gh. ahghar

Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitude of teachers, planners, and educational policy makers towards using more and more targeted new approaches in education. This research aims to compare the effectiveness of reverse education and teaching strategies. Metacognition was taught to check its effect on students' self-efficacy in science.

The research method was a quasi-experimental pre-test and post-test type with a control group in terms of practical purpose and in terms of data collection method. The statistical population was all the female students of the first year of high school in the 1st district of Karaj in 2021. According to the entry and exit criteria in the study, 45 people were selected based on Cochran's formula and based on the purposeful sampling method and were randomly divided into three groups. The tools used in this research were Scherer's self-efficacy questionnaire (1986). First, the selected students were divided into three equal groups and based on the random method, one group was identified as the first experimental group, the second group as the second experimental group, and the third group as the control group. In the pre-test phase, the dependent variable (self-efficacy in this study) was checked in all three experimental groups, the second experimental group and the control group. The independent variable (reversal training) was implemented in the first experimental group and the training of metacognitive strategies in the second experimental group, and the control group received no training. In the post-test phase, the dependent variable (self-efficacy) was checked in all three groups of the first experiment, the second experiment and the control group, and in the follow-up phase, one month after the post-test phase, the dependent variables (self-efficacy) was checked in both experimental groups. Descriptive statistics were used to analyze the data and inferential statistics were used to test the research hypotheses.

There is a difference between the effectiveness of reverse education and the teaching of metacognitive strategies in science lessons on students' self-efficacy. The effect of flipped teaching in increasing the self-efficacy of students in science lessons has a good stability over time. The effect of teaching metacognitive strategies in increasing the self-efficacy of students in science lessons has a good stability over time.

According to the findings of the present research, it can be concluded that flipped teaching and training of metacognitive strategies are effective in improving self-efficacy. Also, the teaching of metacognitive strategies in increasing students' self-efficacy in science lessons has a good stability over time. The effect of reverse education in increasing students' self-efficacy in science lessons has a good stability over time. It is suggested to investigate the effect of the flipped classroom teaching method on other variables such as the reduction of learned helplessness, problem solving skills, etc. in other courses and levels of study. On the other hand, it is suggested that the Ministry of Education and Culture hold educational workshops and in-service classes to reduce the traditional norms of teachers in order to inform them of the effectiveness of the reverse learning approach and educational platforms. Also, according to the technological infrastructure of this approach, educational content production workshops should be held for teachers.

The present research was conducted with the aim of Designing and validation of critical thinking model and its effectiveness on cooperative learning in Students of Islamic Azad University, North Tehran Branch in 1396. The research was practical in terms of objectives and Semi-experimental, pre-test and post-test design with control and follow-up group in terms of data collection method. Moreover, it was exploratory mixed in terms of type of data. In the qualitative section, the population consisted of 12 of experts of the scientific community and organizational specialists (Specialists in Education and Philosophy) who were selected using purposive sampling method. Furthermore, in the quantitative section, the population consisted of 60 male and female undergraduate students were selected using sampling method and matched in two groups of 30 experimental and control groups. The experimental group received eight 90-minute sessions of critical thinking training, and the control group remained on the list. Data collection tool was individual exploratory Semi-structured interview in the section of qualitative research which valuable opinions of professors and specialists familiar with the area of Specialists in Education and Philosophy who were informed in this area were employed in order to investigate the validity of the results. In the section of quantitative research, Cooperative learning Cho and Bowley (1999) were used to collect data. Content validity was used in order to analyze qualitative data of the research. Moreover, the collected data were analyzed through descriptive (Frequency, percentage frequency, mean, standard deviation, and range of changes) and inferential (Exploratory factor analysis, Mancova and dependent t) statistics using SPSS-V22 and Lisrel-V8.8 software. The findings demonstrated: One of the components of critical thinking included analysis skills, self-management skills, assessment skills, inferential and understanding skills, explanatory skill and interpretation skills. Based on the dimensions and components identified, the research model was fit to fit. The results showed that the effectiveness of the critical thinking model designed for cooperative learning among students was effective and its sustainability over time was also persistent.

The rapid spread of information and communication technology around the world in recent decades, the increasing scientific interest of business in disparate information problems and the application of communication technology and the construction of information society among all countries in the world has expanded. While it is widely accepted that ICT has the potential to create economic opportunities, promote social and political change in society, provide access to knowledge, provide incentives and opportunities for practical sharing in the best possible way in all walks of life, real awareness processes around the world are completely asymmetric. On the contrary, while the digital revolution has pushed the boundaries of the global village, the vast majority of the world has not been separated from this obvious event. The purpose of this study was to design and validate ICT training model for employees.

Method and Materials: 

To design, compile and construct research instruments, some components including basic concepts of information technology, computer use, word processor, spreadsheets, databases, presentations and internet have been extracted using interviews and qualitative analysis. Based on the above components, a questionnaire including 35 items was developed. The statistical population of the research was the staff of the Ministry of Education headquarters in the academic year of 2016-2017. The sample size of the study was 280 people, who have been selected using random sampling for external validation. The reliability of the questionnaire in this research was estimated to be 0.92 which indicates a high reliability for the designed instrument. In order to study the validity of the model, structural analysis of confirmatory and exploratory factor analysis methods, path analysis and fitting were used.

The exploratory analysis results included seven components, all of which had a positive correlation. Finally, the result of the analysis of the confirmatory factor was obtained and the fitting indices in the components of ICT education were evaluated, that indicated a proper and desirable fit.

Necessary measures should be taken to turn the proposed model of ICT skills training into a codified training program. These measures include reviewing the current ICT training method, compiling training materials and developing guidelines and implementing rules, and providing the necessary arrangements for implementation. In taking the necessary steps to develop and implement ICT training, coordination with the model of the seven types of ICDL training skills proposed should not be forgotten. Independent training should be called computer skills, and a book of the same name, a teacher's guide, and other teaching aids should be designed and compiled, or be done in a multimedia fromat. Due to the implementation of these trainings, a new function in the field of headquarters of the Ministry of Education can be given to all teachers in the country and with the necessary review and information at the beginning of staff recruitment as well as in-service courses.

Life skills such as assertiveness may improve psycho-social ability and consequently can improve self-esteem. The aim of this study was to determine the effect of assertiveness training on first-grade schoolgirl's self-esteem in Tehran.
This quasi-experimental study was conducted on 80 first-grade schoolgirls in Tehran who was selected by multistage cluster sampling method. First Cooper Smith’s self-esteem Inventory (SEI) was fulfilled by 410 qualified students. Then students, who obtain less than moderate in SEI, divided randomly into two control and intervention groups. For intervention group, we carried out a two-hour group training program for eight sessions. Two weeks later both intervention and control group fulfilled SEI for comparing. Gathered data was analyzed in SPSS v.16 software by using descriptive and analytic statistic. P-value Most of students were living in two-parent families (93%) and only 5% of them were the only child in family. Also finding showed there was significant difference between self-esteem of students in intervention and control group after assertiveness training. Before training intervention, the independent t-test indicated that there was no difference between the experimental and control groups in term of the amount of self-esteem in the students, but this amount increased in the experimental group after the intervention in comparison to before the intervention from 27.57±3.08 to 34.23±5.91 (p According to the results, it seems more counseling services and life skill training in workshop especially assertiveness training, is required to improve student's self-esteem. It may lead to increase knowledge and improve skill and therefore, improve mental health.