دوفصلنامه پژوهش های آموزش و یادگیری
سال چهاردهم شماره 2 (پاییز و زمستان 1396)

This research aims to develop a model based on writing to learn (WTL) and the effective on promotion of learning and writing skills of students. Therefore, use the nonequivalent control group design with pre- test and post- test. 115 of the undergraduate students of Education University were assigned at random in three groups: Group 1 (short writing assignments), group 2 (analytical essay), and control group (traditional instruction). Analysis of data from the implementation of research instruments (achievement test and California Basic skills tests training in (CBEST)), After the pre-test and post-test before and after the presentation of 16 sessions were conducted , showing to : 1 – The mean learning scores in the writing groups ,at all levels except level recall, was higher than the traditional group and the mean learning in the analytical essay group were higher than short writing assignments group in the apply level. 2- a significant increase in writing scores was observed for two groups of students in the often writing skills, especially analytical essay groups. Overall, the findings confirmed on the effectiveness of teaching writing based on the promotion of learning and writing skills of students and revealed that the analytical essay is more effective than short assignments.

The aim of the present study was to investigate the relationship of components of self-compassion with well- being. Research method is correlation and Statiscal population included the male high school students of Yasooj in academic years of 1393-94. The participants of the study were samples who were selected by multistage random sampling method. Scale of self - compassoin (neff, 2003) and well- being (Kapla & Maher, 1999) were used to measure variables of the study. The results of canonical correlation showed that a linear combination of predictive subvariables (kindness, selfjudgment, common humanity, isolation, mindfulness and over - identified) were correlate the linear combination of academic well- being components (affect at school, perceived academic efficacy and disruptive behavior). The results of regression analysis revealed that component of mindfulness positively and component of self- judgment negatively predicts the components of affect at school. Component of Common humanity was positively associated with component of perceived academic efficacy. Component of Isolation was positively associated with component of disruptive behavior. Also, component of over- identified predicts negatively component of affect at school and component of perceived academic efficacy and positively component of disruptive behavior. Component of kindness wasnot associated with components of academic well- being.

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.

Through implanting non-English mobile game (m-game) of 'Xane Bazi' into the blended module of English vocabulary pedagogy, this study sought to investigate the role of dyads make-up on L2 English learners' vocabulary learning ability. To that end, 150 Iranian male and female students of engineering from Isfahan University of Technology (IUT) were homogenized as upperintermediate to learn the L2 vocabulary items during 36 blended sessions. By formative assessment of learners throughout the course a corpus containing those vocabulary items that learners utilized in their communication was formed. To achieve triangulation research design, a preresearch questionnaire and a focused interview were conducted. The statistical analysis of the participants' performance testified not only to the significance of dyad make-up on the way the vocabulary items were understood and learned, but also the significance of application of non-English m-game of 'Xane Bazi' in the process of L2 vocabulary learning via the blended module of L2 pedagogy. Also, the analyses of learners' answers to the items of the questionnaire and interview showed correspondence between learners' attitude and performance.

Using Structural Equation Modeling, the present study was an attempt to investigate the relationship between knowledge and metacognitive skills with self-regulated learning strategies with regard to the mediatory epistemological beliefs among students in University. Population consisted of all first year undergraduate students of different courses. Samples were selected according to cluster sampling method and Morgan’s table was used to determine sample size (300 individuals). Data collection was done through the use of Schommer’s Epistemological Questionnaire (EQ), Metacognitive Awareness Inventory (MAI), and Motivational Strategies for Learning Questionnaire (MSLQ), and Metacognitive Skills Questionnaire. The results of structural modeling analysis revealed that metacognitive skills had the highest direct effect (&beta=0/70) and total impact (&beta=0/75) on learning strategies. While metacognitive knowledge had the highest indirect impact (&beta=0/53) on learning strategies. And the impact of epistemological beliefs on learning strategies was (&beta=0/12) negative. The least indirect impact was the impact of metacognitive skills on learning strategies (&beta=0/05). Generally these variables explain 0/62 rate of learning strategies’ variance. Therefore, it could be claimed that metacognitive knowledge, metacognitive skills and epistemological beliefs may be effective on self-regulated learning strategies among university students.

Future Teachers of Education are Current students that pay on the actual location of the practicum to development their professional knowledge. The aim of this study was Teacher training students experiences of practicum on professional knowledge development. The reserch method used in this study was qualitative method and was of phenomenological type. all the teacher students of Tehran Teacher training have passed practicum in the academic year 2014-2015  were choseen  as the statistical population. then, 22 teacher students wee chosen through the target sampling. Due to data saturation, the Research found this number sufficient. The instrument being used was Unstructured and depth interviews. data analysis was used Colaizzi analysis. The reliability and validity study root in four ((real value, applicability, consistency and whether based on fact)) . The results were extracted of 112 initial code, 17 under the theme and 3 main themes, including schools, universities, training and learning opportunities in the curriculum.  Data analysis showed that practicum with the participation and active engagement between schools and universities, Clarity of objectives, activities and learning opportunities of the practicum curriculum Gradually increases teacher students subject knowledge, pedagogical knowledge, pedagogical content and general knowledge topics knowledge, skill and ability of both position. Collaboration with university experienced, supportive and evaluation professors and guide teachers provides Place and time for developing teacher competencies.

This research is done based on Socio-cultural theory of Development and Collaborative learning role on Cognitive development of students in Mathematics, particularly on problem solving ability. Collaborative learning focuses on an approach of teaching in which uses the potential abilities and knowledge of students and is able to grow via intermental and intramental interactions. In this study, research method is case study and its data are collected by cooperative observation, narrative interviews, field notes and documentary instances. This data is obtained while one of an expert and activated teachers in this approach taught supplementary math for grade 9. The research is done in a 20-student class in a private male high school in Tehran during 92-93 (the academic year). In This research, producing knowledge, learning Mathematics during teamwork, becoming internal, and developing the ability of different representation for students are observed. Also the development of the problem solving of the students in their Zone of Proximal Development, problem solving in a group, and in interaction with teacher have been shown. In the end, some tips related to this approach in categories of background, process, outcome, and components of each are explained.

The present study aimed to draw attentions toward the importance of art-based curriculum in order to promote indexes of teaching peace to learners. Arts education is an integral part of curriculums and greatly influence nurturing philanthropist and peaceful teachings to learners especially in their early years. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected historically. In this regard, scholars have taken analytical descriptive approaches toward studying art, arts education and the interaction between art and peace as an ethical merit in curriculum and have presented several suggestions to promote peace through arts education.