نشریه پژوهش های تربیتی
سال ششم شماره 2 (پاییز و زمستان 1398)

The aim of this study was to determine the effect of teaching critical thinking skills on creativity of male high school students in Behbahan city. Teaching critical thinking was independent variable, and creativity were dependent variables. The present study was a field experimental study with pre- post-test and follow-up design. The variables were measured by Critical Thinking of Halpern, version 21 and Creativity of Abedi. The sample consisted of 50 high school students in third grade that were enrolled in the school year of 2015-2016, and were selected through multistage random sampling method. They also were randomly assigned into two experimental and control groups. Before teaching critical thinking to experimental group, the pre-tests of critical thinking and creativity were administered to both groups. Then, the experimental group was taught critical thinking and no training was provided to the control group. After the completion of the course, the critical thinking and creativity questionnaires were administered to both groups, and five weeks later were administered again. Results of multivariate analysis of covariance (MANCOVA) indicated that teaching critical thinking causes a significant increase in creativity in students. Also, the results indicated that teaching critical thinking has a persistent effect on creatively over time.

The aim of this study was to examine the role of university administrators in the development of faculty members in state run universities of Tehran. Research design was a descriptive and survey study. The statistical population were all of faculty members )3389 people (of Tehran Universities (Tehran, Shahid Beheshti, Tarbiat Modares and Al-Zahra), from them, 229 subjects were selected based on stratified random sampling method as a sample size of the study. Researcher made questionnaire were used to gather the data. Data were analyzed by Descriptive statistics (mean, standard deviation, frequency and percent) and inferential statistics (One-way ANOVA and LSD test (. Results showed that from faculty point of view, the role of university administrators in development of faculties is neutral. Also, the support of university administrators for the development of faculty members is on the level of normal, but there is no supportive and participatory. There was a significant difference between the types of academic administrators' roles (supportive, non-supportive, and neutral) among aforementioned universities. According to the findings of the research, it can be concluded that the neutralization of university administrators to develop faculty members and their lack of operational support at the level of participation and support for the development of faculty members will challenge the quality of education at the university.

The purpose of this study is to investigate the relationship between moral intelligence and social support with social responsibility of first grade girls in Karaj. The purpose of this research is applied studies andThe research method was descriptive-correlational.The population of this study was public first grade high school students in Karaj 1 district in the academic year 98-97. Sampling method was Simple random sampling. In order to collect data from three questionnaires; Canadian Ministry of Education social responsibility (2015), Lennik & Kiel's Moral Intelligence (2005) And social support by Wax et al. (1986).Descriptive and inferential statistics (Pearson correlation test) were used to describe and analyze the data and SPSS 25 software was used for data analysis. The results of Pearson correlation test showed a significant positive correlation between the two variables of moral intelligence and social support with social responsibility of students (p˂0.01). The results also showed that there is a positive and significant relationship between the components of moral intelligence (honesty, compassion, and forgiveness) with social responsibility of students (p˂0.01). In addition, the results of the present study showed that there is a positive significant relationship between the components of social support (family support, friends and acquaintances) and students' social responsibility (p˂0.01).According to the findings of the study, it can be concluded that by strengthening and improving the two variables of moral intelligence and social support, it can be effective in improving and enhancing social responsibility

The purpose of this study was to assessment of the effect of supervisor's supervision quality on academic engagement and student's procrastination to do Ph.D dissertation. The research method was descriptive correlational method. The research sample consisted of 201 students of Shiraz University who were selected by Stratified random sampling. The research tools consist of supervisor's supervision quality measurement scale (Herman et al., 2014), academic engagement (Shafley and Bucker, 2006), and academic procrastination (McCullozy, 2011) that after calculating their validity and reliability, they were distributed among the samples and the data were analyzed using structural equation model. The findings showed that the supervisor's supervision quality has a positive and significant effect on the student's academic engagement. However, students' academic engagement has a negative and significant effect on the student's procrastination in doing Ph.D dissertation. Also, the supervisor's supervision quality has a negative and significant effect on the student's procrastination in doing Ph.D. dissertation.

Environmental education is education that increase public awareness and knowledge about environmental issues. Environmental education should incorporate three elements: learning in the environment, learning about the environment and learning to look after the environment. In this paper, be reviewed characteristics of environmental education programs with analytical-descriptive methods and also be reviewed methods of environmental education in schools in both teacher-centered and student-centered approaches. Finally, with the conclusions of studies are presented a conceptual model for teaching various courses with an emphasis on environmental education. The results of this study indicating that use of student-centered approaches to enhance students higher-order cognitive skills, and teaching different subjects in an environmental context can be very effective in institutionalizing students' environmental attitudes and behaviors.

The purpose of this study was to present a causal model of rumination relationships with exam preparation with the mediating role of mindfulness and academic disinterest in students. The statistical population of this study consisted of second high school students of Shiraz who were randomly selected from the four districts of the four districts and were selected by the relative stratified sampling method and the Krejcie and Morgan sample size of 361 students. Solomon and Ruth Bloom's (1984) academic work, Hoxma's and Morrow's (1991) rumination, the Freiburg Mindfulness (FMI-SF) short form 14-question and school burnout Salmella-Arrow et al. (2009) were used. The results showed that rumination had a direct and positive effect on academic disinterest and academic disinterest on exam preparation, and rumination had a direct and negative effect on mindfulness, mindfulness, and cognitive flexibility. Comparing the two groups of girls and boys also showed that in the girls' model, the effect of rumination on mindfulness and academic disinterest was also greater than the effect of mindfulness on disinterest and preparing for exam than boys and the effect of academic disinterest on preparing for The exam was the same for the boys and girls. The results generally indicated that mindfulness had a direct and negative impact on exam preparation, rumination, and academic disinterest.

The purpose of this study was to construct and test the dynamic geometric software based on spatial skills and compare its effectiveness with origami on spatial visualization and learning the students' mathematical lessons. The statistical population of the present study was all female students of the sixth grade elementary school in the city of Roudehen, who studied in the academic year of 1395-96. The research sample included all students in two classrooms selected randomly. Then, 35 students as an experimental group of origami, 35 people were selected as Dynamic geometry software and 35 controls as control group. The experimental groups were trained for twelve 40-minute sessions of mathematical education using Origami techniques and dynamic geometry software. The data collection tool included: (a) the Minnesota Space Visualization Test; and (b) the researcher's academic achievement test. To test the hypotheses, t-test and MANOVA were used. . The findings showed that the dynamic geometry software based on spatial and origami skills influenced the visualization of space and learning the mathematics lessons of students. In the t-test, the mean post-test scores of the dynamic geometry and post-test of origami software were significantly different with their pre-test. From these findings, it can be concluded that mathematics education, with the help of geometric and origami software, can improve spatial visualization and the learning of students' mathematics lessons.