دوفصلنامه پژوهش های آموزش و یادگیری
سال هجدهم شماره 1 (بهار و تابستان 1400)

The purpose of this study was to study the effect of brain-based learning on academic achievement and the longevity of biology content in the long-term memory of eleventh-grade students of experimental sciences.

This research has been determined in terms of practical purpose and quasi-experimental method with pre-test and post-test design. The statistical population includes all secondary school students in Anbarabad in the academic year 1397-98, of which 137 were boys and girls. The subjects were 46 people who were randomly selected in two groups of control and experimental (23 students each). The training environment was determined based on brain-based components (light, water, food, oxygen, music, and color) in the experimental group. The measurement tool was a researcher-made test that pre-tests and post-tests were performed for both control and experimental groups on the subject of biology (reproduction). Also, in order to determine the retention of the content, a joint test was taken from the two groups after two months. Formal, content, and criterion validity were used for the validity of the tests and Kuder-Richardson test was used for the reliability of the tests.

The data were analyzed based on descriptive statistics (mean determination, standard deviation, etc.) and inferential statistics of one-way analysis of variance ANOVA (difference between the two groups).

The results indicate that there is a significant difference between the traditional method and brain-based learning in academic achievement and the retention rate of students' biology lessons.

The survival and success of any learning system depends on the knowledge, expertise, ability and skill of teachers as the core of education. Regarding the important role of teachers in the process of language learning, the present study aimed to investigate the underlying factors conducive to the formation of the Holistic Identity of the Language Teachers (HILT).

The collected data for the present study were analyzed qualitatively, by adopting grounded theory approach (Strauss & Corbin, 2008) and collected through semi-structured interviews with 41 teachers, with teaching experiences varying from 8 to 18 years, working in schools, universities and institutions in Urmia, Iran. The collected data elicited from the interviews including three main questions of the characteristics of a language teacher identity, the causes of teacher identity, and the role of self and society in the formation of the HILT. Then the data were analyzed through open, selective, and axial coding stages observing a Constant Comparative Method.

The present study attempted to inquire and signify the role of self and society as the grounding factors of HILT. Introducing the Teacherality as the core category of HILT, grounding factors are the causes of HILT, naming Persona Grata and Public Persona, representing Self and Society as the major concepts respectively. Accordingly, the category coded as “Persona Grata”, referred to the Self of the teacher, including intra-personal and individualized qualifications required, namely: Language Commanding, Corporeal State, Perceptual Prompt and Sense Agility. The other factor, Public Persona, consists of socially acquired characteristics of being a language teacher, including Teacher Prestige, Public Life, and Media Person.

The core of this theory revolves around the concept of self, stating that the various features and factors of a person and the different interactions taking place in different circumstances would have a direct relationship with personal, social, and professional characteristics of the Self. Furthermore, the theoretical framework of the concept of HILT has been extracted from the interview data, through which the identity has been analyzed in the sense of the comprehensive nature of the language teacher in Iran. The findings indicate that the foundation of holistic identity formation stems from the dynamic nature of self, interacting in the society as contextual category encompassing all social, corporeal, economic, and professional aspects of a language teacher’s holistic identity.

Design thinking is a problem-solving approach tailored to 21st century skills that seems to be in line with the curriculum of work and technology. Therefore, the present study was conducted with the aim of designing a model for the implementation of work curriculum and technology based on design thinking.

The method of this research is the method of studying the documents which has been done using the systematic review method. In the present study, the domain of Latin electronic articles is all electronic articles published in the databases of Eric, Science Direct, Tyler, Francis, Spearinger, Google Scholar, and education sites related to educational resources, work and technology, and design thinking; Normgaz Internal Database; MagIran and established SID site and the education site without time limit. After searching the databases, 1345 articles were obtained and after deleting similar articles, 216 articles were selected for detailed review and evaluated according to the casp evaluation criterion. Finally, 90 articles were fully analyzed and reviewed, of which 42 articles , Books and sites were used for design thinking and 5 books and meta-documents, data and resources of 6 countries and 37 articles and sources were used for work and technology.

Data analysis showed that the most important dimensions of the model are: learning approach, learner, education presentation, content, evaluation, class, design tools and metacognitive methods and processes. Also, to validate the execution pattern, experts reviewed using the focus group method was used. Pattern validity was performed by forming an online virtual group with the presence of 8 experts.

Finally, the designed model includes two main variables: 1- Execution prerequisite and 2- Execution; In the prerequisite stage, the initial work and infrastructure required for successful implementation were considered. First, the learner and the content were examined to determine the existing need and situation, then the infrastructure and learning approach and design thinking model were determined. According to all the mentioned issues, the educational strategy is determined and the model enters the implementation stage, in which the four main elements of the learner-teacher implementation and the problem and evaluation and the processes between them were identified according to the components in this stage.

The purpose of this study is to analyze the perception of Tehran University students about the concept of scrap learning and its consequences in the field of educational sciences. A qualitative research approach and phenomenological method were used. The research field was the Faculty of Psychology and Educational Sciences, University of Tehran. the research sample was 29 students of educational sciences and its different orientations (10 undergraduates - 19 graduates) who were selected by purposive sampling method. Theoretical data saturation was obtained after a semi-structured interview with 20 people, but interviews were continued until the 29th person to validate the findings. Data analysis was performed using Colizzi's seven-step strategy and MAXQDA2020 software. To validate the findings, the review method was used by members, and to observe the qualitative characteristics of the research, three criteria of acceptability, verifiability, and reliability were used. By analyzing the data; In total, 8themes and 18sub-themes were extracted for the meaning and concept of scrap learning and its consequences. According to the results, in general, the concept of redundant learning, with the non-application of the content and what is learned and its consequences, is also related to personality consequences, waste of time and money, and social harms.

High stake tests always affect the curriculum due to the importance of its results and the impact on the examinee. This effect can be both positive and negative. Accordingly, the purpose of this study is to study the effects of the national test on the curriculum from the perspective of secondary school teachers.

The research design used in this study is a survey. The research population consisted of secondary school teachers working in the cities of Tehran province. The sampling method was proportional stratified that 363 people from the target population were selected as samples from the cities of Roodehen, Qarchak, Baharestan 2, Shahr Rey 1, Shahriyar. Data collection tools and a researcher-made questionnaire with acceptable reliability were acceptable. One-sample t-test was used to analyze the data.

The results showed that in the opinion of teachers, the national test had a negative effect on goals, teaching and learning methods, classroom assessment, performance and led to the formation of a hidden curriculum. By focusing on the hidden curriculum, the research output model showed that the teaching and learning process has the most effect and the goals have the least effect from the national test.

According to the findings, it can be concluded that in contrast to the curriculum and the national exam, it is overcoming the test and the opinions of teachers do not show a favorable situation in schools.

Due to the high dropout rate in e-courses, a measured educational design that includes motivating learners to engage with the content of the training can increase the effectiveness of e-courses. Therefore, in these courses, the interaction and activity of the learner is emphasized, especially in elementary schools, which are more important due to the characteristics and age conditions of children. The aim of this study was to investigate the active teaching methods in e-learning from the perspective of elementary school teachers and in addition to what methods are used, the consequences of using this method as well as the challenges and obstacles of this path from their perspective are analyzed. This study is an applied research in terms of purpose and a qualitative survey in terms of data collection. The target population is elementary school teachers in districts 1 and 19 of Tehran who were selected by purposive sampling. The data from this study were saturated in sample 74. The data collection tool was a semi-structured interview and the data were analyzed using Granheim and Landman analysis method. Findings show that teachers consider the use of new teaching methods, motivational activities and e-classroom facilities necessary to activate students and they believe that these factors increase students' self-confidence and learning, and make credible assessment possible. According to them, the obstacles ahead include weak infrastructure, lack of parental cooperation and poor pedagogical knowledge of teachers. These barriers have made teachers less likely to use active teaching methods and still prefer the traditional teaching method. According to the findings, counseling can be effective for learners' participation in establishing the right relationship and interaction. Therefore, it seems necessary to remove the infrastructural barriers and also to provide appropriate specialized trainings to the teachers of this course.

Mystical education is the deepest and most esoteric reading of religious education in which the mystic with deep wisdom, and esoteric and pure refinement of truth and amour, seeks to discover a unique truth and a eternal connection to this truth. Allameh Hassanzadeh also considers man, who is the manifestation of the universal name of God, as a single truth whose body is his descendant rank who has no more than one identity and personality, which is interpreted as me and Anna and the like. He considers self-knowledge to be the way to reach this unique truth. This research seeks to explain the goals and principles of mystical education, which claims to provide the most certain way to achieve truth and the highest spiritual education. In this research, with the help of documentary technique and conceptual analysis, the basics of type one and two have been identified; Then, using the inferential method and applying three practical analogies, the ultimate goal and intermediate goals and principles of mystical education based on the anthropological views of Allameh Hassanzadeh have been identified. The ultimate goal of mystical education is "perdition in God and survival in God". And some of the most important intermediate goals of mystical education, knowledge of God, cultivating a good temperament, health of body and soul, strengthening the rational soul, presence in the presence of God, realization of two theoretical and practical powers of man, constant ascent, gaining spiritual sustenance for life and conduct Is. Also, self-knowledge, moderation, poverty alleviation, desire, manifestation, evacuation, evacuation, literature with God and gradual completion can be mentioned as some of the most important principles of mystical education.

The purpose of this study is Study of Reference Instructors' educational workshops of Farhangian University based on the phenomenological method from their point of view. The research method is based on the study of phenomenology (lived experience). The statistical population of the study was the total number of reference teachers participating in the educational workshops of Farhangian University in the campuses of the brothers and sisters of Farhangian University in the last four years (2016-2017), which were 550 people. The sampling method was purposive and the sample size continued until the theoretical saturation of the data. Data were collected using semi-structured interviews. The content validity of the interview tools was examined by five experts from Farhangian University. The reliability of the interview tool was evaluated and confirmed using the peer review technique, the matching technique by the members and the degree of agreement in coding between the peer and the researcher. Data using the seven-step method of descriptive- Colaizzi's phenomenology (including: studying participants' descriptions, extracting important phrases, compiling meanings from statements, organizing themes / themes, writing detailed descriptions for each theme, formulating structure the basis of the phenomenon (evaluation of results) was analyzed and interpreted. The results showed that five factors affect the quality of workshops, which are: 1- Design, implementation and evaluation of teaching and learning activities (including components: activities and tasks, educational content knowledge; use of technology and Multimedia, Teaching Methods, Teaching Strategies and Learning Interactions, Content, Educational Design; Learning Assessment Management, Needs Assessment); 2- Environmental factors: (including components: structure and policies of higher education and organizational culture and atmosphere); 3- Background (including components: conditions and facilities, place, time); 4- Management issues (including components: organizational support; management and leadership, participant selection method, finance and budget, workshop factors-monitoring and evaluation, workshop population); 5- Characteristics of human agents (including components: characteristics of the audience including: competence, internal and external motivations and human relations and characteristics of the teacher including: competence, scientific ability and specialized disciplines of the audience, selection method Teacher, teacher's reputation, motivation and interest, marginalization in workshops, fruitlessness of courses in terms of knowledge).

Numerous authors and experts have stated that creativity is an essential tool needed to deal with the current and changing world; Therefore, educators are responsible for developing students' creative capacities. The aim of this study was to investigate the effect of infographic-based education on the creativity of ninth grade junior high school female students.

This quasi-experimental study was conducted using a pre-test and post-test design with a control group. 60 people were selected by simple random sampling method and after matching were in the control and experimental groups. The instrument used in the study was the Torrance pencil and paper creativity test. The reliability of the measurement tool in a pilot study using Cronbach's alpha was 0.80 for data analysis by descriptive method (mean, standard deviation) One-way analysis of covariance was used for inferential statistics.

The results of one-way analysis of covariance showed that there is a significant difference between the mean creativity scores of students who were trained using infographics and students who were trained with the usual method and the use of infographics in teaching the experimental group increased creativity. Also, the findings of the study on the components of creativity, which are research hypotheses, showed that education using infographics has led to an increase in fluid components, flexibility, expansion and initiative.

The above research showed that education using infographics has a significant effect on creativity and all its dimensions more than traditional methods and has increased students' creativity.

The educators experience different roles in play procedure. They could have more effective presence in children’s play process by understanding the roles. The aim of current research was identifying the role of preschool educators during play recess.

The method was qualitative research with phenomological approach. The research society was the educators of preschool of preschool centers in Tehran city. The method aimed the educators who had requirements of intended samples, and they were interviewed by semi structured interview. By reach to theoretical saturation of data, the number of sample amount14 people. Data were analyzing by Colaizzi (1987) seven steps method.

The analyze of data in the role of preschool educators head to identify 3 role including non-interventional role, interactional role, and the manager of play.

The educators would have different roles considering the type and position of play. The findings of this study could head to a clear perception based on preschool educators experiences of their roles in play based learning process.

Scheffler examines the relationship between reason and teaching to design philosophical models of teaching. He analyzed three models under the titles of influence, insight, and rule. He evaluated their weaknesses and strengths. His main thesis on education is the concept of a rational teaching model based on the special position of rationality and the development of theoretical and critical powers among students, which, along with a kind of respect for the judiciary and rational assessment of the reasons presented to the student. This attitude has been criticized largely based on a completely rational approach and in keeping with Scheffler's analytical approach to the philosophy of education. The study examines the dimensions of Scheffler's theory of the relationship between rationality and teaching through conceptual analysis. The purpose of this study is to analyze and critique Scheffler's perspective from the perspective of tacit knowledge and to suggest a tacit teaching model as an alternative model. The research finding indicates that the rational model of teaching based on cognitive powers has adopted a one-dimensional approach to student education. In contrast, the implicit teaching model, with its contextual and paradigmatic nature, instead of the knowledge of propositions and textbooks, through intuitive understanding and use of implicit language, causes familiarity with values and creates a sense of empathy between teacher and student.

The main question of the present study is, "What is the perspective of students and professors of Islamic education courses regarding the situation of higher education in the Corona period?" The present study was conducted to investigate the views of students and professors of Islamic studies on the situation of higher education during the Corona. The present research method is a descriptive survey. The sample size of 354 professors and 384 students with Cochran's formula and random sampling method was selected from the statistical population of professors and students of Islamic education courses in national universities. Data analysis was performed based on descriptive statistics using SPSS22 software. Research findings include; 1) the attitude of professors and students towards the online teaching method is positive, and they also prefer virtual teaching for teaching in future semesters. 2) The difficulty of interaction between professors and students is the main problem of e-learning in the Corona era based on the views of professors. Also, definite students consider the Internet as their main problem in the Corona era. 3) Students' evaluation of the courses held by the Representation of the Supreme Leader is positive; however, it should be considered that according to the professors, the courses held by the Representation of the Supreme Leader have not been evaluated positively because students cannot participate in the exam. But get a certificate of participation in the test.4) There is a relationship between the type of university and the method chosen for teaching by the Department of Islamic Education professors. Since we are entering new coronary peaks with a high number of patients, the research findings can be used in the policy of teaching Islamic education courses in the coming semesters