دوفصلنامه پژوهش های آموزش و یادگیری
سال هفدهم شماره 2 (پاییز و زمستان 1399)

Doubt is an opportunity for change, criticism, and fluidity on the one hand, and on the other hand, it is a threat, confrontation, and islandism of the educational system because skeptics' opinions have always caused additional damage and problems for educational systems on both dogmatic and pervasive sides. These factors have led to negligence and avoidance of doubt. Whereas doubt is a valuable opportunity for the educational system, and this lies in the need to rebuild and moderate dogmatic and pervasive schools.

For this purpose, this study has been aimed at modifying the skepticism and inferring the principles of teaching-learning from the new foundations of its conceptualization in the educational system. To achieve this goal, the characteristics of Descartes' skepticism and Foucault's postmodernism, the external critique of Descartes' skepticism through Foucault's skepticism, the inference of the principles, and the inference of the neo-conceptual principles of Descartes' skepticism are described.

Findings indicate that the characteristics of Descartes' skepticism in knowledge and consequently in the principles of teaching-learning are linear, subjectivism, discontinuous debugging, with a priori and a posteriori criteria are definite and coherent to achieve the ultimate and general goals. But given the importance of Descartes' skepticism in modifying traditional skeptical arguments, regularity, general and definite rules, this skepticism is criticized by Foucault's postmodern skepticism; and from the above principles, the entanglement of thought and action, purposeful periodic structuralism, mixing and new horizontalism, constructive communicationism, research skepticism, and qualitative debugging were deduced.

The above action, on the other hand, has moderated dogmatic doubts about the basics and principles of teaching-learning and on the other hand, it has eliminated the vacuity, expanded and strengthened the Cartesian doubt for the educational system.To this end, this research has been aimed at modifying the extremes of doubt in order to deduce the principles of teaching-learning from its new conceptualization principles in the educational system. Describing Descartes' and Postmodern Fears' Doubts, Descartes' Discourse External Criticism, Inferring Basics, and Inferring Principles of Descartes' Nonsense Descartes, its findings suggest that Descartes' Peculiarities in Knowledge and the Subsequent It is in the principles of teaching-learning linearly, subjectivism, discontinuous error making, with a priori and after-measure criteria, decisively and coherently to achieve ultimate and general goals, but given the importance of Descartes' suspicion in modifying traditional sectarian arguments, Rule of law, coherence, general and definitive rules, this doubt is criticized by Postmodern Foucault. The critique of the facts was based on the characteristics of the suspicion of pho-consciousness, the foundations of activity moderation, situationalism, communication networks, and domination to rebuild Descartes' suspicion, and based on these principles, the principles of the theory and practice of interconnectedness, periodic structuralistism, the merging and new horizons Constructive communication, research skepticism, and qualitative error in learning-learning were deduced.The above action, on the one hand, has moderated dogmatic doubt for the basics and principles of teaching-learning, and on the other hand, has eliminated the vacuum, expanded and strengthened the Cartesian doubt for the educational system

The aim of this study is to predict and explain the application of educational technology in teaching using the theory of planned behavior (TPB).

For this purpose, the correlation-prediction research design was used. The target population consisted of all Kermanshah junior high school teachers, of whom a random sample of 183 was selected. In order to collect data, a researcher-made questionnaire was used. The face validity of the questionnaire was confirmed by a group of academic experts. Cronbach's alpha coefficient also indicated the acceptable reliability of the questionnaire. In order to analyze the data, structural equation modeling was used with the help of Smart PLS2 software.

The results showed that the teacher's attitude and control of the perceived behavior of the teacher predict the intention to use educational technology. The findings, however, indicated that subjective norms are not a predictor of intention. In addition, intention and perceived behavioral control were proven to jointly predict actual behavior of educational technology use in class.

This study showed that TPB is capable of predicting behavioral intention and actual behavior with regard to educational technology use in the classroom. By providing training and equipping classes with computers and overhead projectors, hence, principals can lay the foundation for the use of educational technologies in the classroom

This study was conducted to determine the relationship between educational burnout and academic engagement through mediating critical thinking variable with students' educational performance.

The present study is applied in terms of purpose. it is a description of the type of correlation (in the form of a structural equation model) The statistical population studied in this study includes all male students of the secondary education of high school in the East Azerbaijan province during the academic year 2018-2019. The estimated statistical sample size of the population was 18 classes (equivalent to 382 people) who were selected by cluster random sampling. Data were collected using the academic burnout (Bresó et al, 1977), academic engagement (Zarang, 2010), and Critical Thinking (Ricketts, 2003) questionnaires. 

The results showed that there is a significant relationship between educational engagement and critical thinking (p:0/0001; B:0/747); educational burnout and critical thinking (p:0/0001; B: -0/114); educational burnout and educational performance (p:0/0001; beta: -0/594); Critical thinking and educational performance (p:0/0001; B: 0/225); and the educational engagement and academic performance (p:0/0001; B: 0/319). The variables of educational engagement, critical thinking, and educational burnout were the most important factors in improving students' academic performance, respectively.

Therefore, in order to improve academic performance, students' educational engagement should be increased, and by planning and applying basic strategies to prevent students' academic burnout

This study aimed to present present a program for academic empowerment of Martyr and Veteran Students and also to identify factors and provide operational suggestions to improve the academic achievement of this group of students and at the same time to expand the existing literature and provide new perspectives on the achievement of Martyr and Veteran Students.

This research has a developmental and exploratory nature. Participants included all students with academic failure, teachers and principals and assistants of SHAHED schools, educational experts of the Martyr Foundation of Sanandaj, as well as the General Directorate of Education and parents of students with academic failure. In the present study, 44 interviews were conducted. Before presenting the educational empowerment program for Martyr and Veteran students, the most important reasons and factors of academic failure as well as strategies to reduce academic failure and increase academic achievement were reviewed and the presented program is based on academic failure factors.

  The academic empowerment program consists of five stages. The stages are named 1. determination or need assessment, 2. academic planning; 3. academic supervision and Follow up; 4. implementation and 5. the academic empowerment program named as the Martyr and Veteran students evaluation and feedback. Each stage of the program includes the presentation of strategies and actions at the individual level of students, parents and families, school, foundation, and the General Directorate of Education in the province and the organization of the Martyr Foundation.

The proposed program can be used as an operational plan at the beginning of the school year to improve academic achievement and reduce the dropout of Martyr and Veteran students in the country by the Ministry of Education and the Foundation for Martyrs and Veterans Affairs.

Given the rapid advances in digital technologies and the simultaneous increase in the use of new media among children, it can be said that the methods of acquiring knowledge are much different from what previous generations experienced. In this age, the importance and effectiveness of the media in relation to the teacher and the educational system are undeniable. Considering the understanding of this necessity based on the extent of the dimensions and the impact of different media on children and adolescents, the present study was conducted with the aim of designing and validating the model of media literacy education course for elementary school.

The research approach is a mixed type (qualitative and quantitative). The synthesis method has been used to compile the model. It has been surveyed by 20 experts to validate it. To conduct research synthesis, 422 cases of research conducted in the period 2012 to 2020 in the field of media literacy curriculum were identified with specific keywords in domestic scientific databases. Among these studies, after several screening stages, based on the study title, abstract and content of the research, 16 study units were eligible to enter the research, respectively. The selected study units were analyzed by content analysis and categorized. The CVR coefficient was used to validate them.

The findings showed that the objectives of the media literacy curriculum should be based on maintaining and strengthening the socio-political system as well as the Iranian-Islamic lifestyle while paying attention to the indicators of media literacy; In compiling content, one should pay attention to media communication concepts and components of critical thinking, critical and cognitive media literacy theories; Also, in teaching-learning methods, it is necessary to use active methods according to the characteristics of the central student and the facilitating role of the teacher based on dialogue and research community; In evaluation methods, it is necessary to use a variety of tests, with emphasis on parenting and metacognitive self-evaluation.

The results led to the identification of the characteristics of media literacy curriculum elements as a pattern in which, instead of adapting to a linear and predetermined pattern, emphasis is placed on exploring, sharing, and metacognitively evaluating students' media experiences. The model can be used by primary school teachers and curriculum planners according to the aggregation of the findings of previous research as well as the validation of the extracted features by experts in the field of media literacy education

Teacher evaluation is a common practice in most schools and its impact on students' learning cannot be underestimated. The aim of this study was to identify teacher evaluation methods and determine their evaluation framework.

The research strategy is qualitative and the research method is synthesis research. The field of research included internal and external research on the subject of evaluating teacher performance in 65 cases. In the refining stage of articles, 29 articles were purposefully selected depending on the criteria. Research selection criteria are articles, and research on the subject of teacher performance evaluation with publication's name and year which are in line with the objectives of the research. The six-step pattern of Roberts' research synthesis was used to collect data.

In this research, a number of teacher evaluation methods were identified Included Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self- evaluation, Value – Added models, Student ratings, Performance Rating for Promotion, Teacher Evaluation for Professional Development, Clinical supervision, teacher development programs, a peer evaluation system.

In this study, a number of teacher evaluation methods including Classroom observation, Principal Evaluations, Analysis of Classroom Artifacts, Portfolios, self-evaluation, value-added models, student ratings, Performance Rating for Promotion, evaluation for professional development, clinical supervision, Teacher Evaluation for Professional Development, Clinical Supervision, and Peer evaluation system was identified.

Considering the importance of two variables of academic self-efficacy and academic motivation in students 'learning, the use of mutual learning methods and the thinking cycle for students to achieve these two variables is important and necessary. Mutual education and thought cycle are some of the methods that can lead to self-regulation and improve students' academic achievement in different subjects. The aim of this study was to compare the effect of mutual education and the thinking cycle on academic self-efficacy and academic motivation of elementary level students.

The research method was quasi-experimental with a pre-test-post-test design and a control group. From the sixth-grade male student population in the city of Dehloran, 34 students were selected using cluster sampling. Research tools included academic self-efficacy and academic motivation questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software.

The results showed that mutual education and the thinking cycle had a significant effect on increasing knowledge of academic self-efficacy (Partial ŋ2 =0.61, p=0.001, F=106.73). Also, mutual education and thinking cycle increased academic motivation (57 Partial ŋ 0.2, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of mutual education and thinking cycle on academic self-efficacy and students' academic motivation (p <0.05).

The present study showed that mutual education improves students' academic self-efficacy and academic motivation, as well as increases the thinking cycle, self-efficacy, and motivation of students' academic achievement.

The aim of this study was to test the structural model of basic psychological needs with academic involvement with the mediating role of self-efficacy and academic emotions.

The participants were 325 (225 girls and 100 boys) first and second-year high school students in Kerman who were selected by random cluster sampling. All of them completed the questionnaires of basic psychological needs, academic self-efficacy, academic excitement, and academic engagement. The relationships between the variables were tested by structural equation modeling using LISREL software.

The findings showed that on the one hand, basic psychological needs had a direct effect on self-efficacy, emotions, and academic engagement, and on the other hand, they had an indirect effect on academic engagement through self-efficacy and academic emotions. Furthermore, academic self-efficacy had a direct effect on academic emotions and academic engagement, as well as, it had an indirect effect on academic engagement due to emotions.

For students' academic engagement, several antecedents should be considered. Basic psychological needs, academic emotions, and self-efficacy are factors that can influence academic engagement, and the implications of the findings were discussed.

Curriculum, as the center of educational activity, has special importance and delicacy for the sensitive period of childhood. There are two types of views on curriculum design that give a passive and accepting role to the student or give him an active role, so addressing the nature of each program is the most important part of planning. An emergent curriculum is considered to be a program that respects the interests of the child and is designed based on the needs of the child.

The purpose of this study is to explain the nature of the curriculum and to infer the implications of the related curriculum. For this purpose, first, the philosophical fundamentals of this program were investigated. Then, by examining the etymology of the word emergent and extracting its synonymous and contradictory semantic domains, as well as analyzing the concept of a pre-defined curriculum, the nature of the emergent curriculum was explained. The chosen investigated documents are effective in understanding the research issues and in the central phenomenon of the study, so the sampling used in this study is purposeful. Therefore 250 valid national and international documents in the field of emergent curriculum and emergentism theory were investigated (including books, articles, encyclopedias, etc.). Then 80 published documents in reputable Journals were used and their validity was confirmed based on the opinions of the experts in curriculum planning and philosophy of education.

The findings of this study indicate that the emergent curriculum appears as a flexible, dynamic, and multidimensional spiral phenomenon with different cross-sections and hence it is completely innovative and constantly developing. This program has the ability to influence the learner, instructor, content, etc. that are the components of the program, for example, during the process of this program, the instructor learns. Awareness and learning are unpredictable and unexpected phenomena beyond the knowledge of all the learning process components.

In relation to the philosophical foundations of this Curriculum, from the ontological point of view, that is, the school of Emergentism, quite novel results were obtained in relation to learning and consciousness such as Jones & Nimmo, Stasey

One of the goals of education is to raise healthy people, along with mental and physical health, and the necessary attention to this issue will certainly have a significant impact on the fate of people. But various issues and problems in the educational and training dimensions are plaguing the educational system of societies. The aim of the present study was to understand the lived experience of the causes of dropping out of high school for first-year students.

This research was a qualitative phenomenological study. The statistical population of this study included male high school students in the first year of Isfahan in the academic year 1399 who had the experience of dropping out of school. The research sample was selected from male students in District 2 of Isfahan based on purposive sampling method and continued until data saturation, ie when new topics were not obtained. It was 30-60 minutes. To conduct this research, open-ended questions and questions were used to interview the research sample. The interview information was analyzed using the Claysian method.

According to 13 interviews, five central nuclei were found to be effective in dropping out of school. Five of the core cores themselves were classified into several core codes and one core code.

School dropout is a joint product of family and community and individual and peer group factors are effective in intensifying school dropout.

The purpose of this study is to investigate the conformity or non-conformity of the topics related to multiplication and division in elementary school textbooks with the objectives of the mathematics curriculum.

The research method is quantitative content analysis, in which the content of third to sixth-grade math textbooks and the mathematics curriculum are considered. By purposeful sampling, all activities, work in classes, exercises, and pictures in the textbook related to multiplication and division topics have been analyzed. these contents are compared with the goals predicted in the mathematics curriculum by using content goal tables.

The findings of this study show that the priority of attention to the six goals is as follows: calculations (numerical, subjective, and approximately), problem-solving in a real-life, mathematical discourse, problem-solving strategies, structured problems, and semi-structured problems, and finally working with the calculator. The purpose of working with a calculator is to get the least attention in all areas and to lack attention in some areas. Structured and semi-structured problem propositions are also met with little success in content related to multiplication and division.

This study indicates the unequal attention of the textbook to the objectives of the curriculum. But a more precise comment on this requires an analysis of the entire content of the textbook in addition to the topics of multiplication and division. The results of this research can be used by the authors in identifying textbook gaps and removing clutter and redundancies in subsequent editions of the textbook.

The aim of this study was to investigate how students face virtual classrooms due to the Corona crisis and identify the challenges and opportunities for students in the first secondary school of Sari in the academic year 2020-2021.

The research method is phenomenology that has used a qualitative approach. The research field was all female and female students of the first secondary school and non-governmental schools in Sari city, which were selected by purposive sampling method of 16 students (8 girls and 8 boys) from 7 schools. The tool used in the research is a semi-structured interview that each interview lasted between two and three hours; Furthermore, MAXQDA10 software was used to analyze the data.

The findings showed that virtual education, as the only way to continue the process of school education in the quarantine of the Corona crisis, has posed challenges and opportunities for students. Strategies such as peer review and agreement between the researcher and the participant were used to validate the data.

Challenges have been examined separately in three environments of Shad, WhatsApp, and the TV school. Challenges of a Shad application include problems with the initial installation of the application, inability to run on all mobile operating systems, and low speed in uploading and downloading files. Also in the TV school, the lack of coordination of subjects, differences in teaching methods, one-sided teaching, and time interference of training have been raised as challenges. In WhatsApp, as the most widely used virtual learning space, challenges in six dimensions of individual issues, parents, teachers, teaching methods, evaluation methods, and ethical issues were analyzed. Opportunities also included not having classes on time, saving time and money on commuting, finding the need to learn technologies and using new methods by teachers, the possibility of the school principal controlling the class, education, comfort, and well-being of more students.