Journal of Education Experiences
Volume:3 Issue: 2, Summer - Autumn 2020

The main purpose of this research is to study the effect of complementary and extracurricular activities on students' self-belief. In a pre-test and post-test semi experimental design with a control and experimental group. The statistical population consisted of 223 sixth grade female students in Bardsir. The sample consisted of 40 people who were selected by convenience sampling into experimental and control group. Data analysis was performed using multivariate analysis of covariance (MANCOVA) using SPSS-20 and variance analysis and t-test were used to evaluate the hypotheses. The results of the study showed that training in complementary and extracurricular activities, including participation in artistic activities, membership in student organizations, participation in scientific activities and participation in religious activities, affects the self-belief of sixth grade female students in Bardsir. Comparison of the above variables showed that complementary and extracurricular activities have a positive effect on students' overall, social and academic self-belief. However, it did not have a significant effect on individual and family self-belief. According to the role of education in creating a developed, complete and transcendent personality, the research results indicate the importance of considering designing and compiling complementary programs and various extracurricular programs along with formal curricula, tailored to the needs, interests and conditions of students and attention.

The purpose of this study was to design and validate a curriculum based on selective attention with a Upsidedown approach in work and technology lesson in the first high school. This research was carried out using a sequential heuristic approach using a hybrid method. First, it was extracted by qualitative content analysis of the elements (purpose, content, teaching method, evaluation) of the selective attention-based Upsidedown curriculum. The exploratory and confirmatory factor analysis method was used for quantitative analysis of data. 15 individuals were selected as statistical sample. And in the quantitative section, all teachers and teachers in work and technology lesson in the first high school in Fars province numbered approximately 800 (315 men and 485 women). Using multi-stage cluster sampling with Cochran formula, 340 teachers of work and technology were selected. The data collection tool was a semi-structured interview qualitative section and a researcher-made quantitative questionnaire of selective attention with 31 items on a five-point Likert scale.

The results showed that the components of Working memory, competitive selection, Top-down Control and Bottom-up Control are effective in explaining Upsidedown curriculum pattern based on selective attention.

If the Upsidedown curriculum is based on selective attention, learners can be effective in teaching, performing, and memorizing teacher verbal information and classroom visual information.

The purpose of this study was to design the curriculum pattern for the higher education of Iran using an intercultural approach with qualitative design and the Grounded Theory (GT) method. To study the characteristics of the curriculum with an intercultural approach, after conducting structured interview with 6 experts in the field of curriculum studies and higher education management, the main categories as well as subcategories of the process were extracted during the coding procedure, and as the research results revealed, the categories identified in the paradigm model with axial phenomenon included requirements (2 dimensions, 1 spectrum), objectives (2 dimensions, 1 spectrum), content attributes (2 dimensions, 2 spectrum), teaching – learning methods (1 dimension, 1 spectrum), teacher’s characteristics (2 dimension, 2 spectrums), assessment (1 dimension, 1 spectrum), causal conditions (dimensions of internal and external factors in the effective–neutral spectrum), contextual conditions (extra-organizational, intra organizational and trans organizational dimensions in broad–limited spectrum), intermediary conditions (dimensions of internal and external factors in the effective – neutral spectrum), strategies (dimension of intercultural paradigm in the stable–unstable spectrum) and consequences (comprehensive development dimension in the advanced–non advanced spectrum) which displayed the components of curriculum pattern in the higher education of Iran using an intercultural approach. In the end, the final model was presented to validate the GT through focus group method.

The purpose of this study was to investigate the relationship between using information technology and increasing motivation of elementary school students in science lessons. The research method is descriptive-correlation. The statistical population of the study was 10000 elementary students in Qom. According to Morgan table, 373 people were selected by random cluster sampling as sample. Data were collected using the Zamani and Azimi (2008) information technology questionnaire and Vallerend academic motivation questionnaire (1992). The validity of the questionnaires was calculated from the content validity method and their reliability through Cronbach's alpha coefficient of 0.84 and 0.82, respectively. Descriptive statistics including mean and standard deviation and inferential statistics including Pearson's correlation coefficient were used for analyzing. The results demonstrated that there is a significant relationship between using information technology with increasing academic motivation. Also, based on the results, there is a relationship between using technology with academic motivation components including knowing, moving forward to successfulness, motive experience, matching, introspecting, extrinsic adjustment and lack of motivational.

The aim of this study was to explain the mediating role of happiness in the relationship between self-regulated learning strategies and social adjustment. The research method was an applied one in terms of purpose and descriptive and correlational one in terms of nature. The statistical population included all 180 sixth grade elementary students of Marvdasht city who were selected to determine the sample size by random sampling of multi-stage clusters. Data collection tools included three Oxford happiness questionnaires, Sohrabi and Samani's social adjustment, and Pintrich's self-regulatory learning strategies, which confirmed the validity and reliability of the tools. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the level of descriptive statistics, the mean and standard deviation were used, and at the level of inferential statistics, Pearson correlation coefficient significance test and multiple regression analysis were used through simultaneous and Baren-Keny hierarchical ways. The results indicate that happiness plays a significant mediating role in the relationship between emotion regulation (motivational beliefs) and social adjustment. Keywords: self-regulation strategies, happiness, social adjustment, students

Constructivism is one of the theories derived from the post-modernist philosophical-social movement of the twentieth century. The principles of constructivism are based on awareness of learning, and its main message is that knowledge is not passed on to learners, but to learners themselves. This research has designed an educational model based on the theory of social constructivism. All theories of constructivism insist that the attainment of knowledge and understanding is a continuous process that is strongly influenced by the learner's prior knowledge. The social constructivist approach emphasizes the social context of learning and the fact that knowledge is constructed as a factor. Dealing with others provides opportunities for students to evaluate and correct their understanding as they are exposed to the thinking of others and play a role in creating shared perceptions. Thus, experiences in the social context provide an important mechanism for the development of students' thinking. To achieve the research goal, inductive content analysis method has been used. In this study, purposeful sampling method was used. The criteria for selecting an article to analyze qualitative content were well-known authors, published in a reputable journal, the relevance of the content of the article, and the novelty of the year the article was published. The number of final selection papers for qualitative content analysis by inductive method was 36 articles and content analysis unit. Based on the content analysis of the articles, three categories of teacher role, learning role and knowledge role were obtained.

Education is the most effective mechanism of society to deal with the greatest challenge of this century, sustainable development. This research was conducted with the aim of studying the impact of education on social and cultural aspects of sustainable development in the Islamic Republic of Iran in 2020. After reviewing the theoretical framework and the research background, a conceptual model was developed, and a questionnaire was designed to measure the variables of the research. Then, the questionnaire was distributed among the sample. The obtained data were analyzed using descriptive statistical indicators and factor analysis. SPSS software was used to analyze the data, and to test the model and hypotheses, structural equation modeling using partial least squares was used. Cronbach's alpha was all above 0.7 and the construct validity was also good. The results of data analysis showed that all relationships between research variables were confirmed, (the results are as follows: Education on Sustainable Development is: 0.77, Training Methods on Sustainable Development is 0.37, Political Culture on Sustainable Development is 0.43). The impact of political culture on political development is greater.

The emphasis put on creativity, critical thinking, and self-assertiveness in high school “Religion and Life” curriculum was surveyed. The study was carried out as a content analysis work with a study population of three “Religion and Life” textbooks and three teacher’s guidebooks in Iranian high school program. The whole content of the books were studied so that the sample group was the same as the study population. Data collection tool was a researcher designed inventory designed based on theoretical foundations and literature review. Validity of the tool was supported by instructors in the School of Educational Sciences. Analysis units were the sentences in the textbook and teacher’s guidebooks. The results showed that the emphasis on creativity, critical thinking, and self-assertiveness in students was at low level at the objective section of the curriculum. In addition, the emphasis on creativity, critical thinking, and self-assertiveness in students was at very low level in the content of textbooks and teacher’s guidebooks. Therefore, a revision of the content the books by authors and curriculum planners is recommended.