نشریه پژوهش در مسائل تعلیم و تربیت
شماره 47 (1391)

The aim of this study was to investigate the relationship between conceptual and procedural knowledge of the Second Order Linear Homogeneous Differential Equations based on a structural model. Students majoring in Science and Engineering at the Shahid Rajaee Teacher Training University in 2009-2010 were considered as a statistical population. The primary test consisted of 30 multiple-choice questions based on the goal-content’s table of the subject. Thirty students from Science and Engineering department were chosen in a pilot study by the method of cluster sampling. After analyzing data, 15 questions were eliminated due to lack of consistency with other questions and also due to their difficulty and discrimination indices. Finally, a multiple-choice test with 15 questions was designed. Its reliability was satisfactory (α= 0.79). One hundred and twenty two students were selected by cluster sampling method. The experimental model of learner’s knowledge was compiled and by the use of structural equation modeling the direct and total effects of factors determined. Analysis of the final data showed that there is a meaningful direct effect on knowledge of ‘concepts’ with knowledge of ‘modeling’ (p<0.01); knowledge of ‘algorithm’ with knowledge of ‘application’ (p<0.01); knowledge of ‘application’ with knowledge of ‘algorithm’ (p<0.01); and knowledge of ‘application’ with knowledge of ‘theorems’ (p<0.05). These results demonstrate that understanding concepts, algorithm, applications, and mathematics modeling has a positive effect on the relationship between conceptual and procedural knowledge. Therefore, the outcome of challengeable tasks in the process of teaching could lead to students’ learning achievement in mathematics.

The purpose of this article is to study and express how to learn and consstruct social hope, the schemas of verbal and nonverbal   patterns (effects of living experiences and situations within livable discourse and ecologies of socialization for present and new comer generations.

The study begun by analytic – deductive approach and consequently from metadisciplinary perpectives, hope was considered as an emotional /cognitive setting, and finally led to an abstractly philosopization.
 

The cognitive purpose and emotional implication of the schemas and ethical model in the early stages are familiarity with concepts, and then understanding the meaning is to construct the mindfulness, metacognition, and ultimately existential understanding.

The moral and ideal social /psychological hope is a situation in which actions are not driven "under the command of law or ethics", but being attracted by the psychological capital, enthusiasm, ecstasy of morality and ultimate concern of love for the agents. The relevant action characterized by self-worth, aesthetics and morality.
Suggestion: The most important message of lessons is to emphasize on the evolutionary development of ethics (coherence and inseparability of ends and means). People mostly solve their problems firstly by imitating/observational learning. It is assumed that for positive coaches reviving and enhancing of “esteemed self “can convert the anomic, blindfold and uncertain situations into amicable, hoefully and optimistic positive nihilism and a arich psychological capital.

This study was an attempt to investigate the comparative impact of genre scaffolding and grammatical scaffolding on EFL learners’ coherence in writing. To fulfill the aforesaid purpose, 60 advanced female EFL learners were selected among a total number of 115 through their performance on a TOEFL and subsequently a TWE. Based on the results, the students were randomly assigned to two experimental groups with 30 participants in each. Both groups underwent the same amount of teaching time during 10 sessions of treatment which included genre scaffolding for the first group and grammatical scaffolding for the second. A posttest (another TWE) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The result (t = 3.712, p = 0.000 < 0.05) led to the rejection of the null hypothesis, thereby demonstrating that the learners in the genre scaffolding group benefited significantly more than those in the grammar scaffolding group in terms of improving their coherence in writing. The effect size was also estimated to be 1.03 which is generally considered a large.

The purpose of this paper is to find out whether an association exists between reading comprehension of EFL learners and their emotional intelligence (EI). Reading comprehension was measured based on grades acquired from Reading Comprehension courses 1-4. The Bar-on inventory was given to 46 students to complete in order to measure their emotional intelligence.Correlation was run between these grades and an r value of 0.081 at a level of significance of 0.591 indicating that an association does not exist between EI and reading scores. The study also wanted to find out whether there was a difference between the emotional intelligence of men and women. A correlation coefficient of -0.017 at a level of significance of 0.820 showed that a significant relationship does not exist between gender and EI. The results of this study can be used in reading classes in order to enhance comprehension.

In the 1970s and 1980s, communicative language teaching encouraged the field to focus on ‘incidental learning’ in natural situations and contexts. In the 1990s, corpus databases were developed out of written texts that were collected from natural utterances of the speakers produced in natural situations via computer databases. Probably the most reliable source on vocabulary research is to make use of corpus studies. Therefore, this study made use of corpus materials to investigate vocabulary achievement through context. To carry out the study, an available sample of ninety pre-university male students studying in three classes was selected. The study was completed through a pre-test, control group, post-test design to examine the effect of rich natural context and repetition on the students’ vocabulary gains. The results, analyzed through analysis of covariance (ANACOVA), showed that rich natural context promotes vocabulary achievement and also repetition influences vocabulary gains in rich natural context. The results further indicated that the type of context is determinant in vocabulary gains and teachers have to reconsider their vocabulary teaching methods. Based on the findings of this study, teachers are encouraged to develop contextualized procedure for presenting new words to the learners.

Reading skill is considered as a process that involves the activation of relevant knowledge and language skills to get information across from one individual to another. Thus, reading requires active mental processing for communication. Teaching reading strategies assists learners to acquire, store, and retrieve new information. Readers can improve reading comprehension and rate, and monitor their own improvement in reading comprehension (Chamot, 2004). The current study which was a classroom-based, true-experimental design focused on the effectiveness of teaching reading strategies explicitly on the improvement of reading skill of EFL adult students at intermediate level in Iran. The sample of participants randomly selected was a total number of 132 students at different English language institutes in Tehran. The researchers worked on instructing a number of subcategories of cognitive, metacognitive, and social strategies in the experimental group, while a comparison group did not receive any explicit strategy instruction. Results revealed that reading strategies did indeed affect students` performance. That is, teaching students to become more strategic when they read increases their understanding of important information, improves their fluency, enhances learner autonomy, and makes them motivated.