مجله پویش در آموزش علوم پایه
سال پنجم شماره 3 (پیاپی 16، پاییز 1398)

The purpose of this study was to evaluate the effect of multiple representational education on meaningful learning of the concepts of length, level, and volume measurement in elementary students. Multiple representation means introducing or demonstrating a concept in different situations and forms that can create a deep understanding in the learner's mind. The research method was semi-experimental with two experimental and control groups. Samples were selected by convenience sampling method and were divided into two equal groups of experimental and control. In the experimental group, the concepts were taught in a multiple-presentation manner and in the control group, in the traditional way. Finally, a post-test with conceptual questions was given to students in both groups. Validity of these tests was measured by CVR method and confirmed by 0.99. Cronbach's alpha reliability was 0.887 for pre-test and 0.727 for post-test. The results were analyzed by t-test for two independent groups using SPSS software. The findings of the study showed that teaching based on multiple representations had a significant effect on the meaningful learning of the measurement topic.

The aim of present study was comparison of gender differences in academic motivation and meaning of education in science education courses students at farhangian university. For this purpose, 84 students of science education courses of Farhangian university in Tehran (52 females and 32 males) were selected by stratified sampling. The participants were assessed using the, Henderson – king and Smith' meaning of education and Vallerend' academic motivation questionnaires. The data were analyzed by ANOVA variance analysis The results showed that academic motivation has significant difference in girl and boy students and girls have academic motivation than boys. Also, in components included of meaning of education, there is significant difference only in independence in girl and boy students. As the academic motivation and meaning of education in science education courses students at farhangian university as the next science education teachers, have a special importance, It is Recommended that some strategies considered to improve science education courses students' attitude towards education and qualitative research done in this regard.

Content analysis is a science and research method that has important in the subject. "The purpose of the research is to find the relationship between goals and content in order to improve existing content (Samii and Afzal Khani, 2013)." Sixth Grade Experimental Science Book is one of the important books of this period. By analyzing the content, we can improve the quality of the textbook by activating the book and selecting good concepts. The purpose of this study was to analyze the content of the sixth grade elementary science books based on Merrill's model. The statistical population is the content of the experimental sixth grade elementary school textbook in the academic year 1397-1398. The statistical sample is equal to the volume of the statistical population. The present study is an applied research and research method is descriptive and content analysis. The results of this study showed that most of the courses were practical and also the types of primary and secondary presentation were used appropriately. The segregation, variety, coherence principles and difficulties, have been observed.

Stam, which stands for Science, Technology, Engineering, and Mathematics, is an interdisciplinary and applied approach that seeks to integrate students and students in solving everyday problems, rather than teaching the four disciplines as separate, discrete subjects. To teach students.Stam, which stands for Science, Technology, Engineering, and Mathematics, is an interdisciplinary and applied approach that seeks to integrate students and students in solving everyday problems, rather than teaching the four disciplines as separate, discrete subjects. To teach students.Stam, which stands for Science, Technology, Engineering, and Mathematics, is an interdisciplinary and applied approach that seeks to integrate students and students in solving everyday problems, rather than teaching the four disciplines as separate, discrete subjects. To teach students.Stam, which stands for Science, Technology, Engineering, and Mathematics, is an interdisciplinary and applied approach that seeks to integrate students and students in solving everyday problems, rather than teaching the four disciplines as separate, discrete subjects. To teach students.

The general purpose of this research is to analyze the content of the first elementary period based on Meril’s component display theory. For this purpose, considering the four elements of educational content (facts, concepts, methodology, principles and rules), the description of these books has been evaluated. In this research, in addition to analyzing the data at the descriptive statistics level, Shannon entropy content analysis method has been used to evaluate four components related to the Merrill component display theory. The results of the research show that out of a total of 472 units registered for science textbooks of the first elementary course, the most frequent related to the component of the facts is assigned with 236 units (50%) and the methodology witht109 units (23,09%). Maximum values of the coefficient of importance of the Merrill component display theory in science textbooks of the first elementary course, related to the components of the facts and the methodology (0.252) and the components of the principles (0.250), and the concepts (0.244) are in the next rank. In general the science textbooks of the first elementary course in terms of the Merrill component display theory are acceptable.

Some specialized math courses, especially in higher education, have theorems that sometimes confuse students with long, multi-step proofs, and even fail to remember and rewrite the proofs in the relevant tests even after understanding all the details of the proof. Using the networked Model and concept map we can clearly map the path that the mind takes in the various stages of reasoning, step by step and organized into different Branches. It also encourages students to draw a concept map to prove theorems and inferential problems, to engage their minds with concepts and facts, and to reasonably relate to propositions and by communicating between the left and right brain hemispheres, plays an important role in meaningful learning and improving the teaching-learning process and creating metacognition. In this paper, we attempt to present a networked education model using concept map and the method of its implementation to prove one of the theorems of logic and set theory.