دوره تحصیلی ابتدایی

The purpose of this study was to investigate the perceptions and lived experience of primary school teachers of the strengths and weaknesses of virtual education in the corona virus pandemy in the academic year 2020-2021. The research approach was qualitative and phenomenological. The instrument used was a semi-structured interview. The target group included all fifth grade female teachers in girls' schools in Yazd, that 12 of whom were selected by purposive sampling. After the eighth interview, theoretical data saturation was obtained, but interviews were continued up to 12. Data were analyzed by coding and categorization methods and used seven-step Colaizy pattern. The validity of the data was obtained through triangulation method, in the form of referrals to the participants and also the analysis of the group of colleagues. After analyzing the data, 15 sub-themes were identified as strengths and 25 sub-themes as weaknesses, which were classified in to 8 main themes: educational, social, media mediation, parental mediation, cultural, ethical, environmental and economic. Then, contextual factors were extracted which were placed in 8 sub-themes at three levels: macro, medium and micro.

Based on the theoretical foundation of the study, it was hypothesized that the combination of curriculum with different types of tourism can help with the attainment of educational goals in different areas. A sample of 108 students and professors in three fields of Curriculum Planning, Educational Administration, and Tourism Management at Allameh Tabataba’i University provided the needed data. Descriptive and inferential analyses of the collected data revealed that all research hypotheses were supported at a confidential level of 0.95. In other words, combining religious tourism with the curriculum can help with the goals of moral and religious education, just as scientific and occupational tourism can do the same in the areas of economic, vocational, and technological education. Furthermore, socio-historical tourism, once combined with the curricula in socio-political education can help with the realization of the goals in this area, just as recreational and nature tourism on the one hand, and art and culture tourism, on the other, can do the same in the related areas.

Numerous factors have caused the teaching and/or learning of mathematics in elementary schools not to be effective enough. In this regard, the purpose of this grounded theory qualitative research was to determine the challenges of math teaching/learning in elementary schools. The target group included all teachers of elementary schools in Yazd who were selected using purposive sampling method. Using semi-structured interview", interviews were conducted with teachers with who had at least 5 years and an average of 9 years of teaching experience until theoretical saturation was achieved (N = 14). To analyze the data, the interviews were transcribed and coded using open, axial, and selective coding. Subsequently, some qualitative researchers, as well as the participants themselves, were invited to review the data and make the necessary modifications to make them both credible and reliable. Ultimately, the challenges identified for teaching/learning mathematics in elementary schools were classified in terms of a sixdimensional paradigm, specifying the core, causal, contextual, and environmental conditions that rise to these challenges, as well as the strategies teachers and students adopt accordingly and the potential consequences. Based on the results, "the core category" included "lesson complexity and temporal-methodical mismatch". On the other hand, the most important causal conditions encompassed weakness in research and competency support and lack of attention to the principles of planning. The contextual conditions included behavioral contexts and hardware-financial contexts. The "environmental conditions" included the socio-cultural background, the family, the economic and policy making environment. The "strategies" included feeling of deprivation of authority on part of teachers and referring to educational aid institutions on part of the students. Finally, the "consequences" of adopting such strategies were found to be anxiety and aversion to mathematics, accumulated math learning difficulties and non-applicable math learning.

the methodology is a semi-experimental research with pretest-posttest design including control group. The population consists of 6th grade primary school female students of NazarAbad city during 1395-1396 academic years. A number of 60 subjects (30 for test group and 30 for control group) were selected by convenient sampling method. The test gropup spent a course of social science integrated with arts for 12 sessions and the control group spent the same course not integrated with art lessons. The data were collected using a self made performance test and the performance of learning social science including cognitive and emotional levels. The visual and content validity of tools was confirmed by 9 experts. The reliability of tools being. 82 was achieved through a bisection method. Data were analyzed using inferential statistics (T-test of independent group).

The findings showed that the scholastic achievement of test and control groups' students was significantly different in post test, meaning that implementation of integrated curriculum of social science aand arts has successfully increased experimantal group's performance score of social science in cognition level (levels of perception And understanding, application, analysis, composition, evaluation) and emotional (receiving) level. But at the level of emotional value no positive effect was found.

Today, the importance of writing as a way of exchanging information and expressing thoughts is much more evident. In schools and universities of developed countries, special attention is paid to writing and writing skills, since competence in "writing" leads to the development and development of the mother tongue and can contribute to the consolidation of the roots of the mother tongue. In elementary school in Iran, many books are taught. But there are classes for which there are no special books, such as "Writing". The teachers teach this lesson, given that there is no specific book for this lesson according to their taste. So teachers may first give the subject matter to the students and give necessary explanations about it. In future meetings, they ask students to read the topics they wrote about the subject of writing the week before. The entries are then graded by the teacher. This method of writing makes students disinterested in writing because students, especially elementary school students, know nothing about how to write properly and get confused when writing. In Iran, reading skills in schools are restricted to reading only, and writing skills are limited to independent time students only until the end of the first year of high school. This skill is practically neglected in secondary school as a marginal course and a subset of the Persian language book (Hosseini Nejad, 2007). The lack of a book or a specific resource for teaching essay, the lack of specific indicators for evaluating essay and poor teacher knowledge of active and creative teaching methods in essay are problems of writing. Overall, numerous theoretical foundations and backgrounds suggest that researchers are focusing on important writing skills as one of the basic skills for elementary school students that highlights the role of the school and school environment in developing this skill. The overall results of the above backgrounds show that many researchers have focused on identifying the relationship between progress in writing on other educational variables such as creativity or the effectiveness of a variety of teacher teaching methods. In the meantime, there is a vacuum of research evaluating the effect of writing techniques on the development of writing skills in students. Despite the efforts of education researchers in this field, this gap is still tangible and it is necessary to introduce these techniques and determine their impact on the development of students' writing skills. Therefore, the present study seeks to identify more precisely its effects on students' learning and improvement of their writing skills by introducing a standard set of writing techniques. So, this study aimed to examine the effectiveness of writing techniques on academic achievement of elementary school students.    

The research method was semi-experimental with pretest-postest and control group. The population consisted of all female students in the sixth grade of elementary region 2 in Yazd. Thirty students randomly divided into control and experimental groups of fifteen. It was also tried to control the disturbing variables by matching the subjects and randomly selecting them. The experimental group learned for six sessions, essay writing techniques (including shorthand, simple programming, rules, introductions, Wrap-up, conclusions) and the control group spent writing class without learning composition techniques. Academic achievement tests were administered from two groups, before and after the intervention. Data were analyzed using descriptive and inferential statistical methods in the form of ANCOVA.  

The results showed that the composition techniques dramatically affect the students’ academic achievement. According to the results, the adjusted mean of "summary" post-test scores in the experimental group was higher than the adjusted mean of "summary" post-test scores in the control group. Given that the test results showed that the scores of the experimental group in the post-test summary were significantly higher than that of the control group, it can be claimed that within the limitations of the experimental design, enlightenment training correlated with the progress of student summary writing. Therefore, the hypothesis is confirmed. Show more Show less According to the results, the adjusted mean of the post-test "simplification and checking" scores in the experimental group was higher than the adjusted mean of the post-test scores in the control group. Given that the results of the test showed that the post-test scores of the experimental group significantly increased compared to the control group, it can be claimed that, within the limitations of the experimental design, writing instruction increased students' 'writing and checking skills'. Therefore, this hypothesis is confirmed.  

The results of this study showed that using "writing techniques" is related to the improvement of students' writing skills. Using this approach as an effective tool to enhance students' writing skills can be helpful. Obviously, writing skills are one of the basic skills in the field of literature, which due to their high role in advancing the scientific goals of other courses should also be considered with special attention. In explaining the findings of the present study, it can be acknowledged that writing skills, among other educational skills more than other skills, depend on the educational environment, school priorities, as well as teacher skills in education. Standard writing is a skill that few in the family can devote to that time and attention and are often entrusted with school education. If students get acquainted with the simplest writing standards early in school education and then learn and apply more and more of these standards in the following school years, it is certainly in the academic years that this skill as one of Looking at the core lessons, they can perform better. On the other hand, improving students' writing skills requires educating teachers in this field. As studies show, teachers will find students more effective at writing skills and teaching methods after the training. Unless your elementary school teacher is proficient in writing techniques and standards, one cannot expect to help students with writing skills. Therefore, based on the findings of the present study, the following suggestions are made: - Compiling a curriculum guide - Developing a teacher guide for essay and curriculum development - Provide in-service training for elementary teachers - Teaching students writing techniques - Increase essay class hours per week

The present study was an attempt to investigate the elementary school students’ lived experiences with water use. This study was qualitative research conducted through the phenomenological approach. The study population covered third-grade female students in public schools of District 3 in the city of Isfahan. 22 students were selected as informants through purposive sampling until the point of theoretical saturation. Data were collected using semi-structured in-depth interviews and analyzed at open, axial and selective levels after being codified. The findings were classified into three sections of attitude, awareness, and performance. The results indicated that in the attitude section, students considered water as a valuable and respectful blessing in life. In the awareness section, the methods of water production in the nature, optimal use methods, and the disadvantages of water pollution were discussed. In the performance section, the means such as responsibility, promotion of correct consumption culture, education of optimized consumption, saving, water sanitation, and elimination of waste and water pollution can be useful in modifying undesirable behavior patterns. In general, considering the aspects mentioned above can lead students toward the correct model of water consumption.

The purpose of the present study is the pathology of the curriculum of the sixth grade of the elementary school. In this regard, three dimensions of structural, executive, and teaching problems are discussed. The research methodology is based on two quantitative and qualitative approaches. Statistical population was all sixth grade students of Yazd city. Using Cochran formula, 369 students were randomly selected. The research instrument was a researcher-made questionnaire that confirmed the validity and reliability by teachers and professors. In order to analyze quantitative data, ANOVA with repeated measure, Mauchly’s Test of Sphericity, inter-subject effects test, multiple comparison test and Friedman rank variance test were used. Coding was also used to analyze qualitative data. Findings show that the main problems of the writing curriculum include structural problems with a mean rank (2.8), teaching problems with an average rating (2.6) and executive problems with an average rating (1.86). Also, the most important problems in the structural dimension were, respectively, the weakness of the general information, the lack of skills in writing the sentences of the beginning of the writing, and the lack of skills in the division of the essay into the sections of the beginning, the text and the conclusion. Also, in the area of executive issues, the most important challenges include the lack of freedom in choosing the csubjects, lack of tranquility and concentration in thinking, the uniteracing class, and the unimportance of teaching this lesson to students. In the dimension of teaching problems, the most important challeings were the selection of stereotypical and uniform subjects by teachers, the lack of attention to the expansion of the culture of reading and students' ignorance of the goals of the lesson.

The purpose of this study was to present a inquiry-based in education in order to extract its components and to analyze the content of social studies textbooks from the elementary period (third to sixth) in the academic year of 1395-1396, conducted qualitatively and quantitatively in two phases. At first, the first phase examined theoretical foundations The literature review of the research, the views of the scholars of this field and the empirical research background, and the second phase of the analysis of social studies textbooks. In the first phase, data gathering tools are content analysis worksheets for extraction of theoretical basis components and in the second phase of content analysis (quantitative phenomenon) for analyzing the textbooks of elementary social studies based on the extractive components of the first phase. The results of the research in the first phase indicated that the extractive components included critical thinking, problem solving, accountability, participation and collaboration, thinking, meta-cognition, self-regulation, questioning, leadership, leadership, flexibility, reasoning, curiosity, communication skills, co-operation, and collaboration. In the second phase, in the Social Studies Book III, a total of 36 cases, the fourth grade of 37, the fifth grade of 27, and the sixth base of 54 have a inquiry-based component. Therefore, it can be concluded that the above-mentioned books should not be considered and should be addressed by the inquiry approach.

The purpose of this research was to design the Environmental education curriculum for Elementary education in Iran. The research method was a qualitative one, whereas in the second part of the research, a quantitative analysis was used. First, the theoretical foundations, documents and experiences of the pioneering countries were analysed for the Initial draft of the curriculum. Then, the designed curriculum was validated by 30 experts who were selected through purposeful sampling. The results showed the five elements of the curriculum, which were the basics, the goals, the content, the instruction and the evaluation method. In addition, the validation of the design was obtained 0/99. At the end, some practical suggestions were offered based on the findings.

This study aims to identify and explain the experience of teaching art in the elementary school teachers was conducted. In this context، an essential question is examined: primary school teachers، learning how to experience the arts curriculum? Using qualitative research methods، semi-structured in-depth interviews and purposive sampling، 10 cases of primary school teachers Mehdishahr city were interviewed in depth. Theoretical saturation was confirmed at the end of my interview. Data were analyzed using coding techniques and the three criteria of validity and acceptability، reliability and scalability approval was obtained. The findings of the research، experience in teaching art in the elementary school teachers in the three main axes showed weakness honor the art، the lack of education، lack of parental interest. Based on these findings، teachers have not been successful in teaching the art curriculum and have failed to benefit from the potential for teaching art lessons. Despite the interest in the issue of teachers'' verbal art unimportance among other courses in the teaching of practical arts curriculum for teachers is obvious. This is because art teachers from time to compensate for falling behind their modules to use. Facilities generally will address the curriculum of art as much as it abstained. Based on theory and research findings، strategies to overcome the challenges of art education in primary schools is recommended، including art lesson plans independently، providing specialized service training courses، particularly arts teachers، creating suitable for exchange of experiences among teachers، funding and facilities in accordance with the requirements of art lessons، parents and families to raise awareness of the importance of arts education.