نشریه علوم تربیتی
سال بیست و سوم شماره 1 (بهار و تابستان 1395)

The theory of social reconstruction supports the attitude which encourages the people to get involved in the reconstruction of the cultural norms and values and the social structure in order to solve the social problems with the aim of attaining a better life. Educational Reconstructionist consider the schools as an appropriate means for this purpose. They believe that the schools are not only responsible for the preservation and transmission of cultural heritage but also they should create the new social and cultural patterns which incorporate the new and old patterns in a balanced combination which is inductive to social reconstruction. This research which was carried out by the documentary- analytical method aimed to address the following questions: first, what reasons do the deconstructionists offer as to the competency of the school to act as an agency for social change and reconstruction and what plans and programs do they propose toward attaing this goal? Second, bearing our current socio- political in mind what are the possibilities of implementing such programs in our educational system? The results of this study indicate that social and educational problems in our country require a redefinition of the school role. This could be achieved by using certain appropriate components of a Reconstructionist program, a program designed in such a way they promote critical thinking in the students. This, it is hoped, will result in social change and reforms.

This study investigated the effect of “Philosophy for Children” (P4C) program on social problem-solving skills at high school boy students in Tehran. This study was conducted, using the quasi-experimental method. From all male students in the 6th district of Tehran, with using of a multistage cluster random sampling, 60 students randomly were selected and assigned in the experimental and control groups. Initially, both groups completed the revised Social Problem Solving questionnaire (SPSI-R) in the pretest phase. After, the “Philosophy for Children” program was performed in 12 ninety-minute training sessions for the experimental group. The control group did not receive any training. In the end of this intervention, posttest was performed on participants of bouth groups. To analyze the data, covariance analysis (ANCOVA) was used. Results indicated that the "Philosophy for Children" program increased significantly RPS, AS, ICS, PPO and NPO components in social problem solving skills.

The main purpose of this study is study the barriers of implementation of smart schools in Ahwaz Girls secondary schools. In order to doing this study a mixed method of research was used. Also data collected via multi methods such as questionnaire, semi-interviews, checklist and researcher observation. The sample of the study consisted of 100 teachers and 8 principles of secondary school which randomly selected from zone 1 of Ahwaz city using a cluster sampling method. The results of the questionnaire indicated that main barriers were: weakness of teaching and learning environment, a multimedia-based learning content, low level of IT infrastructure development, school management system, weakness of teachers it skills and lack of appropriated action regarding the it.

This article has been originated from an analytic, theoretical and qualitative research. The aim of this study was analysis and classification of views and approaches toward application of modern technologies in education. There are two main questions: Is technology a cultural-value phenomenon? And second one, which determiner has main role in usage and distribution of technology: user, society, technology? In regard to different philosophical and educational views, there would be different responses. In addition to classifying different responses, this article tried to explain Iranian educational system’s states in regard to these two questions. To what extent does the “Document of Fundamental Reform of Education” emphasize on "intelligent application of technology"? And on what meaning of “technology” is rooted? Analyzing the Document content and exploring the past two decades experiences showed that Iran’s education system, theoretically and practically, has followed instrumentalism approach. At the end, in addition to warning about negative outcomes of using instrumentalism, the article, suggested that “technology” should be seen from different perspectives, and for education system it is better to have a comprehensive approach in study technology.

The main objective of this study is to investigate the viewpoints of postgraduate and PhD students of Tehran University about the functions of philosophy of education as an academic discipline. To gather students’ viewpoints, we used semi-structured interviews and to analyze their responses, we applied thematic analysis method. A sample of 11 postgraduate students and 6 PhD students who are studying philosophy of education at Tehran University participated in this study. Findings of this study demonstrate that the basic functions of this discipline can be classified in two categories including social functions (with 80 item) and individual functions (18 items). The most basic social functions are: macro policy making of formal educational system; proposing measures, criticisms and analysis of educational space; aspiration for solving educational problems and “deriving educational implications”. The most important individual functions are: thinking and coherence of thought; changing attitudes and expanding individual promoting vision.

The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. The study sample consisted of 2180 M. A. students of Yazd University. A sample of 360 persons were selected by cluster sampling according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionnaires were used: Schommer’s epistemological beliefs questionnaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process to measure epistemological beliefs Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement check anti-intellectual beliefs. The data was also analyzed using Pearson correlation and stepwise multiple regression. The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts the critical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in the prediction of the critical thinking disposition. Generally, findings of the present study show that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking students’ dispositions.

This research was done in order to study the effectiveness of a “social-emotional classroom climate optimization package” in primary schools. The present study has been done through an experimental method, using pre-test/post-test control group. The population was consisted of 12 public elementary schools in Noor city that sample composed of 8 classes of fifth-grade that have been selected by the convenience sampling method. The measurements included social-emotional class-room climate optimization package, providing by researcher, Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2005, 2008), Perceived Emotional Intelligence Scale (Brackett, & Mayer, 2003), & Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996). Based on hierarchical linear models, the results indicated that social-emotional classroom climate optimization package have made significant difference in various dimensions of classroom climate between control & experiment classes, and teacher variables, when was entered in regression equation and was controlled, significantly moderated the effect of treatment. The findings of this study can be considered as a guide for curriculum planners and teachers to improve classroom climate, to pay more attention to recognition thesocial and emotional factors of classes and reinforcing them. Also, the results can be used as a basis for other research at the national level and designing a package with controlling other items.