research spirit

The purpose of this research was to compare the spirit of research among teachers graduated from Farhangian University and teachers graduated from other universities and the role of curriculum elements in the existence of this difference.

This research is pracxtical, in terms of purpose, and with a sequential explanatory mixed methods design. In the quantitative phase, the causal-comparative method was used with The Research Spirit Questionnaire, which was designed by the researchers, and in the qualitative phase, the data collected via the focused discussion and semi-structured interviews were content analyzed. The research population consisted of all the primary scool teachers graduated from Farhangian University and other universities of the country, who have been teaching in primary schools of Golbahar, Razavi Khorasan province since 2015. Deliberate and non-random sampling was used in sample selection in both phases. In the first phase, the samples were matched based on gender, field of study and teaching experience, and in the second phase, a group of elementary teachers, faculty members of Ferdowsi University of Mashhad and Farhangian University were used in a targeted manner.

The findings showed that the average research spirit of Farhangian University graduates is significantly lower than those of other universities and this difference is due to factors such as curriculum content, space, facilities, research spirit and ability of faculty members and lecturers and the evaluation method of what students learn in Farhangian University.

Although the curriculum of Farhangian University has been designed and compiled with a research-oriented approach and with the goal of training teacher-researcher, other elements of the program in the implemented curriculum prevent the achievement of this goal, which need to be taken into account by the offials.

The currently increasing changes in the world requires individuals who are able to meet their needs through research skills. Therefore, this study aimed to investigate the research spirit components in the tenth-grade textbook of “thinking and media literacy”. A content analysis form for the research spirit components was used as the research tool. Descriptive statistics and Chi-square test were used to analyze the data. The results revealed no significant difference in terms of distribution of components in the textbook. In addition, the component of questioning had the highest frequency (7.50%) and the component of independence of opinion had the lowest frequency (3.09%). It is suggested that revisions of this textbook better address the components of independence of opinion, self-assertion, and creativity.

The present study has aimed to predict research spirit in female students based on transformational teaching and the intermediary role of positive youth development and classroom emotion.  For this purpose, 247 female tenth- and eleventh-grade students from private schools in District 4 in the city of Tehran were selected by means of stratified random sampling and asked to complete questionnaires devised by Beauchamp et al. (2010) for transformational teaching, Shirzad et al. for research spirit (2016), Geldhof et al. (2014) for positive youth development and Titsworth et al. (2010) for classroom emotion. Data analysis, using PLS software, pointed out transformational teaching to exert a direct, positive effect on students' research spirit. Moreover, the indirect, positive effect of transformational teaching is only significant, among the components of positive youth development, in the component of care when it comes to research spirit. As of the classroom emotion components, only the emotional capacity component proved to have an intermediary role in the correlation between transformational teaching and research spirit. The indirect effect of transformational teaching upon research spirit is also positive by means of the arbitration of this component. The results obtained from the research indicate the significance of learners' perceptions of the educational environment and classroom emotion in enhancing research spirit.

The development and foster of Research spirit is one of the formal education system goals that will bring change and innovation for students. The purpose of study was construction a tool for measuring student's Research spirit .The method of study was Descriptive (Survey- testing). For the first stage of study, dimensions of research spirit were identified by review of theoretical foundations of research spirit and developed items for pilot study. A sample of the 1425 girl students were selected by probability and non-probability Sampling (cluster-convenience sampling). The validity of questionnaire was studied by Content validity, professional judgment, Factor analysis and criterion validity and the reliability of questionnaire was calculated by test-re-test and internal consistency of Cronbach's alpha. Analysis of questions was determined by the correlation with scores of the scale and impact of the removal of questions on variance and reliability. Correlation of Convergent validity of the scale with Critical thinking orientation scale was 0/45 (sig ≤ 0.001). The result of factor analysis showed fourth factors: Perseverance, impulsive practice management, curious and the ability to perform team working. The reliability of scale by using test-retest after 15 days was 0.80 and the internal consistency with Cronbach's alpha was 0.81. Therefore, according to results of reliability and validity, the scale of Research spirit can be used by researchers as appropriate test.

the present communities، likewise in Iran، the present study was carried out with the aim of studying the impact of teaching philosophy to the children on nurturing the research spirit among the preschool students. The semi-experimental method of the immediate post-test type along with a control group was applied in this research. The statistical population of this research consisted of 12 preschool students in a kindergarten in Tehran and the statistical sample (6 people) were selected purposefully as the experimental group. The experimental group received 15 sessions of philosophy teaching and in the last session، both the experimental group and the control group were filmed. The video، then، was given to 5 experts in order to reply to the respective questionnaires (Ranking students based on their research sprit). The Collected data، using descriptive statistical methods (Frequency Distribution Table، Graph of a frequency distribution، Dispersion and central indices) were analyzed. The parametric t-test for two independent groups (Due to distanced scale measurement، normality of the distribution، and existence of two independent groups) and non-parametric Mann–Whitney U test were، also، used for testing the research hypotheses. What being indicated from the findings was that that teaching philosophy to children not only has a great impact on the students'' cognition (curiosity، question making، reasoning، critical thinking، creativity، interest in experimenting and experiencing) but also has a high effect on their emotion (interest in clarity، enthusiasm، partnership، independence، self-assurance، self- assertion). In general، implementation of this program has had a great impact on the research spirit of these children.