جستجوی مقالات مرتبط با کلیدواژه « دوره متوسطه اول » در نشریات گروه « علوم تربیتی »

Given the importance of economic education/training, it is of as important to see the extent to which the junior high school curriculum contains topics related to this field. To this end, all the textbooks used at the junior high level, at the time of the study, were content analyzed using Shannon entropy method and an observation list of themes/concepts related to economic training, with an assumed validity, and the reliability of 0.9. Counting the frequencies of the observed themes, a total of 1184 was observed of which 418 of them were in the 7th grade textbooks, 375 in the 8th grade, and 391 in the 9th grade textbooks. Not all of these themes are equally covered, just as some are not covered at all. For example, the concept of appropriation is the most frequent topic covered across the grades, while things like task division and risk are ignored in all three grades textbooks. It was found that the Social Studies textbook has the most extensive coverage of economic themes, while the Culture & Art and Defense Preparation textbooks are at the lowest rank. Thus, a revamping of the textbooks used in junior high school level seems to be necessary.

The aim of this research is to determine the effectiveness of training spiritual intelligence on the cognitive regulation of emotion in female students of the first secondary school in Qom. The research method is "pseudo-experimental" with a pre-test-post-test design and a control group. The statistical population of this study includes all female students of the first secondary school in Qom city in the academic year 1400-1401. Sixty students are selected and randomly placed in experimental and control groups using the "multi-stage cluster random sampling" method. Garnefski et al.'s "Cognitive Regulation of Emotion" questionnaire (2001) is used to collect information. King's spiritual intelligence package (2008) was trained to the experimental group during ten sessions of 90 minutes. Data is analyzed by "covariance analysis" method. According to the results, there is a significant difference between the performance of female students of the first secondary school in positive and negative strategies of cognitive regulation of emotion in the experimental and control groups. In other words, we can say: training spiritual intelligence increases positive strategies of cognitive regulation of emotion and decreases negative strategies of cognitive regulation of emotion. According to the findings, training spiritual intelligence can be used as an effective method in improving the strategies of cognitive regulation of emotion.

According to various researches, students suffer a lot of stress during their studies. Academic stress, if intensified or continued, causes problems in the field of mental health and well-being. Therefore, it is necessary to investigate the factors affecting academic stress. Therefore, the present study was conducted with the aim of explaining academic stress based on perfectionism and personality traits with the mediation of academic enthusiasm.The current research was of a descriptive-correlation type. The statistical population of the research included all 6470 male and female secondary school students of Kashan city. 400 students (200 boys and 200 girls) were selected by cluster sampling method and were administered the Godzilla Academic Stress Questionnaire (SLSI), the Frost Multidimensional Perfectionism Questionnaire (MPS), the Neo Personality Personality Questionnaire (NEO-FFI) and the questionnaire Fredericks et al (AES) responded.The evaluation of the proposed model was done using structural equation modeling. The results showed that the proposed model has an acceptable fit. Also, the results showed that there is a significant relationship between perfectionism, personality traits and academic enthusiasm with academic stress. In addition, the results of the path analysis showed that academic enthusiasm plays a mediating role in the relationship between perfectionism and openness to experience with academic stress. The findings of the present research have practical implications for educational psychologists and school counselors for preventive educational interventions to control and prevent academic stress of students

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

The present study was conducted with the aim of validating the data model of the talent identification foundation of students with potential for teaching jobs. This study was conducted using a combined method (qualitative and quantitative). In the qualitative part, the foundation data method was used, and in the quantitative part, the structural equation modeling (SEM) method was used. The population studied in the qualitative part of this research included all the education experts of Iran who were selected by the purposeful judgment sampling method and the data collected from them reached the theoretical saturation in the 19th person through the interview method. The statistical population of the research in the quantitative part included 2600 people from the executive and teaching staff of the schools along with the professors of Farhangian University, which according to the Morgan table, the sample size was estimated to be 335 people. Sampling was done by multi-stage cluster random method. The research tool in the quantitative part was a researcher-made questionnaire. The questions and items of the questionnaire were compiled using research literature and the results of a qualitative study. In order to confirm the validity and reliability of the questionnaire and also to confirm the validity of the model, the PLS algorithm has been followed. PLS modeling takes place in two stages. In the first step, the measurement model (external model) is examined through validity and reliability analyzes (Cronbach's alpha coefficient and composite reliability) and confirmatory factor analysis. In the second step, the structural model of the research (internal model) was examined. The data was analyzed by SmartPLS software. The results indicated that the causal conditions, background conditions, intervening factors and consequences in the talent identification model of gifted students are valid and approved.

In order to help junior high school students with their future economic needs, an economic training curriculum was developed and validated based on the sustainable development approach. Initially both national and international sources on economic training and sustainable development were perused and a subset there of selected, analyzed, and synthesized. Accordingly, four requirements for such a curriculum were identified: personal development and advancement in life, national economic development and advancement, internalization of values related to sustainable development by the students, and their academic achievement. Furthermore, the desired model for the developmentally based curriculum in economic training was developed containing the four basic elements of objective, content, organization, and teaching and evaluation methods. To validate the model, the views of ten experts in curriculum development and economic training were sought on the developed model, using a questionnaire. Results show that these experts consider the developed model as desirable as it could help the students with their future economic needs without ecological damages done to the environment or incursions to others’ rights committed.

The purpose of this study is to validate the model of environmental ethics curriculum based on social constructivism in secondary school. This is an applied research with a descriptive survey method. The statistical population of the study is all secondary school teachers in Mazandaran province with 11024 people (5692 men and 5332 women). The research sample includes 360 secondary school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. As a data collection tool, a researcher-made social constructivism questionnaire with 23 items on a five-point Likert scale was used. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data with SPSS and PLS software. The results showed that the objective components, content, teaching-learning activities, and evaluation are effective in explaining the model of environmental ethics curriculum based on social constructivism and the model had a good fit. Environmental ethics curriculum based on social constructivism allows students to be actively involved; they also focus on thinking and understanding rather than just memorizing and the model makes them perform better. Using this approach, basic learning activities can take place in the real-world context (nature) so students' constructivism is stimulated.

As its first goal, multicultural education aims to train individuals who not only appreciate their own culture but also respect other cultures and consider them as a factor contributing to the development of their culture. The present study aimed to investigate the female teachers’ lived experience of multicultural education. The method used in this study was the qualitative approach and phenomenological method. The population consisted of all female teachers working in the city of Isfahan in the academic years 2020-2021. Using the purposeful sampling method, the population reached saturation with a sample size of 12. The data were collected using semi-structured in-depth interviews and were analyzed by MAXQDA 18. The results indicated six main themes: educational content, teaching method, strengthening relationships, environmental compatibility, diverse evaluation, and accepting multicultural education, which was obtained from 110 initial themes and categorization of the themes. The themes obtained from female teachers' experiences of multicultural education can be used as a model in the multicultural curriculum.

The purpose of this study was to analyze the content of Secondary School Chemistry textbooks based on the emphasis on the objectives of the resistance economy. The research method used in this descriptive study was content analysis. In this research, after quantitative data gathering, Shannon's entropy technique was used to analyze them. The statistical society of this study compiled the content of all secondary school chemistry books (tenth chemistry, eleventh chemistry, twelfth grade, and tenth science science and eleventh science lab). . The sampling method was all in this study; therefore, the entire text of secondary school chemistry was analyzed. The registration unit was the subject of this research. The results of content analysis showed that in the text of the reviewed books, the objectives of the resistance economy in the field of consumption and the areas of skill and knowledge are the most attention, and in the field of employment and production in the field of attentions, the least attention has been paid. Among the books, the focus is on the objectives of the resistance economy in the book of the 11th Science Lab and the least attention is given to the twelve-year chemistry curriculum. Findings from the frequency of components have shown that the attention to the objectives of the resistance economy is not normal distribution and is very little about the objectives of the resistance economy in the chemistry books.

The present research investigated the content of secondary chemistry textbooks in Iran regarding their attention to industies. The study was an applied-descriptive and content analysis type. The statistical population included 10th, 11th, and 12th-grade chemistry textbooks and the technical and vocational chemistry textbook published in 2021-2022. This research encompassed all the content of these books, including text, images, tables, questions, and activities. And a full-count sampling method was used. Data analysis was done using the descriptive statistics method. The process reliability was verified by experts. The results showed that secondary high school chemistry textbooks had similarities and differences concerning their attention to industrial activities. In all books, paying attention to the secondary industrial sectors (manufacturing industries) was higher than the other sectors. Except for the 11th-grade chemistry book, where the frequency of the primary industrial sectors was slightly higher than that of the tertiary industrial sector, in other books, tertiary industrial sectors were in second place. The 11th-grade chemistry book paid the most attention to the industry category, differing from other books. The other three books had almost equal attention to the industry category. 62.0 percent of the coded items were in the text, and book images were in second place, with 36.2 percent. Textbook activities accounted for 1.8 percent of the coded items, and no industry-related items were coded in the textbooks' tables.

In order to design and validate a high school curricular model in Information Literacy, the content of a set of 233 domestic and international books, articles, and theses on the subject was analyzed. Additionally, four specialists in Curriculum Planning and six experts in Information Science were carefully selected and interviewed in a semi-structured format. The resulting data were analyzed using MAXQDA2018. The output was the identification of special features of an Information Literacy curriculum in five categories of Objectives, Content, Learners’ Activities, Teachers’ Role, and Evaluation, and 20 subcategories and 77 indices thereof. To validate the initially designed curriculum, opinions of ten experts and 34 experienced teachers on the necessity and appropriateness of the indices were sought utilizing a questionnaire. The results indicate both necessity and appropriateness of the indices, as well as the validity of the program by being comprehensive, combinatory, student-centered, and flexible. The findings can be used in designing a high school curriculum in Information Literacy.

The purpose of research was to identify the challenges of the secondary education system and its relationship with the labor market and to provide a solution. This research was conducted with a qualitative approach. The statistical population was experts, managers the country in the field of connection between education and the labor market in 2022-03, and 13 people were selected according to the principle of theoretical saturation with the purposeful sampling method. The results of the challenges led to the identification of 46 basic themes, 13 organizing themes, which include organizational factors in the form of 4 global themes (unproductive teaching and learning process, weak structure of occupational education guidance regulations, lack of vocational education needs assessment); human factors (problems related to administrators, problems related to counselors, problems related to teachers, problems related to parents, problems related to students, problems related to educational planners); Trans-organizational factors (existence of educational gap, educational injustice, socio-cultural poverty) and economic and physical factors (financial and infrastructure problems). Also, in the review of solutions to solve the existing challenges, 45 basic themes and 13 organizing themes were identified, which in the form of 5 global themes include the development of a road map for vocational education guidance (revision of educational laws, education based on practical ability and entrepreneurship, communicating with groups Reference); Individual improvement of students ; Improving the quality of teaching and learning methods ); Strengthening the effectiveness of educational actors , improving the performance of managers) and government support (financial and physical development).

The present study is qualitative research aimed at identifying and understanding the lived experiences of Afghan students from interactions and communication within the school in high school, which has been done using phenomenological method. Sampling method in this research is purposeful sampling method which is mostly used in phenomenological studies. For this purpose, the data were obtained through semi-structured interviews with 12 Afghan students who were studying in junior high schools in District 7 of Tehran in the academic year 1399-1499. In this way, 10 people were interviewed and nothing new was found in the tenth interview, but to be sure, the researcher continued the interview until the twelfth person to ensure saturation. Other tools such as journalism, field observation and note-taking were also used and the findings were analyzed by Van Manen method analysis. Research questions were designed about the relationship and interaction of Afghan students with their classmates and teachers, and the researcher sought to identify and understand what is going on in the interactions between Afghan students with their peers and teachers. After analyzing the interviews, facts such as humiliation of Afghan students, discriminatory behavior of some teachers towards Afghan students, self-censorship, existence of divisions among students, being marginalized, being considered secondary, not being seen and forced silence in Achieved among Afghan students. To examine the validity and reliability of the research, the method of expert review, data consensus means the use of multiple data sources and methodological consensus means the use of two or more methods in this research has been used.

The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.

This research was conducted with the aim of studying the relationship between the use of virtual space and the moral education of female students in the second year of secondary school in Hamadan city. The research was a descriptive and correlational type that was conducted in the community of female students of the second secondary school in Hamedan city in the academic year of 2021-2022 and 364 people were selected as the sample size by multi-stage cluster sampling method. In order to collect information, the questionnaire for measuring the amount of use of virtual space and the moral education questionnaire of Asgarian Bigdeli et al. (2017) were used. The results were analyzed using SPSS software and descriptive and inferential statistics. The results showed that the use of virtual space is related to the four components of familiarity, duration of use, degree of addiction and presence in virtual space, with the general dimension of moral education and the six mentioned dimensions. Meanwhile, the level of familiarity with virtual space has a positive relationship with moral education, and its other three dimensions, i.e., the duration of use, the level of addiction, and the amount of presence in various virtual spaces have a negative relationship with moral education. It seems that trainings in the field of how to use virtual space correctly for students and parents as well as managing this space can be effective in improving students' performance.

The aim of the present study is to design and validate a model of environmental ethics curriculum based on spontaneous order in secondary school. This research was carried out with a sequential exploratory approach using a combined method. Which was first extracted by qualitative content analysis method of elements (purpose, content, teaching method, evaluation) of environmental ethics curriculum based on spontaneous order. In the quantitative part, exploratory and confirmatory factor analysis methods were used for data analysis. The selection of participants in the qualitative section was done using purposive sampling method and theoretical saturation criteria. 15 professors and specialists were selected and the statistical population of the quantitative section of all secondary school teachers in Mazandaran province was 11024 (5692 men and 5332 women). ) Is. The research sample includes 360 high school teachers who were selected by multi-stage relative cluster sampling with Cochran's formula. The data collection tool is semi-structured in the qualitative part of the interview and in the quantitative part of the researcher-made spontaneous order questionnaire with 22 items with a five-point Likert scale. Content validity was used to determine the validity of the questionnaires and composite reliability was used to determine the reliability of the questionnaires, which had a suitable and acceptable status. Exploratory and confirmatory factor analysis were used to analyze the data using SPSS and PLS software. The results showed that the target components, content, teaching method and evaluation are effective in explaining the pattern of environmental ethics curriculum based on spontaneous order and the model had a good fit. Spontaneous discipline-based environmental ethics curriculum enables independent students to approach issues based on conscious, deliberate, and thoughtful behaviors. In fact, using this approach, learning experiences through discovery and search are actively done to evoke students' spontaneous order.

Geometry is for a long time regarded as one of the main area for learning proof; while students face many difficulties in learning geometric proof. It even happens very often that students by drawing a geometric figure, no longer see the need to prove the properties of that class of geometric objects. This study has been done by the aim of describing middle school students' performance and perceptions during understanding and doing geometric proof for gaining a more detailed cognition of gradual processes and complexities in the learning geometric proof.   The research has been conducted by phenomenography method and analyzing task-based interviews on 53 middle school students. This report describes students’ performance and their challenges during constructing a geometric proof in more detail.

The purpose of this research was to design an empirical science curriculum model based on the actor-network theory in a network learning environment. In order to achieve this goal, a meta-synthesis and grounded theory approach has been used. The research population included the faculty members, familiar with the fields of curriculum studies, educational technology and all articles and theses, related to the subject in the valid databases in the time interval between 2005 up to 2020. The research sample in the qualitative section of the research was selected through theoretical (non-probability) and purposive sampling using the snowball method. To analyze the data, the open, axial and selective coding methods were used. In order to measure reliability and quality control, Kappa method was used. Kappa coefficient, was calculated by SPSS (0. 94), which was at the level of excellent agreement. Findings showed that the principles governing the actor-network curriculum include: the generalized symmetry, heterogeneity and multiplicity, free analysis, correlation, networking, and process-orientedness. The actor-network theory-based curriculum is sensitive to context, based on differences, inter-subjective and distributed multi-vein. The objectives of this multi-faceted curriculum is interdisciplinary, climatic, and plural. Its content is dynamic, indeterminate and generalizable. Its strategy is teaching and learning, based on deconstruction, cultivation of reproduction skill, multi-network, based on the negotiation and creation of knowledge. The teacher's role in such a curriculum is like an anthropologist, intellectual and reformer. The learning environment should be collaborative and it should provide a space for searching the archived knowledge. Also, the learning environment should be multi-sensory, having divergent evaluation, sensitive to the individual differences, problem-oriented and responsive-oriented.

The present study was carried out with the aim of investigating and analyzing the amount of attention paid to the components of revolutionary identity in the content of textbooks of the second secondary school. The study method is descriptive and content analysis type. The statistical population includes all the textbooks of the second secondary course that were published in 2020. Six book under the titles; "Defensive Preparedness", "Sociology", "Religion and Life", "History", "Cultural Analysis" and "Social Identity" with 16 book covers were purposefully included in the sample.The findings of this research show that in the textbooks of the second secondary course in the field of humanities, the most attention is paid to the component "Sacrifice and Martyrdom" with a frequency of 500 (29.2 percent) and to the components "Fighting with stonewalling and "Eclecticism" with 28 frequencies (1.6 percent) and "support for the underprivileged" and "awareness of the constitution" each with 12 frequencies (0.7 percent) have received the least attention, and in experimental fields and In mathematics, the components of "sacrifice and martyrdom" with 454 frequencies (26 percent) received the most attention, and the components of "supporting the needy" with 10 frequencies (0.57 percent) received the least attention. The abundance of the components "Belief in Imam Khomeini ", "Spirituality", "Awareness of the events and history of the Islamic Revolution" and "Fighting with stonewalling and eclecticism" in the content of the textbooks of experimental sciences and mathematics are significantly more than the textbooks of the field of humanities.

The present study was conducted with the aim of pathology of the educational activities of QomEducation Organization in the first secondary school based on the nine elements of Klein and to provide a solution to improve it in the academic year 2020-2021. The research method is descriptive-survey and applied in terms of purpose. The study population included principals, educators and junior high school students in Qom who were studied as a sample using simple random stratified sampling method and according to Morgan table 140, 130 and 413 people, respectively. The data collection tool was a researcher-made questionnaire. The face and content validity of the questionnaire was calculated by the opinions of experts in the relevant field and the reliability was calculated using Cronbach's alpha coefficient of /97. to analyze the data used Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U .Research findings indicated that 1- according to the nine elements of the curriculum from the managers' point of view, the main harms in parenting activities, are focused on the components of "goals, teaching materials, content, learning activities, time allotted".2- From the educators' point of view, the main harms are focused on the components of "learning time, grouping of students".3. From the students' point of view, the main harms are focused on the components of goals, educational materials, content, learning activities, implementation and time strategies.