problem

The objective of this study was to assess the impact of teaching social studies concepts through digital storytelling on the social problem-solving skills of elementary school students in Mazandaran.

The research employed a quasi-experimental design with a pre-test-post-test structure and a control group. The statistical population of the study consisted of all primary school students in Mazandaran province. The sample size included 80 third-grade students. Among them, 39 students were assigned to the control group, while 41 students formed the experimental group who participated in 13 sessions focused on social concepts and skills, integrated with digital storytelling. Data collection involved a social problem-solving questionnaire, and covariance analysis was used for data analysis.

The results revealed significantly higher average scores in social problem-solving for the experimental group compared to the control group (P < 0.001). Additionally, girls in the experimental group outperformed boys in solving social problems after digital storytelling sessions.

Overall, digital storytelling emerges as an effective tool in learning environments for facilitating the social problem-solving skills of digitally native students.

The country's higher education management system has always faced many issues that it is not able to deal with all of them easily. Therefore, it is necessary to know the nature of the issues in this field in order to provide the best management and governance methods. The present study was conducted with the aim of identifying the complex issues in the higher education management system of the country.

This research was a type of qualitative research that was conducted in 2023 using thematic analysis method. The research community included professors and experts with academic education in public administration, executive managers working in the Ministry of Ataf, and researchers and experts in higher education, and sampling was done using a targeted non-probability method. Data collection continued until theoretical data saturation and 15 semi-structured individual interviews were conducted. MAXQDA qualitative data analysis software was also used for coding.

The findings of the research showed that identity crisis, quantification, centralization, process complexity and diversity of governance and legislative authorities are among the complicated issues in the country's higher education management system.

As a result, deep attention to each of these issues by the managers of the country's higher education system can lead to the sustainable development of the country, improving the quality of service provision and reducing related costs, increasing the transparency of processes, etc. with such issues to be used by them.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                          In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

This research begins with discussions in the field of “Methodology of Science”; and then it is followed up by proposing topics in the field of “epistemology of science” and finally, it tries to provide a research division for students of different educational levels based on them. Although the audience of this research is social science students; But it is also relevant for other fields of humanities. Acknowledging that some of the researches of Iranian students are considered to be of its top type; at the same time, we are of the opinion that most of them are not within the framework of a scientific work - in the sense that is intended by this article. We consider the reason for this deviation from scientific criteria to be their inability to reach the “expected problem”.Theoretical framework: the current research is data-based and therefore lacks a specific theoretical framework; however, its main idea, on which our proposed division of labor is based, originates from Randall Collins' views on “scientific society”.

The proposed work division of this article is the result of a “systematic review” of 51 scientific research articles written by masters and doctoral students. In the framework of the aforementioned proposed division of labor, the “Hijab issue” section; And during the systematic review of the previous researches that have been done regarding hijab; Formulated.

By planning seven types of process to reach the problem; we have shown which triple education level is suitable for each student.

Current modes of education require STEM education to integrate four disciplines (science, technology, engineering, and mathematics) into one larger discipline. However, the implementation of integrated STEAM training is not an easy task because many issues arise after its implementation. Therefore, a systematic review was conducted to gather evidence from the latest empirical studies to explore the main issues related to integrated STEAM education. PRISMA guidelines were used to track relevant articles from 2010 to 2019 using Scopus and Google Scholar databases. Hence, a total of 17 articles were identified. The findings showed that the teacher is the most important factor in the integrated education of STEAM. The knowledge of teacher is the key to the implementation of STEAM integrated education, but teachers in the field of STEAM education are still unaware of the content of STEAM. Therefore, STEAM teachers must immediately have in-depth knowledge of STEM content to ensure successful implementation of STEAM integration.

In this paper, attempts have been made to reconstruct and formulate the various Islamic thinkers' interpretations and interpretations of the meaning of Islamic social science from the perspective of Morteza Motahari. In this regard, the meaning and concept of Islamic social science is described from the angles of Motahari's perspective, so that in one impression, he presented four interpretations of the concept of Islamic sciences based on the criteria of subject and goal, theorist. In another reading, Motahari writes that Islam has two kinds of links with social science: one direct link, since Islam has a theoretical circle of knowledge and practical rulings about the social world, the other is the indirect linkage through ethical recommendations such as trust, chastity , Justice, Goodness and self sacrifice. His other conception lies in the statement that Islam is not a sociological school; since in the Hebrew Book of Islam, no social material has been expressed in terms of common sociological terminology and in its usual language and within the framework of conventional divisions. , But at the same time, the great deal of social science is completely inferential and extracted from the Holy Qur'an.

The purpose of this research was to consider the effectiveness of game therapy on improvement of concept learning and problem-solving in math. The research method was a quasi-experimental, pre-test and past-test with a control group. In this experimental research, 60 female students of second elementary level from Qom city who received scores of lower than average in continuous performance test of Razold (1995) and problem-solving test of Golparvar (2008), were chosen by stratified random sampling and were divided into one experimental group (N=30) and one control group (N=30). After pre-test, the experimental group received game therapy for 28 sessions of 45 minutes. The control group continued the traditional methods. The data were analyzed using descriptive statistics of mean, standard deviation and multivariate covariance analysis (MANCOVA) by means of SPSS software. The findings demonstrated that there was a meaningful difference between two groups in favor of the experimental group regarding both variables. As a result, education on the basis of game therapy can be effective on improving of math concept learning and ability of problem-solving in students with learning disability in math.

It is necessary to clarify factors affecting student emotions as they play an important role in their learning. Among such factors teaching method looms large, and given the variety of methods used, a comparison of these methods in terms of their relation to things like perceptual control and value cognition, can lead to a better choice in regards to helping the students learn better. To this end, four available classes of students in education at Farhangiyaan University in Yazd were divided into two groups one of which was taught using the common lecturing method while with the other the problem-based method was used for 16 weeks. Collected data through three measures on emotions, control, and valuing were analyzed using a structural modeling approach. Results show that the problem-based method affects perceptual control and value cognition much better than the other method. Furthermore the mediating role of these factors was confirmed. Hence, the problem-based method is suggested as a more effective teaching method.

The purpose of this study was the evaluate of the
effect inveness of teaching based on research oriented on school achievement
and problem solving skill. The research method was quasa exprimental. The
population consisted of all 6th grader students and the sample was an
elementary school which randomly was selected. Among all 6th grader students 30
students who were ready to participate in this study were randomly divided to
two experimental and control group. The instruments included standard
questionnaires and problem-solving skills Heppner and CRASKOF (Heppner, 1988)
and test scores in science class teacher and the validity of alpha values
between 0.72_ 0.85 and subscales (0.72.PC ,0.84 AA, 0.85 PSC) and 0.90 For the
overall scale and reliability through Cronbach's alpha in the range 0.83 to
0.89 calculated. The validity of teacher-made tests regarding the number of
science teachers and one who teaches history of science at the University of
educators were determined. To determine the reliability of the test with a
history of two teachers and science education experts were asked to
independently test 20 sheets of papers to correct. Agreement coefficient was
calculated between two corrector 0.87 Both group completed HEPS and CRASKOF
problem solving questionnaire and the science test as pre- test. The
experimental group received 24 sessions of teaching science based on research
oriented method, while the control group were taught through traditional
method. Then both group received problem solving skill test and the science
post test. The data were analyzed using (SPSS19) T-test and CO-variance. The
finding indicated that the experimental group in both school achievement and
the ability of problem solving were significanty better than control group.

In behavioral sciences, in general, and in psychology, in particular, the importance of self-esteem is recognized in the successes of individuals in different fields of life. This research aimed to study the effect of teaching problem-solving on the self-esteem of learners in 2015.
this is a semi-experimental research and statistical population of research was all male high school students up to 496 students that 36 students were selected by multi-step cluster sampling and divided into two control and case groups by random substitution. Case group has 11 problem-solving sessions and after intervention for both groups, post-test was conducted. SPSS18 software and covariance analysis were used for data analysis. comparison of pretest and posttest results showed that there is significant difference in self-esteem of case and control groups (P

This research aims at developing an initial test on problem-solving skill based on theoretical Islamic principles. A content analysis method and scaling method are used in this research in which 100 people were randomly chosen from among religious students. The structure of the variables foe problem-solving drawn from Islamic sources is based on controlling excitement, identifying and defining the problem, recognizing the aims and impediments, creative thought and counselling, decision-making, trust and supplication, evaluating the process of inefficient, hasty and rejected styles , belief in testing or considering problems as threats and optimism or pessimism. Religious scholars and psychologists see that, the validity of this structure is calculated according to Likert Scale multiple choice with the overall average of 3.62 and variance of ./2. The research result shown that the average of validity of the statements is 3.51, the variance is 0.37, the correlation is 0.88 and the significance is 0.01. The validity of test was known as a result of investigating the identity of questionnaires with Cronbach's alpha coefficient at 0.96 level. Half-splitting, gives the two halves a validity of 0.93 and 0.95, which confirms the great reliability and validity of this test.

The aim of this study was to investigate and compare the social skills of gifted and normal high school students and its relationship with problem-solving skills and perceived parenting style. 90 gifted high school students of mathematics, experimental science and humanities were selected by cluster-random method. Data were collected by Teenage Inventory of Social Skills (Inderbitzen & Foster,), Perceptions of Parents Scales (Robbins), and the Problem-Solving Inventory (Heppner & Petersen). Based on the findings of this study, there is no significant difference between the social skills of gifted and normal students. No significant difference was found regarding the problem-solving skills of gifted and normal students. Pearson correlation results showed that only the relationship between social skills and parenting styles of fathers was significant. The results showed that social and problem-solving skills do not differ in gifted and normal students. Father's parenting style (warmth and involvement) was related to adolescent social skills. Only parenting styles among gifted students was related to problem-solving skills. The most correlation was between trust style and maternal autonomy support. Also problem-solving skills increase student's social skills.

In the present research was to examine the role of attachment styles to predict coping styles & assertiveness. In doing so, adescriptive-correlation research method was adopted. The statistical population involved students of Kashan University studying in academic year of 2011-2012. From among them, a number of 400 students were selected using stratified sampling method. To collect data, 3 questionnaires including Hazen & Shaver's Adult Attachment Interview(AAI), Endler & Parker's Coping Inventory for Stressful Situations(CLSS) & Gambrill & Richey's Assertiveness Interview(AI) were utilized. To do data analysis, Pearson's Correlation Coefficient Test & simple linear Regression, statistical methods were adopted in this study. The results of regression analysis showed that attachment styles can positively predict problem-focused coping style, avoidant coping style & assertiveness. Also avoidant insecure attachment style positively predicted emotion-focused coping style and negatively predicted problem- focused coping style & assertiveness. Results of regression analysis from male & female students showed that, in predicting coping styles and assertiveness performed by attachment styles there was a meaningful difference between boys & girls. Being congruent with those of other studies, our results represented the point that attachment styles meaningfully predicted coping styles & assertiveness

The purpose of this study was to identify the effectiveness of problem solving training on reduction of math anxiety among the students with field-dependent cognitive style in Hamadan city. The used method was of quasi experimental type. In this research pre-test and post-test with control group were used. 148 male students، in control group، completed the math anxiety test. Then the students with math anxiety completed the group embedded figures test so as to be identifies as those with field-dependent cognitive style. Then، 40 students with field-dependent cognitive style were randomly divided into the experimental and the control groups. The experimental group received training in problem-solving method and the control group did not have any intervention. The results indicated that the problem solving training reduced the math anxiety among the male students with field-dependent cognitive style. Thus، using problem-solving techniques and skills can reduce math anxiety of male students with Fi

Research is an essential component of the mission of higher education that nowadays it is very important issue, because research directly related to innovation. It not only will play a key role in the preservation and survival of the communities, but also in the development and progression of it. So pay attention to the skills ofresearch and teaching in higher education is necessary. The researchers in this paper seek to examine the state of academicresearch skills in different levels of education. Since procedures vary from study to study, the study population was limited in the humanities fields.This research is quantitative research in nature and from data collectionpoint of view is a descriptive research. The population of this study is students with different educational levels in Mazandaran University, 102 students from different levels a questionnaire was used, relevant variables and parameters analyses according to previous studies and reliability coefficient of the questionnaire using Cronbach's alpha was determined 98/0. After collecting data with regard to the inferential statistic techniques to test the mean differences (ANOVA) to compare skills and to determine the mean differences between groups Tukey test and Leuven test were used in different levels of students. Results indicate that research skills such as critical thinking, knowledge and basic skills, problem-finding and problem-making, reading and comprehension, gathering information, writing skills and, ultimately, deliver and evaluating the results havesignificant difference in doctoral students with a master's and bachelor’s students.

Learning problem-solving skills could help students decrease their level of stress and cope more effectively. To show the effectiveness of such learning experiences, a sample of 80 pre-university students was selected in stages and then divided into two groups, one of which was put through a course on problem-solving skills. The participant's levels of stress were measured both before and after the course, using Markham's Stress Questionnaire. Data analyses revealed that half of the students were highly stressed, but those who went through the course exhibited a significant decrease in stress. Thus, offering such courses would be useful.

This research was conducted with the aim of Johnson’s constructive pattern impact in problem-based learning in-service training programs for teachers. The research method was quasi-experimental. In order to measure satisfaction and attitude variables posttest design with control group was used and to measure the learning variable pretest–posttest design with control group were used. The statistical sample consisted of two groups of teachers participated in a descriptive evaluation in-service course in the city of Lamerd. The number of participants in this group was 68. The descriptive evaluation course was designed based on David Johnson’s constructive problem based learning. Research tools included two questionnaires to measure satisfaction، attitudes and the test was used to measure academic achievement. The content validity was used as a validation method for all means in this study. The reliability amount of satisfaction and attitude questionnaires calculated by using Cronbach’s alpha coefficient and the results were 0. 96 and 0. 94، respectively. At the mean time، it was 0. 83 for a test questionnaire by using Cooder Richardson method. The obtained data were analyzed using multi-variable variance and single-variable covariance analysis. The results indicated that designing constructivist problem-based learning environment in in-service education could increase the learner’s satisfaction and more positive attitude، getting better results in academic achievement and increased the overall effectiveness of the instruction.

This study aimed at evaluating and prioritizing educational quality from the Point of View of Shiraz Azad University Faculty Members Using DMAIC (Define، Measure، Analyze، Improve، Control) Problem-solving Approach and Six-sigma Instrument in the academic year 2010-2011. Out of a population of 307 Faculty members in Shiraz Azad University، 169 respondents were sampled according to Morgan’s table using proportional stratified sampling method. Research instrument was a fifty-four item questionnaire developed by the current researchers to assess educational quality. When its face validity was established by some faculty members of the respective university، its content-related validity was assessed employing item analysis. The reliability of the questionnaire was calculated using Cronbach’s alpha. In statistical analysis، inferential statistics was used (one-sample t-test and analysis of variance of repeated measures). The research findings revealed that in evaluating and prioritizing of DMAIC steps in relation to education quality، the highest and the lowest mean were those of control (2/83) and analysis steps (2/57) respectively. There was no significant difference between these two scales. The results also indicated that all these scales were significantly lower than the desired level of quality.

The purpose of this study was to investigate the effects of life skills instruction on coping strategies in first grade high school students of Tabriz. For this purpose, 60 female high school students selected by cluster sampling multi-stage method and were assigned to control and experimental groups (each group consisted of 30 subjects). Experimental groups recrivd weekly training life skills during the 12 sessions, but the control group did not receive training. Mouse and Bilinger’s Coping Styles questionnaire (1981) was used in pre-test and post-test for both experimental and control groups. For analyzing the data, covariance was used. The results showed that training life skills increase scores of coping styles significantly. According to the results, it can be said that training life skills can be applied as an effective method for adolescence to deal with concerns and their problems.