نشریه علوم تربیتی
سال بیست و نهم شماره 2 (پاییز و زمستان 1401)

Critical thinking is one of the main acctual goals of teaching / learning, because critical thinking can help learners to resolve ambiguities or adapt to ongoing social, cultural, and technological changes.

The purpose of this study which has done in 2020-2021, was to provide a framework for critical thinking, which was carried out with qualitative research method. Based on the theoretical and experimental findings obtained from semi-structured interviews with 26 academic researchers, selected through purposive sampling and also using qualitative content analysis method, the main cognitive competences and dispositions of critical thinking were identified.

The depicted conceptual framework of critical thinking includes two main components (Cognitive and metacognitive competences and Dispositions of critical thinking). The proposed framework could pave the way for Critical thinking in future learning under the "Sustainability" paradigm.

Critical thinking is vital for the future of the student and could able them constantly to applic it on their thinking when making a decision and also could indirectly strengthen deeply comprehension of a concept . It could be also able them to evaluate all the decisions that they have made in the past. In fact, students who think critically can be deemed responsible as they are used to thinking thoroughly, openly and imaginatively before making a decision. however, Excellence in thought, need to be systematically cultivated.

Critical thinking is vital for the future of the student and could able them constantly to applic it on their thinking when making a decision and also could indirectly strengthen deeply comprehension of a concept . It could be also able them to evaluate all the decisions that they have made in the past. In fact, students who think critically can be deemed responsible as they are used to thinking thoroughly, openly and imaginatively before making a decision. however, Excellence in thought, need to be systematically cultivated.

Teachers in order to become a professional, must acquire the appropriate professional competencies and be constantly refining them. The teacher's professional competencies are divided into three sections: content knowledge, educational knowledge and technological knowledge. Narrative inquiry is one of the approaches to teacher professional development that is based on research, experience and thoughtful.

The purpose of this study was to investigate the knowledges acquired by student-teachers through narrative inquiry based on the model of Kohler and Mishra. This research was conducted qualitatively using phenomenological method. Through purposive sampling, one group of student-teachers in the field of primary education of Shahid Bahonar Campus in Hamadan were selected as the research sample. The narrative inquiry curriculum for this group was conducted for one semester and at the end, their experiences were examined through semi-structured interviews. Also, narrative inquiry projects performed by students were analyzed and the necessary information was extracted from them. In order to analyze the data, was used of the thematic analysis method.

Findings showed in the field of content knowledge, student-teachers gained knowledge of concepts in textbooks through narrative inquiry and based on Kohler and Mishra model. In the field of educational knowledge, they acquired knowledge about the teacher and his / her educational duties, knowledge about teacher-centered research, knowledge about learning, knowledge about teaching, knowledge about evaluation, knowledge about educational equipment, knowledge about the physical structure of the school, and knowledge about school staff. In the field of educational content knowledge, they became familiar with the methods of teaching thematic courses, the stages of teaching courses, teaching-learning strategies of courses, learning activities, and teaching thematic courses with the help of the media. In the field of technological knowledge, they became acquainted with software and hardware knowledge, and in the field of technological pedagogical content knowledge, they became acquainted with the combination of new technologies in teaching thematic courses.

To explain the research findings, it can generally be stated that involving student-teachers in the developmental activities based on narrative inquiry is an interesting task which changes the roles of student-teachers from information receivers to the creators of curriculum and active knowledge makers. Through a research-centered approach, student-teachers can be involved in a type of learning which lets them think and ponder. Thinking and pondering results in perception and then action.

The category of culture and its impact on the environment is one of the dimensions of sustainable development and the first step towards achieving this goal. We need environmental ethics to achieve sustainability, development and environmental protection. An ethic that recognizes and responds sensitively to the complex and changing connections between man and nature. In order for such ethics to emerge, it is necessary to review educational methods and systems. The aim of this study was to study the effectiveness of teaching method based on the teacher- assistant project on environmental ethics of Kashan high school students.

The research method was applied in terms of purpose and in terms of the nature of the collected data, quantitative and based on a quasi-experimental approach (pre-test-post-test design with control group). The statistical population consisted of all male students of 11th grade public schools in Kashan with a number of 1171 people who were selected using the Convenient sampling method in two classes of 30 people. To collect data, Firoozfar, Faqihi & Erfani (2021) environmental ethics questionnaire was used, the content validity of which was confirmed by environmental experts, and its reliability was obtained using Cronbach's alpha coefficient of 0.927. Data were analyzed at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) with SPSS26 software.

The results showed that teaching method based on the teacher- assistant project has a positive effect on environmental ethics in students (P<0.0005). Also, teaching method based on the teacher- assistant project has a positive effect on the components of environmental ethics (air, soil, water, plants and animals) in students (P<0.0005).

Various studies show that among the many ways to deal with environmental problems, the most fundamental, effective and cost-effective way to prevent environmental degradation is public education and culture and the participation of people in the community. The way of teaching and teaching, especially active teaching methods, also has a great effect on students' self-learning abilities. One of the most important active teaching methods is the method of cooperation between teacher and students and students with each other. Therefore, by using appropriate teaching methods, efforts can be made to improve the level of environmental ethics in students, so that it can be felt in society.

The present study aims to combine the extensive literature on entrepreneurship education in junior high school to provide an integrated framework for presenting strategies and challenges of entrepreneurship education.

This research is applied in terms of purpose and has been done with a synthesis qualitative method. The statistical population of all studies conducted in the period (2003-2020) and conducting semi-structured interviews with experts in the field of entrepreneurship education in Is Iran. Therefore, 1500 researches in the field of the subject were evaluated and finally 122 articles were purposefully selected and in the second step, 22 people were interviewed until the theoretical saturation was reached. By analyzing the content and composition of the relevant literature and implementing the interviews conducted, by open, pivotal, and selective coding methods, a total of 700 concept codes, 128 categories, and 9 key categories were selected during the search and systematic process.

The results of the analysis showed that the most important key categories identified in the challenges section include, lack of necessary prerequisites for entrepreneurship training, structural challenge of the education system, challenge of implementing entrepreneurship training, output challenge and final evaluation and key categories in the section. Its strategies include the way for education with an entrepreneurial approach, designing and developing an educational program with an entrepreneurial approach, integrating national and international education strategies with an entrepreneurial approach, changing the approach of regular schools to schools with an entrepreneurial education approach, synchronizing and externalizing activities has been entrepreneurial.

Conclution: 

Finally, using the obtained information, a model was presented to explain and compile a comprehensive model of entrepreneurship education for the junior high school. Finally, a model of challenges and strategies for entrepreneurial education was presented.

Currently, in the global arena and in our country, virtual education and, consequently, virtual academic evaluation is the most important issue in the field of education; Therefore, the purpose of this study is the pathology of moral principles in virtual academic evaluation from the perspective of primary school teachers in Lorestan Province.

This research is qualitative in terms of approach, practical in terms of purpose and descriptive in terms of nature. The sampling method is purposeful, which has been done with maximum diversity. The sample size reached 25 people up to the theoretical saturation rule. The data collection tool was a researcher-made questionnaire and a semi-structured interview. After coding by Maxqda10 software, the data were analyzed in the form of main and sub-categories, the output of which can be seen in the form of tabels and graphs.

The research findings shows three main categories include 1) components of non-observance of moral principles, 2) their origin and 3) aggravating factors, also 23 sub-categories in pathology of moral principels. The most frequent sub-categories in non-observance of ethical principles by students include: entering the scientific bases of the network, consulting with others, using textbooks, Lack of learning lessons, not supervising school parents, forcing parents to get high grades, Improper family upbringing, scoring of the educational system, the influence of peers in non observance and others exam cheating, and the inability of the teacher to hold the exam.This study also presents the effect of non-compliance with moral principles in virtual evaluation on the content of education in 12 sub-categories and solutions to overcome them in 10 sub-categories

In this research, problems and strategies for promoting ethics in learners have been pointed out, the use of which guides the educational strategies of parents and educators and can be helpful in teaching and learning.

Corona epidemics have forced educational systems in many countries to use online education and adapt to digital learning environments.Despite many benefits of online education, such as unlimited time and space,resource sharing and collaboration, openness and personalization of learning,but it can be frustrating and stressful because many teachers lack the skills, resources and competencies of online education.A review of research evidence shows that a large amount of research activity is devoted to teachers' digital competencies, but information on how this feature,along with other teacher features such as use intention of online teaching and student features such as online learning difficulties affects on their online teaching behavior, are not available.Thus,the aim of this study was to investigate whether teachers'digital competencies,use intention of online teaching and students' online learning difficulties predict online teaching behavior.In this correlation study, the population was all teachers of primary and secondary schools in Tehran in the academic year1400-1401,which324teachers were selected with use of convenience sampling.They responded online to the Teachers' Digital Competence Scale,Teachers' Use Intention of Online Teaching Scale,Teachers'Online Teaching Behavior Scale&Teachers'Perceived Online Learning Difficulties of Students Questionnaire.Pearson correlation coefficient and multiple regression analysis were used to analyze the data.The results showed that the online teaching behavior had a positive andsignificant relationshipwith teachers'digital competencies and the use intention of online teaching, and this relationship was negatively and significantlywith students'online learning difficulties.Also, the resultsof multiple regression analysis showed that teachers'digital competencies, use intention of online teaching and students'online learning difficulties, are able tosignificantly explain changes in teachers'online teaching behavior as predictor variable in a predictive model. Based on the research findings, it is necessaryfor teachers in online teaching to improve their digital skills and competencies in accessing and using resources, analyzing data related to students' learning characteristics, and combining digital resourceswith educational content to produce more comprehensible content, in fact, modify and improve online teaching behaviors.Also,online teaching has more requirements for teachers than traditional classroom teaching. People use digital technology and resources to varying degrees;Therefore, it is necessary for teachers in teaching activities to strengthen their desire to use online education and increase their awareness of integrating information technology with educational activities by avoiding mechanical transfer to offline-online education.Overall, the present study adds insights into improving online teaching behavior&can help to better understand the effect of teachers'characteristics including digital competencies and use intention of online teaching and students' characteristics including online learning difficulties on online teaching behavior.

The aim of this study is to investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation.MethodThis study is an applied research which employed a quasi-experimental design. The research population of the study included all public elementary schools in Shahinshahr city in the academic year of 2019-2020 from which two schools were selected through cluster sampling method. In order to assess the motivation of students in this study, the learning motivation questionnaire was used and to assess the academic achievement of students, a researcher-made test was used. The method of research data analysis was path analysis and the data were analyzed using Amos software.ResultsThe investigation of direct effects in the research conceptual model revealed that inquiry-based science education with the integration of mobile technology has a positive and significant effect on the deep motivation subscale, but its effect on the two subscales of surface motivation and achieving motivation is not significant. Also, the research findings showed that the educational method used has no direct, positive and significant effect on academic achievement. Findings regarding the effect of motivation dimensions on the academic achievement indicated that deep motivation of students has a positive and significant effect and achieving motivation has a negative and significant effect on students' academic achievement, but surface motivation has no significant effect on academic achievement. Regarding the indirect effects, the results showed that the indirect effect of inquiry-based science education with the integration of mobile technology with the mediating role of deep motivation, on the academic achievement of students is positive and significant. Inquiry-based science education with the integration of mobile technology with the mediating role of surface motivation and achieving motivation does not have a significant indirect effect on students' academic achievement.DiscussionBased on the findings of this study, it is recommended that teachers by choosing authentic, relevant, real-world tasks through inquiry-based educational approach attempt to increase the level of deep motivation in students and then help them improve their academic achievement.

The current study was conducted to investigate the effect of using electronic portfolios on learning English vocabulary with emphasis on the motivation and attitude of language learners in Ahvaz.

The research method used in the present study was quasi-experimental. The statistical population in this study included all 180 language learners studying English at the Iranian Language Institute (ILI), Khuzestan branch, who were learning their foreign language during the year 2020. Using the Morgan table, the sample size of 100 individuals was selected to take part in the study as participants. Then the learners were divided into two groups of 50 members (experimental and control groups) by simple random sampling. In order to tap the motivation variable in this study, the Scientific Motivation Questionnaire (SMQ), the Learner-Student Questionnaire (LLSQ), and the Experience Attitude and Feedback Questionnaire (AEFQ) were utilized. Additionally, to assess the rate of English vocabulary learning by learners, the researcher administered a pre-test and post-test. The reliability of the test was calculated using the KR-21 formula, and its validity was determined by three English experts. First, the Kolmogorov-Smirnov test was used to check the normality of the data of research variables, then using SPSS software and descriptive statistics (including tables, graphs, and means) and inferential statistics (including paired and independent t-tests) were calculated to analyze the gathered data. A qualitative analysis was administered to tap the data retrieved from the questionnaire.

The findings of the present study showed that students who received their educational content through e-portfolios and were evaluated using e-portfolios had performed better in the post-test compared to their pre-test. Accordingly, it can be concluded that the implementation of e-portfolios in the learning environment could have a positive impact on developing the students’ vocabulary knowledge and motivation of average Iranian EFL learners compared to traditional teaching and assessment methods.

Finally, based on the research data, it can be concluded that when learning and formative assessment are combined in the educational environment, the evaluation tool becomes a kind of learning tool that helps students to improve their vocabulary knowledge.

The aim of this study was to investigate the lived experiences of primary school teachers in Bajestan city from opportunities and challenges of the lesson research process.

This research tries to analyze teachers' perceptions on lesson study with a qualitative method and phenomenological type. The study population in this study was the primary school teachers of Bajestan city. Through using purposive sampling method, teachers with a good record of practice in lesson study and successful experience were selected. Eleven participants were shortlisted following theoretical data saturation. The data collection method in this study was a semi-structured interview. The researcher entered the interview with a pre-defined question but was not limited to the same question and asked other questions if needed. The interviews were listened to several times and the text was transcribed word by word. Claizey method was used to analyze the data.

After analyzing the data, the data was divided into two main categories of opportunities and challenges, which can indicate that the participants' experiences of the subject of the study are in the form of these two main categories. From the teachers' point of view, the opportunities created by the study were: developing divergent thinking skills, achieving the set educational goals, professional empowerment, sharing powers and experiences, institutionalizing the spirit of problem solving and research, improving the teaching process as well as improving the process of students' academic achievement. In another part of the findings related to the challenges of study, teachers believed that the challenges were: knowledge and information in the field of study, company motivation, lack of proper appreciation, executive limitations and difficulty of coordinating group work.

In general, according to the findings of this study, Lesson study affects the performance of teachers. Lesson study increases teachers 'study, promotes teachers' learning, and improves teaching, making education more efficient. Teachers also get acquainted with new teaching methods through study, and by examining existing teaching methods, they find its weaknesses in their teaching.

Nurses are one of the largest groups of health care providers and their performance is defined as an effective activity with direct patient care. Nursing profession needs proper performance, providing necessary services to the beneficiaries and social responsibility is one of the main duties of nurses. Therefore, the aim of this research is to analyze the role of organizational values and charismatic leadership with the mediation of organizational commitment on social responsibility and job performance of nurses.

In terms of purpose, this research is applied and in terms of the nature of the collected data, it is quantitative with a correlational approach based on structural equation modeling. The statistical population of the research includes all the nurses of Seyed Al Hospital in Urmia city, with 265 people, using Karjesi and Morgan table, 155 people were selected as a statistical sample using stratified random sampling. To collect data, questionnaires of organizational values Cameron and Quinn (1999), charismatic leadership and Bass (2002), organizational commitment Porter and others (1983), job performance Peterson (2010) and social responsibility Carroll (2010) were used.

After checking the content validity of the questionnaires, Cronbach's alpha was used to evaluate the reliability of the research tools and the reliability of the organizational values questionnaire (0.89), the charismatic leadership questionnaire (0.91), the organizational commitment questionnaire (0.89), the questionnaire Job performance (0.97) and social responsibility questionnaire (0.89) were calculated. Descriptive and inferential data analysis was done using SPSS24 and PLS3 software. The result of data analysis showed that organizational values and charismatic leadership had a positive and significant effect on organizational commitment, social responsibility and job performance (p<0.05) and organizational commitment in relation to organizational values and charismatic leadership has a positive and significant role as a mediator with social responsibility and job performance (p<0.05).

According to the results obtained regarding the effect of variables, hospital managers should take appropriate measures to create a friendly and favorable atmosphere in the hospital in order to increase the sense of attachment and commitment of nurses. Also, in order to improve the psychological level of nurses based on individual identity, self-efficacy and responsible attitude towards the organization, special programs should be developed and implemented, and with effective leadership, the field of creating social responsibility in the organization should be provided. Managers should trust their nurses and employees and involve them in various activities and seek their opinion.

Fairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.

For this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 39 individual interviews with key informants including faculty members and graduate students of the University of Tehran, a group interview and a Focus group interview was conducted and in the second study, 511 students from the University of Tehran were selected through three-stage cluster sampling. Qualitative data analysis led to the identification of a conceptual model including the four main themes of "procedural fairness", "interactional fairness", "nature of assessment" and "fairness in the paper-pencil test" as the basis for the development of criteria and making Rubric. In the second study, the psychometric properties of Rubric were investigated using content validity, item analysis, construct validity and reliability determination.

The content validity of each criterion was higher than the standard value of 0.78 and the validity of the overall scale was 0.94. The results of exploratory factor analysis showed the extraction of three factors of procedural fairness, the nature of measurement and interactional fairness, which explained 57.08% of the total variance of variables. The results of factor analysis along with the study of discrimination and difficulty coefficients of items led to the elimination of three weak criteria and the final rubric was compiled with 17 criteria. The calculated Cronbach's alpha for procedural fairness, the nature of assessment and interactional fairness were 0.87, 0.84 and 0.79, respectively. Also, the retest coefficient for them was calculated at the desired level and 0.65, 0.63 and 0.54, respectively.

According to the desirable psychometric properties of the rubric, this rubric can help to increase the literacy of professors, increase the quality of teaching and assessment and strengthen the civic and educational behaviors of students by identifying the strengths and weaknesses of professors in the field of fairness.

The purpose of this research is to design and validate the model of Research development of faculty members and instructors of Farhangian University.

The present study in terms of purpose is applied Reasech and in terms of how data collected, is in the exploratory blend research group. The statistical population in the qualitative section was included of 12 experts on the topic of Research development, and in the quantitative section is 806 faculty members of the campus of Farhangian University, that 260 people were selected through multistage cluster random sampling and Morgan table. The research instrument consisted of two researcher-made questionnaires of faculty members' Research development and paired comparisons based on the hierarchical analysis process. The statistical tests used included confirmatory factor analysis, single sample T and hierarchical analysis process.

The findings of the qualitative section included five sub-themes of Research development in the form of: 1- Preparation and improvement, 2- Citizenship behavior, 3- core research, 4. Professional groups and 5- View Future. And the validity of the conceptual model obtained by fitting goodness indicators was confirmed. The findings also showed that the level of faculty members' Research development was a good relatively in terms of the components of Preparation and improvement; Citizenship behavior, Professional groups and view Future, and were an Undesirable level in terms of core research. Another finding is that the components of Research development in importance were: 1- core research (relative weight of 0/284); 2- Professional groups (0/276); 3- Preparation and improvement, (0/167); 4- View Future (0/163); 5- Citizenship behavior (0/110).

According to the statistical results, the design and validation of the Research development pattern of faculty members and instructors at Farhangian University have been obtained and the present status of Research development and the importance of its components were identified.