دوفصلنامه پژوهش های آموزش و یادگیری
سال هفدهم شماره 1 (بهار و تابستان 1399)

The goal of this study is to teach conversation element in the teaching-learning process from the perspective of comparing Socratic dialectics and Habermas communicative actions.

George Brady's method has been used among the comparative study methods, which includes four steps, description - interpretation - proximity and comparison

The findings  indicate that the most important elements of Socratic dialectics consist of  flexibility, reasoning and curiosity, challenge of two views and intellectual situations, nurturing values (virtue and happiness, etc.), learner engagement with challenges, cultivation of sense and thought, And the most important elements of Habermas communicative action include personal rethinking and flexibility, understanding and agreement in conversation, Teacher-student interaction, paying attention to students’ different interpretation, creating insight and attitude in learners, developing communication skills (emotional  skills), Ability to decoding, self-esteem and non-verbal behaviors (interpersonal skills), reducing dogmatism and suppression.

Based on the research results, although it seems that Habermas's idea of communicative action is very similar to the Socratic dialectical method for improving the conversation element in the Teaching-learning process, but there is a difference between them. These two ideas, including in the Socratic dialectical method, motivate the learner to ask meticulous questions to discover the truth in that are hidden from disciples, but in Habermas's thinking, knowledge is not an exploration, rather is the knowledge of intersubjective that learners must participate in discussions and debates to reach an agreement.

In the current era that knowledge and information are rapidly changing, universities should pay so much attention to the lifelong learning approach. The main purpose of this research was to determine the degree of harmony of teaching methods of professors with lifelong learning approach.

The research method was descriptive-survey. The statistical population included all undergraduate students of Bu Ali Sina University in the academic year of 2018-2019 the total number of them were 7171, 4273 girls and 2898 boys. Using proportional stratified sampling method and Krejcie and Morgan sample size estimation table, 360 people were selected as the statistical sample, 146 male students and 214 female students. The data collection method was a researcher-made questionnaire. The content validity method (CVR) was used to assess the validity and its validity was 0.86. Was calculated. The reliability of the instrument was calculated by using Cronbach's alpha test / 91. Descriptive statistics and Kalmogorov-Smirnov statistical tests, single-group t-test and one-way analysis of variance were used to analyze the data. Data were analyzed using SPSS software version 19.

The findings showed that the appropriateness of teaching methods of Bu Ali University professors with lifelong learning approach was lower than average and there was no significant difference between the appropriateness of teaching methods of different faculties with lifelong learning approach.

The consequence of the compatibility of teaching methods with the lifelong learning approach will train independent, responsible, self-controlled, self-evaluating and self-directed learners who shape the nature of lifelong learning.

Students' academic achievement and the study of affecting factors, it is an important issue that has been a major part of educational science research. The main purpose of this study was to investigate the mediating role of responsibility in the relationship between family communication patterns and perception of the classroom environment with academic achievement of junior high school students.

The statistical population included all male and female students of the third grade of the first high school of Dehdasht city in the academic year 1995-96. To achieve the pupurpose of this research, a group of 266 people was selected by stratified sampling method from the statistical population and responded to the Fitz Patrick and Ritchie (2002) family communication pattern questionnaire, Fraser and McRoby perception of the classroom questionnaire (1996) and the Kurdlo responsibility measurement questionnaire (2010). The grade point average was used to measure academic achievement. In order to analyze the data, Structural Equations Analysis (AMOS) was used, and Cronbach’s alpha was used to determine the reliability of the tools.

Findings after analyzing the results showed that family communication patterns have a direct and significant effect on children's academic achievement. Family communication patterns also have an indirect effect on academic achievement through responsibility. Perception of the classroom environment has a direct and significant effect on students' progress. Perception of the classroom environment also has an indirect effect on academic achievement through responsibility. Responsibility also has a direct and significant effect on students' academic achievement. In general, the results showed that direct and indirect paths (through responsibility) of family communication patterns and perception of the classroom environment were significant on academic performance.

Responsibility has a mediating role in the relationship between family communication patterns, perception of the classroom environment and students' academic achievement.

The present study examines the culture of learning in children with special needs (deaf and hard of hearing) with the use of teacher’s narration

The research was conducted by narrative analysis. The data collection tool is taken from the prepared form by the researcher, the results are obtained from diaries, biography, recording personal experiences of teachers with special needs (deaf and hard of hearing) within one academic year. In this research, first the text has been read entirety and were codified while reading the main concepts. then the codes have been placed in different categories according to their connotation and semantic sharing. Then, the main concepts were chosen according to the closeness of the categories and in the last step, a conceptual framework was presented after reviewing themes.

The findings indicate that in the field of understanding the learning culture of children with special needs, components of; The student's learning, communication with him, paying attention to the learner's mental capacity and teaching adaptability play fundamental role to student. Mutual interest and tendency of student and teacher, effective communication with the learner with special needs, elimination of mental and behavioral one-sidedness is among the significant cases.

The purpose of this study is to survey and discover the mediating effect of Affective Commitment on the relationship between Enabling school structure and Collective Responsibility andAcademic Optimism Present research is applied in terms of objective and data collection method is descriptive- correlations. statistical population of the research includes all 500teachers of Razan city that 217 of them were selected through simple random sampling method based on Morgan table. Data were gathered through Enabling school structure, Collective responsibility, Academic Optimism, and Affective Commitment questionnaires. The structural Equation modeling was used to investigate relationship between the variables in the conceptual model. The results showed that relationship between Enabling structure and Academic Optimism is mediated through Affective Commitment. also, the mediating role of affective commitment was in the relationship between Collective responsibility and Academic Optimism. The findings also showed that   the most significant correlation was achieved in the relationship between Collective responsibility and Academic Optimism. In the considered model, all regression weights were statically significant except the relationship between Enabling structure and Academic Optimism. As the result of this research indicate, the empowerment and increasing of collective responsibility in schools in mediation of Affective Commitment can have observable effect on positive results such as academic optimism of teachers, as one of the most important and effective factors in achieving education goals

The purpose of this study was to explain the components of the competency development system of high school teachers from the perspective of education experts

This research is qualitative in nature and Grounded Theory. The statical population includes all education experts of public universities in Tehran, and twenty-two of them have been selected as the sample by purposive sampling method. Individuals’ views were obtained through semi-structured interviews and Smith (1995) coding method was used for data analysis. The test-retest method was used to test the validity of the research. Thus, 5 interviewers were asked to provide feedback to the researcher on their conversations and express their views on the concepts and dimensions of the interviews. Also, 5 experts were used to encode the data. To increase the reliability of the research, methods such as performing a systematic process of documenting, recording and writing data in all interviews, and methodical analysis of data and logical extraction categories and larger abstract concepts were used based on the coding method.

Based on the research findings, the competency development system of high school teachers from the perspective of education experts can be divided into four dimensions of training courses (including formal education methods, non-formal education, practical learning and e-learning). , The dimension of developmental relations (including coaching, mentoring, study lesson, activity  in associations and groups, observing how other colleagues work, building work relationships with colleagues in other schools, attending social networks and active presence in teacher council meetings). dimension of feedback processes (including getting feedback from students, feedback from principals, feedback from colleagues and feedback from parents) and self-development activities dimension (including action research methods, self-reflection, optimization, study of academic journals, and modeling for themselves

Considering the importance of two variables, self-directed learning and academic achievement in the education system, it is necessary to use teaching-learning methods to achieve these two important goals. Flipped learning is one of the new educational methods that can facilitate learning and improve academic achievement of students especially in science class. Therefore, the present study attempts to investigate the effectiveness of flipped learning method on increasing the self-directed learning and academic achievement of sixth grade elementary students in the science course. The methodology was the quasi-experimental pre-test post-test design and control group. The statistical population consisted of 1327 students of six-grade elementary male students who had been studying in schools of district 14, Tehran, Iran, in the academic years of 2018-2019. The research sample is composed of six grade elementary male students who were selected by available sampling method. Subjects were randomly assigned into two experimental group and control group (each group had 15 subjects). The experimental group was taught by flipped learning for eight weeks while the control group was taught by traditional method. Self-directed learning questionnaire of Fischer et al (2001), (whose reliability was 85/0) and one academic achievement test (with difficulty level above 0/65 and discriminant index above 0/6 and reliability 0/793), were used to collect data. Furthermore, to analyze the data, analysis of covariance test was employed. The results showed that flipped learning method would increase self-directed learning and its components such as self-management, self-regulation, and self- motivations in the students. What is more, flipped learning would improve sixth grade elementary student academic achievement in the science course.

Mindfulness is one of the methods that affect different areas such as improving social and emotional skills and educational performance of children. Thus, mindfulness training as a factor on controlling emotions and interpersonal relationships can play an important role in learning process and academic performance. The purpose of this study was to investigate the effectiveness of mindfulness program based on social-emotional learning on the components of social-emotional competencies and academic performance in children.

The quasi-experimental with pre-test and post-test design and control group was employed. The study population consisted of male students in the second stage of elementary school. The sample method was randomly clustered so that two schools were randomly selected from all schools and among all, two fifth grade classes were selected and randomly assigned as experimental (18 subject) and control group (18 subject). Social-emotional competencies scale (Zhou & Ee, 2012) and academic performance test were used as research instruments. Subjects in the experimental group were trained in mindfulness audio files for 90 days and the control group did not receive any intervention.

The results of covariance analysis showed that mindfulness training had a significant effect on increasing the components of social-emotional competencies and academic performance (p <0.01).

Based on these findings, it can be concluded that the mindfulness training program used in this study can be an effective method for promoting social-emotional competencies and academic performance in primary schools

Flipped teaching approach is one of the new teaching methods. Due to the change in higher education standards and the need to turn to new teaching approaches, professors and faculty members are aware of new teaching strategies, it is necessary to produce a suitable teaching method and pattern for each subject. This research method is descriptive-survey-applied. this research seeks to examine the level of familiarity and employment of faculty members from the flipped teaching approach. The study population consisted of all faculty members of Shahed University (330 people). Morgan table was used to determine the sample size, and 271 people were selected as the sample using stratified sampling method. The data collection tool was a researcher-made questionnaire to assess the familiarity of faculty members with flipped teaching and a checklist form to observe the performance of professors in using flipped teaching in the teaching process. Data were analyzed using descriptive and inferential statistics such as one-way analysis of variance, Yuman-Whitney test and Kruskal-Wallis test.  The results showed:The level of familiarity and employment of faculty members of flipped teaching in the teaching process was at a very good level.The most use of flipped teaching by faculty members was related to the component of creating and expanding dynamic interactions (with 19.54%) and the least use was related to the component of developing a skills-based approach (with 16.61%).3.There is a significant difference between the level of familiarity with flipped teaching and its application in the teaching process in terms of variables such as gender, academic rank, field of study, teaching experience among faculty members. According to the research results, holding workshops on flipped teaching and emphasizing the applications of less emphasized components of flipped teaching can overcome some of the limitations and constraints of the educational system, including lack of teaching time.

The Emergent Curriculum is a process of continuous planning and revision in teachers constantly interact with students in search of a better way to make their learning experiences enjoyable. The purpose of this study was to determine the impact of an Emergent Curriculum on the creativity and motivation in Novices of Preschool Students.

In this research, a quasi-experimental method of pre-test-post-test design with control group has been used. The statistical population of the research was 1434 Novices in the 14th district of Tehran in the 97-98 academic year and 30 Novices were categorized in two groups by simple random sampling. Data collection tools included a standard Torrance Creativity Test with a reliability of 0.81 based on Cronbach's alpha coefficient and a researcher-made motivation questionnaire (Nazarpouri et al., 2017) with a reliability of 0.83 based on Cronbach's alpha coefficient. Descriptive statistics and covariance analysis were used to analyze the data.

The results of the hypothesis review showed that the Emergent Curriculum has a positive effect on creativity and motivation.

Applying the emergent curriculum approach can increase the creativity and motivation of new learners in teaching and learning.

Education does not necessarily seek to train an athlete, but the goal of education is to train an active individual to have a healthy lifestyle in the future. The aim of this study was to introduce a constructivist model of participation in student sports, which was conducted with a qualitative research and exploratory-fundamental nature. Research data were collected through the targeted sampling method and snowball sampling technique, and based on the in-depth interviews with 16 experienced experts in the field of student sports, and data were coded and analyzed based on the theory of foundation data and with the constructivist approach of Charmaz. The findings showed that participatory roles in student sports are divided into four roles of informative, interesting, motivator and keeper. As a result, a basic data-driven theory with a medium range was explained, which is the essence of the grounded theory's research, called "non-commercial marketing of participation in sports," with the purpose of changing behavior and institutionalizing a desirable habit based on the active participation in the student sports. Then, it was found that observing and explaining the individual, social and environmental behaviors, that represent the factors of micro, intermediate and macro levels, can be turned into participatory roles in the student sports based on some requirements.

The fulfillment of moral responsibilities to God in childhood who have a pure heart has always been the concern of the religious education of our country's formal education system, and for this purpose a special curriculum has been prepared, the output of which is used in the form of textbooks for students and teachers. In view of this, the aim of this study was to qualitatively analyze elementary school textbooks on Hadiyehay Aseman based on the components of divine morality.

The research method was directional qualitative content analysis and the sample was the textbooks of Hadiyehay Aseman of elementary school in the academic year 2019-2020 which were selected through census. In order to review the mentioned books, 10 researcher-made checklists were used, the validity of which was obtained based on the opinions of ten experts and experts in seminary and university moral education. The checklist delineated divine morality into thirty-three components, which researchers divided into cognitive, emotional, and functional levels.

The textbooks of the Hadiyehay Aseman of the elementary school dealt with the levels and components of the divine morality in a desirable way, but suffered from technical poverty. repetition of moral concepts, lack of attention to the element of rationality, having a girl's color and smell and ignoring the cognitive, evolutionary and gender characteristics of boys, are incompatible with the expression of sinful torments for the people of hell, staying in rural and naturalistic spaces.Discussion and

  Existence of mentioned weaknesses can raise "misunderstanding, boredom, unfamiliarity, despair of the divine door and the appearance and non-Internalization of moral values" for students and "time consuming design and implementation of teaching" and other teaching problems for teachers.