealed that the academic burnout of» negative emotion cluster students «is significantly higher than the» positive emotion cluster students«.

According to the role of the textbooks in the concept of gender, this research was conducted by the aim of the investigation on the perception of the female students’ experiences perception on the gender concept in the textbooks. This research is qualitative and it is based on the interpretative paradigm conducted by the phenomenology research. The data were collected by semi-structured interviews with twelve female students of first and second years of Bachelor of Science degree in order to complete data collection. In this study, for measuring of the reliability of the data, the validity and reliability of the data, transferability and dependability were used. For analysis of the interview data Van Mannen method was used. The results of this research are based on three themes of feeling of gender inequality, the role and characteristics of woman and gender inequality consequences. The results show that feeling of gender inequality has two secondary occupational and political themes. Personal role, social role, physical characteristics and emotional characteristics are secondary themes of the role and characteristics of woman and consequences including increase of progress motivation and social dynamicity lead to reducing of the women social status and gender identity crisis.