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Teaching method as a method of organizing the form of learning with the aim of estimating a specific educational goal, or replacing a specific learning effect. The question-based teaching method is one of these teaching methods that will influence the formation of the logical organization of learning; Therefore, the current research study with a qualitative approach and interpretive phenomenology method aims to analyze the question-based teaching method. Using purposeful sampling and considering the theoretical saturation of data, 18 students participated in this research. Data were collected and implemented using semi-structured interviews and then analyzed using interview analysis and MAXQDA2020 software. According to the results of the research, six factors that made teachers use this teaching method include: the growth of thinking and reflection, increasing class participation, strengthening self-confidence, internal learning, truth-seeking and acceptance of the truth, and cognitive and practical courage that inhibits this method. He pointed out the lack of time, the difficulty of controlling the class and the traditionality of the question-based method. The results of the research showed that using the question-based method will increase students' learning and growth, which depends on the foundation and use of this teaching method in certain subjects.The purpose of education is to realize learning in students, and one of the effective factors in achieving such a goal is to pay attention to choosing the appropriate teaching method according to the classroom conditions and subjects. Teachers are not only information transmitters, but by choosing the correct teaching methods, they can facilitate the speed of learning, academic progress, success, personality development and self-confidence in students, in fact, teachers are the facilitators of education. Therefore, special attention has been paid to the question in different learning theories and it has always been raised in teaching models - from traditional to classical. While the supporters of the traditional approach use the teacher's questions to positively and emphasize the transmitted content, newer approaches emphasize the questioning of the learners and their activity. The art of questioning is considered as the most effective tool in the field of education. If used properly and at the right time, questioning can be useful everywhere, for all situations, and for all types of learning. A good question also leads to a good understanding and can be a tool for organizing knowledge on this basis, while older theories of learning, sometimes in accordance with their goal, which is the realization of learning, to the characteristics of questions such as clarity, purposefulness and making them think There have been hints. Also, according to Carver and colleagues, the question and answer teaching method transforms the traditional flow of information into an interactive conversation when students are active in the classroom process and participate in answering questions, which not only increases understanding of the subject but also develops analytical skills. And it improves the critical thinking of learners. The question-and-answer process creates an environment that supports the growth of thought and articulates students' participation in reflecting on their learning and their thoughts. The question and answer approach is emphasized as a strategy to sharpen the mind and encourage critical thinking of learners. In modern education, the importance of developing high-level thinking skills, which include; The key to facing the ever-evolving demands of the labor market. By emphasizing the development of high-level thinking skills through the question-and-answer method, it is hoped that education can more effectively prepare learners for complex challenges in society and the ever-changing world of work. Also, since in the present study, the aim was to obtain and show the perceptions of new students of Kurdistan University about the question-based teaching method. The phenomenological method was used. The goal of phenomenology is to explore the processes through which the participants make sense of their experiences, which is done by paying attention to the respondents' narratives of the processes they experienced; Therefore, the purpose of the mentioned method is to examine the experience, perceptions, understanding and viewpoint of the respondents in a study. Phenomenological research is a type of interpretive research that focuses on human perception and experience. In this way, it examines the human perceptions of different people separately and also examines the results and descriptions that appear directly in people's perceptions. In the present study, the purpose of selecting new students of Kurdistan University who have experienced the question and answer teaching method in the course of Islamic thought and these participants were willing to talk about their experiences. At the same time, it was tried that these participants were as different from each other as possible in order to obtain rich and unique narratives about the specific experience. If in interpretive phenomenology, a specific context is considered in which it should be seen how people interpret this phenomenon; The data source of this research was the newly arrived students of Kurdistan University who had experience of this teaching method for at least one semester; Therefore, sampling was done in a targeted manner and theoretical saturation was the criterion for completing the sampling. . In a qualitative study, the researcher must disclose any issues of bias before the research. The interpretive phenomenology researcher must maintain a reflective mindset. Reflexivity refers to reflection with critical, sensitive and honest thinking in the research process. Reflexivity acknowledges that meanings derived from the analysis of transcripts are influenced by interpretation. Although interpretive phenomenology is trying to have a better understanding of the participants' efforts, this can only be done through the close involvement of the researcher with the transcripts of the participants. In this sense, interpretive phenomenological analysis is also phenomenological. In the current research, the researcher's attention is paid to the effectiveness of the question and answer teaching method as one of the influential factors in education, which is affected by various factors such as the mental stimulation of students, the ability of the lecturer, the participation of students and various other factors. The researcher should use words that are precise, clear and non-judgmental, and this will be necessary to respect the people and avoid labeling. Good judgment is exercised throughout the process by providing effective and helpful insights. The data collection tool was a semi-structured interview using open questions. Questions focusing on the topics covered were given in an interview guide.

The present article is a new explanation of verse 186 of Surah Al-Baqarah about the answering of prayers and an answer to questions about why prayers are not answered. The initial interpretation of the sentence(اجیب دعوه الداع اذا دعان)  in the verse means that every supplication will be answered, but its appearance is not compatible with the laws governing the world and with the evident facts. To understand the meaning, it is necessary to correctly explain the meaning of the sentences and the relationship between them in the verse in question. With the content analysis method, each sentence should be separated and explained; their relationship will be clear and clear with the help of rational and narrative evidence. With this method, the innovative findings of the research are as follows: God introduces all people as his servants and mamluks (Abadi) in order to understand that they are loyal to him and under his authority; He is with them; He is their witness and watcher and hears their voices. Therefore, considering these limitations, when a servant reads God's heart from the bottom of his heart, he will not remain unanswered. End (or at least not hinder growth and perfection). The result of this is that these restrictions or conditions arising from reason and narration will be the specifics of connecting or clarifying the verse. Of course, it is clear that if the purpose of supplicant is to pray and talk to God and express servitude (as is the final supplication of saints), then supplication is the answer.

This paper investigates the initial question-answer sequences in entertaining Kalkal to see what features potentially activates the Kalkal frame . Instances of kalkal from Dorehami reality TV talkshow that were uploaded and shared on the internet as "kalkal" were downloaded and transcribed. Then the designs of the initial question and the answer to it and their relationship were analyzed using a conversation analytic approach. The results show that kalkal is co-constructed by the host and the guests, beginning with an initial unmitigated question that, depending on the topic, sets various types of restrictions, which is then answered not with the most relevant second pair part in an adjacency pair, but with an unmitigated alternative response which, more or less, resists the topic, the agenda or a presupposition of the initial question, the most frequent response being 'counter' which reverses the direction of restriction set by the initial question...

Enhancing independent learning in the chemistry classroom among adult dropout students: a classroom action researchThis action research examines a classroom strategy and intervention to promote independence in learning for adult students who are left behind in education . It also examines the problems of independence in learning through the use of educational tools and continuous follow - up by teachers who seek to transfer too much information . This action research consists of three stages: The first stage includes recognizing the needs of students, identifying goals and designing necessary resources and tools . The second stage includes the use of resources and the application of strategies, and the third stage includes the evaluation and analysis of results to determine future actions . The results indicate that teachers can create a facilitating classroom environment and support independent, self - directed and independent students by placing structures to guide students in their lessons .

The issue of good governance and its indicators have influenced the approach of governments on most of the basic issues. The current study seeks to examine the relationship between good governance and human security in Iran. It seems that there is a direct relationship between good governance indicators and human security. In such a way that the poor condition of the index of the right to comment and answer and the rule of law has led to the failure of human security. In order to carry out this research, descriptive-analytical research method and field survey have been used. The results of the research say: the degree of representation of rulers from social classes, the probability of success in suing the government, freedom of speech and political gatherings, political processes in holding elections, the rate of committing Among the issues, organized crimes and holding public gatherings have the most impact.

The fundamental question in civil litigation since ancient times is whether the judge can also act to discover the truth or whether his role is limited to the season of hostility given the reasons given by the parties.Interrogation or civil interrogation means questioning the plaintiffs by summoning them personally. Similarly, interrogation in criminal matters can lead to the acquisition of evidence, statistics or confession from the statements of the parties.At present, the only legal article from which civil interrogation or interrogation can be deduced in Iranian law is Article 199 of the Code of Civil Procedure, which allows the judge to take any action and investigation in order to discover the truth.Because the interrogation is not explicitly provided for in the codified laws of Iran and has not been explained by the doctrine, it is appropriate that the legislature, like the countries of France and Lebanon, which have precise and clear rules regarding the interrogation, legislate in It is important to take action.

Crime and its spread in the world is a matter as old as the history of mankind, since the beginning of human civilizations, including the civilization of early humans until now, efforts have always been made to fight this norm-breaking phenomenon. The historical development of responding to crimes shows the importance of the right to freedom and the value of protecting and achieving it in various societies. Responding to the perpetrators of crimes throughout the history of criminal law has started from private prosecution in primitive societies and has been left to the guardians of security in modern societies. Different authorities and governments, according to the type of their criminal policy models, consider the realization of security types as a right, first of all for the stability of societies, and choose it in the form of the criminal justice process in the choice of youths. are Thus, since the realization of security, stability and continuity is a right for citizens and a task for governments, it must be based on standards and derived from principles that are free of the least objections and dangers, the rights of citizens and society. Guarantee it. The current research has studied the model and manifestation of criminal policy with a descriptive-analytical method and has finally reached this important achievement that the Islamic Penal Code of Iran was adopted based on the inclusive authoritarian model and with a reform and treatment approach.

The Muslim interpretive heritage, which is left from the predecessors, includes enduring views that can greatly influence the Qur’anic exegetes in later periods. As a matter of fact, it seems that some dominant exegetical discourses have emerged within the traditional interpretive viewpoints, as far as the subsequent readings have been somehow formed by the suggested ones. However, achieving a better understanding and reading of the Qur’anic verses depends on examining, analyzing, and criticizing the traditional interpretive products, using the interpretive principles and rules. The present article, which has been organized with a descriptive-analytical research method, has re-read the Qur’anic usage of the word hidāya (guidance), which has occurred twice in (Q. 14:21). After examining and criticizing the exegetical viewpoints, it attempts to reach in an innovative way to give a new interpretive insight concerning the implication of the mentioned word in the verse in question, applying some criteria such as context, symmetry of confrontation, proportion of question and answer, semantic degradation and exaltation, and avoiding the affectation from the realm of divine word. Finally, answering in advance the most significant problems and ambiguities in front of the preferred viewpoint of the present article concerning the mentioned word is another part of it

The question-and-answer method is one of the effective educational methods in the process of learning and teaching. Has this method been used in the Qur'an and the life of the infallible Imams? Using a descriptive-analytical method this paper analyzes the verses of the Holy Qur'an and the conduct of the infallible Imams to clarify the details of this method. The content of the Qur'an and the Collections of narrations show that the Qur'an not only does not reject this method; rather, they delicately invite people to adopt this method as they invite people to ask their questions from the People of the Reminder. In order to promote the teachings of religion and stimulate thinking, the questions of the Qur'an are of two types: sometimes people ask and sometimes the question is from God. Jurisprudential narrations also show that many of them were based on questioning. Questioning raises human knowledge and reduces ignorance. Besides, questioning leads to a better understanding as it leads one to discover the unknown.

Prayer is one of the spiritual causes in the world. But sometimes in answering it, obstacles are created and some are deprived of answering their prayer. The present article has examined the narrations related to non-answering prayers with a descriptive-comparative method. These narrations name a group of people whose prayers are not answered which are: Arif (governor), Ashar (tax collector), Darogheh owner of drums and tambourine, poet, one who curses his wife while he can divorce her, a person who curses his neighbor while he can change his house, a person who Loaned his money without taking a witness and his money was not returned, one who seeks sustenance from God without effort, one who prays in the severance of kinship and against his parents. The reasons for not answering Prayer are also mentioned in other narrations, which by matching those reasons with the narrations in question, the reason for the exclusion of these people is determined: Which includes the cruelty, laziness, and transgression of these people from the divine factors. And these are just a few examples of prayers that are not answered, and besides, other examples can be mentioned for this group.

Khwaja Nasir al-Din al-Tusi is one of the greatest scientists of Iran in the 7th century AH, who is internationally famous. There are many works left from Khwaja, some of which are in the form of questions and answers. In this article, the correspondence of Shams al-Din Abarkoohi with Khwaja Nasir al- Din al-Tusi is introduced. This systematic question includes issues such as the domination of determinism over human life and how God's torment and punishment, in spite of man's absolute inability to commit sin, are also questions about the reason for Satan's disobedience and his expulsion from the divine court. Khwaja has answered them with good taste and wise expression. It is obvious that studying and discovering the unrecognized works of this precious scientist is an attempt to better understand his intellectual foundations, ideas, and thoughts, and draws a more accurate picture of this wise scientist in the minds of those interested in knowledge and literature.

The present study aims to analyze teaching methods from the perspective of primary school teachers in Qom through The post-positivism approach. This research examines three methods of teaching lecturing, group discussion, and question and answer using a qualitative analysis survey method. The lecture method should not be left out; it is widely used in teaching different levels of education and in different courses. Therefore, more efforts should be made to increase its efficiency and diversiy, including ways to diversify the speech method using note-taking and binary methods. The method of group discussion has not been very effective in developing the critical thinking of elementary students, but it has a great impact on the growth of students' self-confidence. The question and answer method in primary school is done as a one-way; teachers ask questions and students give answers and its benefits such as supplementing other methods and understanding and deepening learning are neglected.

This writing is intended to discuss the issue of the prophets' infallibility from the point of view of Allamah Taba'-e-Baha'i, centered on the interpretation of the meaning of Al-Mizan, and the explanation and implications of this great Imam's commentator in this regard. This great commentator has followed the question of infallibility: one from the point of view of the implications of the Qur'anic verses and the other Which has been raised with the distortion of the signification of the verses concerning the infallibility of the prophets. Consideration of the Prophet Taba'tabi verses: Fath: 1 and 2, toubah: 32, p. 82 and 83, nesa` : 64, ahzaab : 33, anbiah: 27-26, signification It is clear on the verses of the prophets that some of the verses mentioned have been mentioned or other verses for negating and defamation of infallibility.

The present research addresses the “stylistics of Imams in confronting the doubts of the doubt-creators on the issue of Mahdism” and the purpose of its implementation is providing an appropriate model of Ahl al-Bayt’s interaction with the imposed doubts on the Mahdism in order to confront intelligently in the contemporary times. The assumption of this research is that the interaction of Ahl al-Bayt because of their infallibility and their knowledge and cognition in dealing with the epistemical crises, is accompanied by a strategy for intelligently confronting the Mahdism’s doubts. The research method in the article is a descriptive-analytic type based on the studying of historical and hadith books. Studying the life story of Ahl al-Bayt shows that Imams have intelligently acted in three stages in confrontation with the imposed doubts in relation to the issue of Mahdism. At the first stage, before the formation of any doubts, they have had a preventive approach toward the occurrence of the doubts by the promotion of the teachings of Mahdism and representation of the concepts of this issue. At the second stage, they have resolved the doubts with resistance and opposition toward the imposed doubts on Mahdism, and at the third stage, by eliminating the origins of the doubts and eradicating them, they have hindered the renewal and exacerbation of the doubts.

The aim of this study was to compare environmental education effectiveness in sixth grade students. For this purpose, both formal and informal forms of education were applied. Research method was quasi-experimental method. Statistical population was all sixth grade female students in Karaj, so 5th district was chosen randomly among 12 districts of Karaj, and then Negin Alborz Girls Elementary School was chosen. Data collection tool was a researcher-made questionnaire with two sections namely; attitude and performance with three tests. The value of 0/85 was obtained for Cronbach’s alpha. The students were divided randomly into formal and informal groups. A test was conducted in both informal and formal groups,before education. Then a combination of lecture and Q & A methods were used in formal education while in informal group, the learning was performed by student. Finally 2 months later, a test was performed for both groups after education. Descriptive statistics and inferential statistics were used to analyze the data. The results showed that significant level t calculated, before education in both informal and formal groups ismore than 0/05 (p>0/05) and there is no significant difference. The significant level t calculated, after education and 2 months after education in both formal and informal groups is less than 0/05 (p

This paper pursues to clarify Khatamyyat (The Seal) from Allameh Tabatabaee’s viewpoint based on Al-Mizan Interpretation. This outstanding interpreter has investigated this issue from two different viewpoints: the first, the viewpoint that indicates verses, their interpretation and explanation; the second, the viewpoint of dubiousness that tarnish the verses’ indication. According to Allameh, the first verse of Surah Al-Furqan (Chapter of Criterion), the 19th verse of Surah Al-Ana’m (Chapter of Cattle), the 28th verse of Surah Saba (Chapter of Saba’), the 40th verse of Surah Al-Ahzab (Chapter of the Confederates) and the 42th verse of Surah Fussilat (Chapter of Detailed) explicitly indicate the Khatamyyat, and some who criticize the dubiousness of the mentioned verses or they propound the other verses to breach Khatamyyat (The Seal) are rejected.

The main aim of the present research was to investigate the effects of instructional methods (group discussion, question-answer, scientific display, and lecturing) on student's achievement motive. The research statistical population included all students of Teacher Training Centers (Farhanguian University) in Alborz province. In a semi-experimental design, 270 students were selected using proportional stratified random sampling method and then assigned into four groups. Afterwards, each group was taught a common course (educational psychology) with a specified teaching method for one semester. The subject's achievement motive was measured by Hermance' achievement motive questionnaire. The collected data were analyzed using One-way Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA) and Tukey's test. The results revealed that student's achievement motive was significantly different in terms of different teaching methods taught to them. That is, students who were taught by group discussion method, showed a high level of achievement motive. In this manner, scientific display, and question-answer affected student's achievement motive. It can be concluded that instruction with modern teaching methods help enhance student's achievement motive.

This is an experimental study in which multiple group patterns with pretest and posttest with control group is used. The population of this study consists of all first grade female high school students of a governmental school in area 2 of Tehran city. One high school was randomly selected between 35 high schools. This high school (Hoda) had 6 first grade class and 195 students. Watson Glaser critical thinking questionnair (1980) and Nemaati responsibility questionnaire (1378) was performed on 195 students. Fortyfive students who had one standard deviation below the average score were randomly devided into two experimental groups and one control group. The results showed that both methods, Q & A and role playing, were effective on critical thinking and responsibility. In order to increase responsibility and critical thinking of first grade high school students, teachers can use role playing and Q & A method.

Context and one of the theoretical bases of straightforward governments is the right of citizens to have access to information. This right is one of the most important proofs of intellectual freedom. Through the use of right and deliberate information, people can their thought and mind and disseminate their ideas. The question which needs answer in the article is “what theoretical bases does the right of access to information have?” What are the approaches of human legal documents to this right? In Iran’s legal system, what position does this right have?Research The present study has been conducted in descriptiveanalytical method and through the use library resources. The article first deals with the theoretical bases of the right to have access to information. The theories on which this right is based are divided into two categories. Some of them are nature-oriented and the right of access to information is considered one of human fundamental rights in these categories. Some others deal with the advantages of the afore-mentioned right in the development and growth of society. In the standpoint of the recent theoreticians, the right of citizens to have access to information removes government doughts, Expands people’s partnership and supervision, lays down the setting for freedom expression, eradicates deviation, and boosts economy, gives answer to government in face of people. This right has been recognized in human rights manifesto in 1966 and political and civil rights alliance in 1966. In Iran legal system, this right has been recognized in constitution. Islamic punishment law has been predicted in support of values written in constitution in return for illicit deprivation of the right to guarantee criminal execution.

In order to obtain an exact study of the technical response, which means writing a poem with rhyming weight and overall content similar to another poem in response to its poet, with the objective of validating him as a peer or expressing superiority, this paper tries to present a descriptive–analytical approach. Given that the abovementioned impulses are the basis of conflict and disagreement between the two poets, by focusing on Persian poetry published from the start until the sixth centuries, we have tried to define the terms of accountability and review the serious and non-serious expression techniques (parody) and also investigate the reasons for conflict and conflict-seeking questions in poetry. In addition, it has been shown that these techniques have always been one of the critical ways in which poets express their opinions about other poets and their poems.