lecture

The present study was conducted to investigate the content of the lectures of the shrine in the Decade of Dignity. This analysis is based on the three key dimensions of the Islamic Revolution, religious culture and Razavi culture of 59 lectures, using a code. Findings show that 80% of lectures are considered suitable for content analysis. About 80% of the lectures were public and 20% were exclusively for women. In general, the most attention is paid to the index of religious culture with 69%, followed by the index of Islamic Revolution with 19% and the index of Razavi culture with 11%. The most repeated dimensions in the speeches of the Decade of Dignity are religious education from the perspective of Islam, dignity and freedom, the role of knowledge in pilgrimage, human dignity in the Qur'an, hypocrisy and hypocrisy in Islam, forgiveness and altruism, mother's place in education, love and behavioral kindness, respectively. The position of Imam Masoumeh (PBUH), epistemic kindness and love, the position of the Imams, the pattern of disobedience to the arrogant, jihadist compassion and management, the relationship between religion and politics, interaction with the deprived, work and entrepreneurship in Islam, protection of Islamic unity, resistance economy, manners Economic and constitutional and Sheikh Fazlullah. Thus, it has been concluded that the content dispersion of the lectures is high and on the other hand, some speakers have tried to expand the scope of their concepts.

Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of jurisprudential inquiry and lectures on the learning of industrial-organizational psychology students.

In the current study, a quasi-experimental method with a pre-test-post-test design, including two non-randomized groups, was used. The teaching method (jurisprudential inquiry and speeches) was studied as the independent variable, whilst the students' learning in the industrial-organizational psychology course was studied as the dependent variable. The population included all industrial psychology students, 64 of whom were selected using the convenience sampling method.

The results showed a significant difference between the performance of research groups (P> 0.001). Therefore, according to the mean scores of learning by the teaching method of jurisprudential inquiry, it can be claimed that the method of jurisprudential teaching was more effective in improving the learning of students in the course of industrial psychology than the lectures. Also, the analysis of Eta Squared shows that 26.5% of the variance of the dependent variable (learning industrial psychology course) is explained by the independent variable (teaching method).

The main aim of the present study was to compare the effectiveness of teaching methods based on portfolio and the traditional (lecture) method on students' learning of psychological teachings in Quran and Hadith lesion. The present study was conducted using a quasi-experimental method and used a pre-test and post-test design with non-randomized groups. The research community consisted of all psychology students in Tehran who were studying in the academic year of 2018-2019. A number of 82 (41 students in each class) students learned the same educational content in the lesions of ​​psychological teachings in Quran and Hadith in two teaching classes based on portfolio and lecture method. Before the beginning of the training and after the end of the last session, the same researcher-made test was administered to both groups and the data were analysed using one-way covariance test (using SPSS20). The results showed that there is a significant difference between students' learning. Considering the higher average of students trained in the portfolio-based teaching method, it can be claimed that the portfolio-based method helps to improving students' performance more than the lecture teaching method and can be used as an effective method in teaching psychological lessons in Quran and Hadith

Entrepreneurship education is a process of preparing people with the ability to recognize business pills, self-esteem, knowledge, skills and insights to act on them (Olugbola, 2017). Many experts believe that one of the main factors determining the level of entrepreneurship in any country is entrepreneurship education (Valerio et al, 2014).Acquiring the power or skill that leads to entrepreneurship with the provision of environmental factors is the most important fruit of entrepreneurship education (Oconnor, 2013). Entrepreneurship education is an empowering tool that provides the knowledge, skills, attitudes and experience needed to meet life's challenges (Mamman, 2014). In fact, entrepreneurship education refers to all activities that aim to flourish entrepreneurial mentality, attitudes and skills in a range of areas such as idea generation, startups, growth and innovation (Nyello et al, 2015). Research also shows that entrepreneurship education is one of the important factors that lead to an increase in entrepreneurial attitudes in both potential entrepreneurs and emerging entrepreneurs (2014 Hattab,). Lonappan et al (2011) classify entrepreneurship education methods in their classification, including case study, group discussion, individual presentation, individual report writing, group project, lecture, guest speaker, seminar, web-based learning. And introduce the recorded video. Learning by lecturing is inevitable for everyone at some point in time because it is a good tool for providing basic information and transferring experimental sciences and even in some cases the most appropriate teaching method. But in this method, the student is not given the opportunity to think, which is essential in learning (Love, 1990). This teaching method has a one-way mode and the explanation and description of phenomena by the teacher or professor has a major role and is teacher-centered. The main purpose of this method is knowledge transfer (Alizadeh, 2009 Fathiazar, 2011,). Despite the common method of teaching lectures in most universities in the country, about 80% of the training provided by this method is forgotten during 8 weeks (Azizi, 2003). Therefore, in recent decades, the need to revise traditional teaching methods and use new and active methods of learning and student-centered has been felt by the educational system and the application of these methods has become common in various sciences (Love, 1990). Also, the results of the study of Karimi et al. (Karimi et al., 2014) show that entrepreneurship education has not been able to improve the ability of learners to identify business opportunities using common and traditional teaching methods. Therefore, despite the growing need for entrepreneurship education, this type of education is still immature and has not been able to meet the educational and practical needs of learners as it should and perhaps, both in terms of content and in terms of teaching tools and methods. Deficiencies (2014 Bellotti et al,). Adjeji and Rahman (2018) in a study have reviewed the background of innovative methods of entrepreneurship education and introduced the method of using guest speakers as one of the innovative methods for entrepreneurship education (Adedeji & Rahman, 2018). Teaching by "guest speaker" method is another common educational method, especially in entrepreneurship education. This method (guest speaker) has been introduced as one of the effective methods in entrepreneurship education studies (Neck & Green, 2011). The guest entrepreneur lecture gives the opportunity to get acquainted with their life story. People's life stories tell of their experiences and fateful decisions in life (Atkinson, 1998). Entrepreneurs' life stories show how they have found their way to success in work life and the real business market (Rea & Carswell, 2001). Hills (1988) also sees guest entrepreneurial lectures as a way to boost students' confidence to become entrepreneurs. He believes that the entrepreneur, as the guest speaker, brings to the student's mind the thought that "if he can, I probably can too. Gartner & Vesper (Gartner & Vesper, 1994) refer to the guest entrepreneur lecture as a "living case" for reading. Shepherd (2004) introduces this type of lecture as an indirect way to enhance the student experience. The guest speaker entrepreneur can explain to students his or her experience of failure and the emotions he or she was experiencing at the time, and how to manage those emotions in order to experience failure rather than frustration and confusion (Shepherd, 2004). Using entrepreneurs to talk about their experiences of failure and success can be used as a live case study that can be effective in two areas. The first is content; Such as marketing, sales, product development, capital gain. The second is the role and focuses on the process and activities that the entrepreneur has done. It is better to use more guest speaker for role training; Because there are so many educational resources about content, books and magazines (Gartner & Vesper, 1994).

This study was a semi-experimental research with two groups using pre-test and post-test with the aim of comparing two teaching method of lecture and guest speaker in learning business and entrepreneurial skills of trainees in Eyvan Woman Technical and Vocational Training Center.

This research was a semi-experimental and pre-test post-test with control group.In this regard, 30 female tailoring trainees of this center were divided in two control and experimental groups with using random assignment method. Lecture teaching method was used for control group and method of guest speaker was used for experimental group. The business and entrepreneurial skills of trainees of both groups, before and after teaching, were compared together by a questionnaire including 50 questions with 13 subscales based on a 5- point Likert scale. To analyze the research hypotheses, the two independent samples t-test was used by SPSS software. In this research, two groups were compared with each other in terms of entrepreneurial skills, preparation to enter the business, financing methods, start up business, marketing skills, sales skills, service skills, communication skills, skills in finance and accounting, business consolidation, skills decision-making, management skills and human resource skills.

The results showed that except of human resources skill, in other twelve cases, in the experimental group, mean of scores was significantly higher than the control group. It is recommended that educational planners use the guest speaker at training business, technical and vocational skills.

The present study compares the effectiveness of lecture methods of instruction and group discussion in learning of self-awareness skill among Touiserkani male guidance school students in 2012-2013 academic year. For this purpose‚ 51 seventh graders were randomly selected and assigned to 3 groups (2 experimental and 1 control). The pretest-posttest design with control group was utilized in this research. The two experimental groups (the lecture method and group discussion) received the intervention for one and a half months (six sessions), however the control group received no training. In the seventh session, a posttest was administered to the three groups. The instrumentation consisted of a self-awareness questionnaire. Data analysis was carried out using t-test‚ one–way analysis of variance (ANOVA) and Scheffe post hoc test. Results indicated that both lecture methods and group discussion had positive effects on the learning of self-awareness skill among students‚ nevertheless students’ learning was promoted more by group discussion.