مجله آموزش پژوهی
پیاپی 29 (بهار 1401)

The main purpose of this study is to introduce effective educational facilities in facilitating the learning process. The present article tries to focus on a wide range of educational facilities. Learning is the most important goal of education and providing educational facilities to achieve learning. In this article, a descriptive-analytical method has been used to study the role of educational facilities in facilitating the learning process by examining related books and articles internally and externally. The results show that educational facilities do not only include the use of advanced technologies, By providing a happy environment for learners using modern teaching methods, without the need for high costs, the necessary educational facilities for learners can be provided. In this article, we get acquainted with a new perspective on educational facilities. In such a way that we reach a new understanding of the position of educational facilities in the realization of education as much as possible.

The feeling of presence is an influential and decisive component in the learner's participation in distance learning. The present study was conducted to investigate the level of students' presence in distance learning in the second semester of the 99-98 academic year. The research method is descriptive and causal-comparative. The statistical population is all primary school students in Birjand in the academic year 1399-1398 who have experienced distance learning since March. Among them, 380 students participated in the research by available sampling method. Igrob's presence questionnaire was used to assess students' sense of presence. The results showed that students have a higher than average sense of presence in distance education. In addition, the mean of presence in all three components of presence, location and participation of the group using the happy application was higher than the average of the group using the education network, and this difference in the component of participation was statistically significant ( p <0.05). In the end, it is suggested the necessary infrastructure to create a happy program be created and special attention be paid to the components of the feeling of presence in training and program design.

Today, biology education is associated with many complexities, including the potential increase in the volume of information in educational environments, which requires the adoption of new solutions using appropriate educational methods. The aim of this study was to investigate the applicability and use of memorization model in teaching biology topics. For this purpose, topics from biology topics have been selected and methods for implementing this model in teaching biology have been stated. The statistical society includes all biology textbooks in the secondary school in the field of experimental sciences. The research method in this research is descriptive. The results of this study show that the educational content of biology books can be converted into a memorization model and according to the teacher's creativity, biology education using the memorization model can be done in different ways. The most important function of the memorization model is that it can, with the connection that is established between new information and old information, provide the ground for the formation of brain circles and facilitate memorization of new material, and this does not happen except by stimulating the teacher's creativity or a student or both.

The purpose of this research is to identify the challenges and problems that exist for virtual teaching from the perspective of students, their parents and teachers in primary school. The method of the present research is qualitative and has been done with a phenomenological approach. In this study, 45 people (15 teacher , 15 parents and 15 students in Shiraz city were interviewed in the primary school of district (2). Purposeful non-random sampling method was selected and semi-structured interview tools were used to obtain data. The process of data analysis in the qualitative part was done in the form of data coding in three stages of open, axial and selective coding. From the analysis and deep understanding of the statements of the participants, 12 central codes (existing information technology infrastructures, facilities, training platform, behavioral problems, mental and internal problems, reduction of social and communication interactions, e-learning content, training schedule, educational evaluation, Virtual teaching, virtual classroom space, the effects of constantly working with smartphones and tablets) were obtained. Finally, these 12 core codes were categorized as selective codes of technological factors, psychological factors, social and communication factors, educational factors, and physical factors.

The purpose of this study is to identify and analyze the comparative methods of new educational methods. To this end, in addition to introducing the methods, the advantages and disadvantages, the educational scope and efficiency, as well as their cost and benefits in the field of education will be discussed and compared. The method of this research is a descriptive method which, the nature and type of research, which is a comparative study. The method of data collection in this research is library type and sampling method is purposeful theoretical. the results is: 1. Training methods are highly diverseand, it is very difficultto distinguish between traditional and new approaches; 2. New educational methods are more beneficial than traditional methods; 3. Many of the new methods of teaching have a higher the educational scope than traditional methods, and can be as numerous as learn more from learners. Also, new educational methods are effective in teaching; 4. New educational methods need to be more costly than past methods. but in many of these methods, if implemented in the long run, they will have better outcomes and outcomes, and the investments will be offset and the overall cost of training will be reduced.

Textbooks are one of the most important resources of learning, teaching and reinforcing national and religious identity. Meanwhile Persian textbooks with regard to their capacity and using different kinds of writing including prose, poem, drama, story, memory and so on can play an important role in reinforcing components of national and religious identity among students who are forward generation. This research is aimed at analyzing the content and text of newly printed Persian textbooks for middle and secondary schools from the viewpoint of attention to the components of national and religious identity. The overall results show that totally 204 components of national and religious components have been included in the text of 5-volume Persian textbooks for middle and secondary school. Out of these numbers 122 units or 59/8 percent is composed of religious components and 82 units or 40/19 percent is composed of national and Iranian components. In addition, the share of national components included in middle school books equals 49 units or 59/75 percent and in secondary school this number equals 33 units or 40/24 percent.

The present study was conducted in a qualitative paradigm using a semi-organized interview method. With the aim of pathology of art education in the education system, seven elements were considered: objectives, content, educational materials, teaching-learning strategies, time, place and evaluation in the curriculum. Vulnerable areas were categorized into main categories: Disadvantages of goals: Lack of proper philosophical approach, problems of goal setting and problems of goal implementation. Disadvantages of content: lack of proper philosophical approach, problems of content editing and problems of content implementation. Disadvantages in the field of teaching Lack of using different methods and appropriate to the content, Lack of teacher training in relation to teaching methods. Injuries in the field of time, place and educational materials: Lack of time, place and educational facilities and problems caused by wrong attitudes. Injuries in the field of evaluation: type and nature of evaluation, how to perform evaluation. Injuries in the field of teachers: teachers 'educational problems, teachers' motivational problems and incorrect administrative and managerial decisions related to teachers. Damages in the field of parents 'attitudes, officials and management structure: problems due to inefficiency and ineffective management, problems due to parents' attitudes, problems due to prevailing approaches to art.

The main purpose of this paper is the examination of the Two opposing fronts:Assumptions of Chaos Theory in Confrontation with the Foundations of Tyler's Logic, descriptive-analytic method was used. n this study, the basics of Tyler's logic are critiqued based on Tyler's classical work in the field of curriculum. This book is a crystallization of the author's ideas and opinions about principles of curriculum. And so far it has been exposed to criticism of various dimensions and so it has been the source of the creation of many pros and cons. This book was read and reviewed with the theoretical lens of the assumptions of chaos theory. The results of this study indicate the basics of Tyler's logic, which is based on Newtonian clock metaphors, determinability and predictability, linear approach to planning, based on closed systems, prescribing general mental models for all learning situations, setting objectives and learning outcomes in comparison with the assumptions of chaos theory that based on the metaphor of turbulent rivers and weather, indeterminability and unpredictability, nonlinear approach in planning, based on open systems, the need to design mental patterns appropriate to the situation, the need to pay attention to differences