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This research was conducted with the aim of investigating the characteristics of the experimental science education curriculum using the STEAM method from the point of view of the sixth grade teachers based on the Akker model. The statistical population was the teachers of the sixth grade of the 3rd district of Tabriz, from which 103 people were selected as a research sample using a simple random method. The descriptive-survey research method and data collection tool is a 27-question researcher-made questionnaire, the validity of which (CVR = 0.83 and CVI = 0.95) was approved by experts, and its reliability was obtained with Cronbach's alpha coefficient (0.93). Came. Descriptive and inferential statistics (one-sample T) were used for data analysis. According to the findings of the research, the framework of the experimental science education curriculum based on the STEAM method is a project-oriented, activity-oriented, collaborative and communicative approach, and the active role of the student as a learner is emphasized.

The purpose of this study was to examine the moderating role of individual variables such as psychomotor competency, auditory comprehension, field dependency, and spatial-visual ability about visual representation and problem-solving ability.

The present study is correlational-relational research. The sample of this study was 500 of all sixth-grade students in Boyerahmad and Dena cities by using G-POWER software and randomly selected 24 boys and girls of primary schools. The research tools were the Utrecht Mathematical Competence Scale, Flanagan Pattern Test, group embedded figure Test, Flanagan Component Test, and Korpilahti Listening Comprehension test. The reliability coefficient of all tests is greater than 0.7.

Findings and results showed that psychomotor empowerment, auditory reading comprehension, independence from context and spatial ability has an adjustable role in visual representation and the ability to solve mathematical problems. Also, the comparison of the results of Utrecht test with problem solving in male and female students in high level of adjustment variables related to problem solving and visual representation shows that psychomotor empowerment in the components of comparison, classification, one-to-one correspondence, sorting, sorting and optional counting; auditory comprehension in classification, rowing, ordered counting and optional counting; independence from context in component rowing and outcome counting and spatial ability in classification, rowing, ordering and arbitrary counting are more in boys than girls.

The aim of the current research was to investigate the effect of the collaborative teaching method using the jigsaw method on the critical thinking of sixth grade elementary students in Najafabad city. This research is a semi-experimental type with a pre-test and post-test design with an experimental group and a control group. The statistical population of this research includes all male students of the sixth grade of Najafabad city in the academic year of 2022-2023. According to the sample size, a multi-stage cluster sampling method has been used. To measure critical thinking, the California Critical Thinking Test has been used. The validity of this tool has been checked by subject experts and its reliability has been confirmed by Cronbach's alpha method. The research data were analyzed using descriptive tests (mean and standard deviation) and one-way covariance analysis. The findings of the research show that the collaborative teaching method with an emphasis on the jigsaw method has had a significant impact on the critical thinking of students and on the components of analysis, evaluation, inference, deductive reasoning, but it has not had a significant impact on the component of inductive reasoning.

The aim of the current research was to compare the effectiveness of problem-solving teaching method and flipped teaching method on mathematics anxiety among students. The research method was quasi-experimental with a pre-test, post-test design including a control group. The statistical population consisted of all sixth-grade students in Marvdasht city during the academic year 1401-1402. Cluster random sampling was used, where two elementary schools were randomly selected in Marvdasht. Afterward, the mathematics anxiety questionnaire was administered to sixth-grade students in these schools, and those with higher scores were identified as the cluster samples. From these clusters, students were randomly assigned to two experimental groups (25 students each) and a control group (25 students). The measurement instrument was the revised Mathematics Anxiety Scale by Plichta and Parker, with confirmed validity and reliability. Results showed that the problem-solving teaching method significantly reduced mathematics anxiety (p < 0.01), explaining about 23% of the variance in anxiety scores. Similarly, the flipped teaching method also significantly reduced mathematics anxiety (p < 0.01), explaining approximately 47% of the variance in anxiety scores. The adjusted post-test mean score for mathematics anxiety was lower for the flipped teaching method (39.57) compared to the problem-solving method (34.77), indicating that the flipped teaching method was more effective in reducing mathematics anxiety among students. These findings suggest that employing innovative teaching methods such as flipped and problem-solving approaches in mathematics instruction can significantly reduce students' mathematics anxiety and improve their performance. This insight could be valuable guidance for educational policy-makers and managers to improve the teaching and learning process in mathematics education, thereby preventing negative emotions associated with mathematics anxiety.

The purpose of this study was to developing and presenting a model for social skills teaching to sixth grade elementary students by scenario writing method. Although efforts have been made to develop models for social skills training, it seems that so far no relatively comprehensive and valid model has been presented with a novel scenario writing method that can guide teachers' practice in the classroom.research

The present research is applied in terms of purpose and is in the category of qualitative research and the method of qualitative content analysis has been used. In this research, first in the first stage based on the three-way process (theoretical foundations, previous research and studies and lived experiences of the researcher) a conceptual model was extracted and after open and axial coding, in the second stage the desired content From the perspective of this model, it was reviewed and presented with the help of ten expert educational groups.

The extracted content was compiled based on this model by scenario writing method. Based on the scenario writing method in presenting the content, the social skills considered in this model were finally divided into two categories: attitudinal skills and methodological skills.

The first findings of the research indicated that the content of the book Social Studies, which is the main course that teaches social skills to students, has paid more attention to cognitive concepts and less attention has been paid to the skill dimension in this book; After extracting the conceptual model in the first stage and after performing open and axial coding the model was reviewed and presented by ten expert educational groups of the sixth grade of elementary school and then the components of the designed content based on the initial model were extracted by scenario writing method.

This study aimed to investigate the effect of technology-based entrepreneurship education on empowering the entrepreneurial spirit of sixth graders. The applied research and quasi-experimental methods were used with an experimental and a control group. The statistical population included sixty 12-year-old sixth graders in the city of Karaj. A sixth-grade work and technology lesson plan was presented for one month as the research tool. The standard Bahramzadeh et al. Entrepreneurship Spirit Questionnaire (2009) was used as a measurement tool. Content analysis was performed to determine content validity, and Cronbach's alpha coefficient was used to determine reliability. Data were analyzed using descriptive and inferential analyses in SPSS software. The findings show that technology-based entrepreneurship education has a positive and significant effect on the entrepreneurial spirit of sixth graders.

The purpose of this study was to analyze the content of the sixth grade elementary social studies textbook based on the principles of social education from the perspective of Nahj al-Balagha. To answer the questions, the methods of documentary analysis or library method and content analysis were used. In this study, the community was equal to the sample; as the sixth elementary social studies book 2021-2022 was selected as a community and research sample. In the findings section, in order to answer questions, the book of sixth grade studies with analysis to 4 units; Texts, images, activities, and worksheets were divided. Then, the units of analysis in 10 principles of social education from the perspective of Nahj al-Balagha, including the principle of dignity, principle of unity, principle of justice, principle of participation, principle of titivation, principle of responsibility, principle of patience, principle of love, principle of freedom of expression against others, and the principle of healthy communication were organized and the results showed; Textbooks 61 times, lesson activities 88 times, images 77 times and worksheets at the end of the book in 10 times have paid attention to the principles. Therefore, in the findings section, it was shown that in all four sections of the book, in order to pay attention to all the principles, the existing capacities have not been used well, and in compiling textbooks, the executive agents are expected to use all the capacities of the book in teaching the principles.

The aim of this research was to study the characteristics of the elements of the sixth grade primary school science curriculum based on the STEAM method. This study was conducted in the academic year 1399-1400 with a qualitative approach and the directed qualitative content analysis method. Sampling was done using the purposive sampling (standard) and the data was collected through semi-structured interview with 23 experts in the field of curriculum studies and sixth grade primary school teachers. The transcript of the interviews was analyzed manually and simultaneously, along with data collection. The dependability of the findings was obtained using immersion and repeated study and review of the participants and experts. Based on the elements of Akker's proposed curriculum, in this study, ten elements were studied. The results showed that the STEAM-based science education curriculum has removed the traditional barriers separating the five areas of learning. It has integrated these areas to achieve learning based on the objectives of the curriculum and it has relied on the principles of creativity and ideation.

The aim of this study was to investigate the effect of two-way question teaching method on self-efficacy, self-esteem and academic achievement of sixth grade students in the city of Sarayan. This research was applied in terms of purpose and quasi-experimental in terms of method. The total research population of sixth grade elementary school students in Sarayan and the research sample was random sampling method which was estimated to be 30 people using Morgan table. The research tools were three questionnaires of student self-efficacy of Jink and Morgan (1999), Coopersmith self-esteem (1967) and academic achievement. The content validity of the questionnaires and their reliability based on Cronbach's alpha coefficient are 0.83, 0.81 and 0.89, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used to analyze the data in SPSS software version 22. The results showed that two-way questioning training on the components of talent with a significant level (0.024) and effort with a significant level (0.009) and components of general self-esteem with a significant level (0.001), family self-esteem with Level of significance (0.001), social self-esteem with a significant level (0.001) and academic achievement with a significant level (0.002) are effective.

This study aimed to analyze teachers' experiences with the implemented sixth-grade social studies curriculum in the field of citizenship education. This research is applied in terms of purpose and qualitative in terms of approach, which has been done with the case study strategy. The statistical population of this study included teachers, deputies and administrators with more than ten years of teaching experience who were selected using standard sampling (standard sampling) using purposive sampling. A total of 36 people were interviewed, including 26 teachers, 5 deputies and 5 school principals. The data collection tool was a semi-structured interview. The data obtained from the interview were analyzed using the categorization and coding method developed by Glaser and Strauss. The criteria of reliability, reliability, and "member validity test" were used for data validity and reliability. The present study's findings indicate the existence of several challenges in the implementation of the social studies curriculum in terms of citizenship education and show the dominance of the conservative approach to citizenship education in the implementation of this program. Accordingly, it seems necessary to make major decisions in the implementation of the curriculum as well as change the type of attitudes and beliefs of teachers.

Among the language skills, writing is one of the most important communication skills that is planned for its education in all educational systems from the elementary school. The ever-increasing advances in educational assessment provide the context for the diagnostic information needed to determine the strengths and weaknesses of students. This study intends to explore the possibility of using cognitive diagnostic assessment to assess the writing attributes of elementary school students. For this purpose, the check list, which was proposed by Kim (2015) for evaluating academic writing in English and the initial Q-matrix, was reviewed. 816 sixth grade elementary school students, answered three writing assignments. Estimation of the model parameters were performed using Reduced Reparametrized Unified Model (R-RUM). The relative and absolute indices indicate that the model is sufficiently fit. The result showed that 17 indicator can be used to assess the writing attitudes with appropriate accuracy in assignments requiring students to write a long text. But for assignments that require writing a short text, the 9 indicator can be used to assess the writing attitudes with appropriate accuracy.

The purpose of the present study was to investigate the effectiveness of Quranic Tales on philosophical mentality and critical thinking disposition in sixth grade female students. The research method was quasi-experimental,Using the cluster sampling method, the sample size was selected from all sixth grade elementary school students in Qaen city, Two classes were selected from the above students, 20 in the experimental group and 20 in the control group. Philosophical mentality questionnaire and Critical thinking disposition questionnaire were used for data collection. Data analysis was performed using SPSS software and covariance test. The results showed that the use of Qur'anic Tales has a positive effect on enhancing philosophical mentality and critical thinking disposition in elementary students. Therefore, it is recommended for those involved in primary education to consider the use of Qur'anic Tales in primary schools. Key words: Qur'anic Tales, philosophical mentality, critical thinking dispositionKey words: Qur'anic Tales, philosophical mentality, critical thinking disposition

the goal of this research, The study of the living experience of the sixth grade students was a lesson in social studies. The method of qualitative research was using the phenomenological approach. The statistical population of the study was 6th grade elementary school students in Urmia. The sampling method was purposeful and continued to saturation data, which eventually saturated with 15 students. Semi-structured and exploratory interviews were used to collect data. For analyzing the data, a 7-step subject analysis Collaizzi method was used. Analyze Students' Perspective in 3 Subject Area(Culture and identity, social system, resources and) economic activities led to the identification code 311 primary, 30 sub themes and features 6 orginal themes Islamic Cultural Features (The culture of choosing a friend, the Islamic-Iranian cover, the culture of decision-making), Critical Thinking (Cultural comparison of Iran with neighboring countries, cultural comparison of different regions of Iran, existence of different religious religions in the country), Understanding community issues (Social participation, coordination and order in the military parade, unity in holding congregational prayers, social rights, The existence of a border between countries for having social security, driving traffic rules), Responsibility for yourself (personal rights, daily planning, having an order in doing things, Observe the criteria for choosing friends, respecting the right decision criteria), Understanding the talents of the country (fossil resources, resources and oilfields, gas refinery, new energy (Wind turbines, solar power plants, water turbines), Optimal use of resources (saving power, Solar energy conversion to electrical energy).

Analyzing the sixth grade textbook tafakkur and pajohesh (Thinking and Research) is the purpose of the research. Using a descriptive-analytical and survey research method and seeking a practical goal, this paper has conducted. To analyze the content of the aforementioned book a number of lessons were randomly selected and analyzed according to the content analysis formulas. Content analysis techniques of Edward Farry, Flash, William Rummy, Gunning Fog and Close have been used for data collection. The findings show that, the principle of learning from simple to difficult has not been observed in setting the content of the book. The content level is appropriate for the fifth class and more. The difficulty level of the book's contents is a bit simple. According to the Close technique, the level of the content is between 100-40, therefore, the text is in independent level, and learners are able to learn it without the help of the teacher. The book's encouragement of research is 0/9, which suggests that content does not have the ability to scourge students to think.

Curiosity is a form of increased interest, that can lead to exploration. Nowadays nurturing the curiosity of learners is a challenge, facing education professionals. The purpose of this descriptive-survey research was to investigate the extent to which the official curriculum for the sixth-grade elementary schools is compatible with the curiosity-based curriculum, so far as the teachers’ and students’ perspectives are concerned. Participants in the study were 26 teachers and 242 male and female sixth grade students, who were correspondingly selected using consensus and stratified random sampling techniques based on Cochran formula. To explore the compatibility of the official curriculum with the curiosity-based curriculum, a researcher-made questionnaire was designed by converting the elements in the curriculum-based curiosity to items. The questionnaire was then distributed among the participants. Data was analyzed using descriptive and inferential statistics. The results of the study revealed that so far as the teachers’ and students’ viewpoints are concerned, the formal curriculum enjoys a compatibility of more than average level with the curiosity-based curriculum. Thereupon, based on the findings of the study, it can be argued that the purpose of the sixthgrade curriculum is to increase students' curiosity and desire to do more research. In other words, by strengthening the spirit of curiosity, the new educational system appears to have been partly able to overcome the defects of the previous system, which is still active in high schools.

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 aim of the present study was to survey the effectiveness of selected of the sixth grade's health and physical education program according to Bloom's learning domains (cognitive, affective and psychomotor) in male students. In a semi experimental design, a total of 60 sixth-grade male students served as subject in this study. They randomly assigned to experimental (n=30) and control (n=30) groups and treated for 10 weeks, two session per week. In experimental group the physical fitness and health section of physical education and health program of sixth grade were executed according to teacher’s handbook in a theoretical and practical manner, the control group has been administered in classic pattern including warm up, running and group games. Effectiveness of the program in cognitive and affective domains evaluated using a researcher-made questioner. In psychomotor domain a combined exercise test and AAHPERD health related physical fitness test were used. The result of MANOVA showed there were significant difference between experimental and control group in cognitive and affective domains (p<0.05). Moreover, between groups comparison of various aspects of cognitive and affective domains, using t test, showed that except for perception (p=0.056) and applying (p=0.052) in cognitive domain, in all aspects scores of experimental group were significantly higher than the control group (p<0.05). Factor by factor comparison of different aspect of psychomotor domain (combined exercise test, 540 m run, flexibility, sit up, modified pull up, and body fat percentage), using t test, revealed that except for body fat percentage (p=0.378), experimental group had better physical performance than the control group (p<0.05).Finding of this study approve that in male students in comparison with classical pattern of physical education class, new health and physical education program of sixth grade may be more effective with regard to Bloom's learning domains.

This study was undertaken to investigate the relationship between maternal parenting styles grounded in teachings of Islamic education and accountability of sixth grade boys. The research design was descriptive and correlational. The statistical population of the study included all boy sixth graders in Borujerd in academic year 2014-2015. From among them 300 students were selected using random cluster sampling method. The instruments consisted of 1) Revised Parenting Styles Questionnaire grounded in teachings of Islamic education (Esfandiyari, 1995) and 2) Accountability Questionnaire (Ne’mati, 2009). The content validity of both questionnaires was confirmed by specialists and Cronbach’s alpha coefficients for the reliability of the measures were 0.77 and 0.92, respectively. The obtained data were analyzed through Pearson correlation coefficient and multivariate regression. Results showed that there was a significant, positive relationship between authoritative parenting style and student accountability; however, a significant, negative association was observed between permissive and authoritarian parenting styles and student accountability. Furthermore, authoritative parenting style was positively correlated with self-management, lawfulness, integrity, conscientiousness, and being organized. Moreover, the results demonstrated that student accountability could not be predicted only by authoritarian parenting style. Hence, students with authoritative parents were more accountable than those with authoritarian and permissive parents.

The present study has examined the effectiveness of the concept maps teaching-learning strategy in teaching sixth grade elementary school students on the creative component Poldasht city.
This research was a quasi-experimental research and research design used in this study, was pretest and post-test with comparison group. The population in this research, including sixth grade students in the academic year 94-93 in Poldasht that their number are 703 (374 male students and 329 female students). Subjects have included the sixth grade elementary school students in 4 classes (2 classes boys and 2 classes girls). Of these, one of the classes as experimental girl schools and one secondary school classes, as the control group was selected. Also, one of classes of schoolboys as the experimental group and another second-boys school classes, as the control group was selected. To measure student math anxiety, Shokrani math anxiety questionnaire was used. Validity of the questionnaire, confirmed by three experts and internal reliability with Cronbach's alpha coefficient was 0.77. Analysis of the data was performed using SPSS 18 software. To analyze the data, descriptive and inferential statistical methods including UNIANCOVA, were used.
Results showed that the experimental and control groups in terms of creativity and components of fluency, originality and elaboration there is a significant difference. But flexible component not found significant differences between the experimental and control groups.
The results showed that the use of concept maps teaching-learning strategies in teaching science was effective to enhance creativity and increase fluid, innovation and the development components of creativity but flexible component, no effect. Also, flexibility in boys more than girls on average