نشریه تدریس پژوهی
سال دهم شماره 3 (پاییز 1401)

In soccer, task constraints manipulation plays an important role in the development of motor skills because it leads to the exaggeration of the functional relationship between information and movement and can assist the performer in acquiring important and purposeful affordances (Chow, 2010). Such manipulations are performed by conditioned game activities (Small Sided Games (SSG) and practice of special competition situations, etc.) which, compared to other exercises, are closer to the process of acquiring skills and performance and lead to better develop of generalized motor program in order to cope with different conditions of skill performance (Williams & Hodges 2005; Ford 2010). In this way, the player is actively involved in exploring the perceptual variables in the real match, his/her decision-making behaviors would be purposeful, and by searching for available information, his/her actions would be modified to accomplish the objectives of the task (such as two touches game, ball maintenance,…). Playing soccer are performed in an open environment, so coach must strengthen the diversity of players’ performance by manipulating the task constraints. “Conditional play” activities in football training play an important role in developing skills and improving motor performance. According to the constraint-led approach, the ecological dynamics of the game must be maintained in the training and execution of sports practices. To achieve this, the selection and modification of the task constraints is a determining factor for the quality and efficiency of the coach’s intervention (Newell 1986). The objective of this study was to investigate the effect of manipulating task constraints (free play, two touches and three-passes) in SSG on changes in the attacking behavior of adolescent players in soccer schools. According to Almeida et al.2012’s protocol, 8 soccer players were asked to play with each other. Evaluating the simple and combined indices showed that changing the play constraints had a meaningful effect on individual and team indices. Clemente and Mendes (2011), also, through manipulating the instructional constraints in 1×1 attacking conditions and its effect on performance index found that meaningful results among different conditions. It means that the coaches’ commands are one of the important constraints to guide the players’ performance during training .10 Soccer players U-13 (age: 11.8±2.3; experience: 5.1±1.8 years) participated in this study. They had at least 4 years of participation in soccer school and national tournaments. In order to maintain the environmental (external) validity of the research, the criterion for matching the subjects was their experience of participating in national tournaments. The players selected based on the opinion of the club coach had the necessary abilities, individual skills and physical fitness for that level of competition. They were divided into two balanced groups of 5 players (4 players with one goalkeeper) (Dellal et al.2011، Almeida et.al.2012، Lemoine et al.2005) and their arrangement was maintained throughout the test sessions. During three sessions at one-week intervals, teams (4×4 with one goalkeeper) competed in three different conditions during 8-minute halves with 3 minutes of rest. After completing summer soccer school, the subjects participated in a protocol consisting of three separate test sessions one week apart. In each session, the teams performed the SSG under three different conditions in periods of 8 minutes with 3 minutes of rest: 1) “Free play” in which players played without special rules and restrictions; 2) “Two-touches” in which players were allowed to touch the ball for a maximum of two times per individual possession of the ball; and 3) “Three-passes” where the player, in each attack attempt, should had at least three consecutive passes to each other (Almeida et al. 2012). To evaluate the offensive behavior of the two teams, their simple and combined performance indices were evaluated by the Offensive Performance Evaluation Scale. To examine the intra-rater validity, 20% of the total data were observed and notated at one-week intervals. In total, both teams made 242 offensive attempts in three conditions of the game: 103 times in the free, 92 times in the two-touches and 47 times in the three-passes conditions. In group sports, the coach’s ability to manipulate environmental constraints can create an effective learning environment by providing new challenges to players and forcing them to search for movement possibilities, problem solving, and error detection (Davids et al. 2005). The results of the current study also showed that different conditions of play in small sided games (free, two-touches and three-passes games) have a significant effect on the offensive performance of adolescent soccer players. The results showed that the change of constraints had a significant effect on simple and combined attack indices. In the case of a two-touches, the “collective participation rate” was higher than the other two conditions. The index of “individual intervention on the ball” in three-passes condition was bigger than the other two conditions.The current study was conducted in conditions close to the real soccer match. Such conditions provide an opportunity for players to learn through guided search. Researchers believe that this type of conditioned activity (SSG or conditional games) forces players to actively seek solutions to the movement coordination pattern (Gentile 1972) imposed by constraints during training, and actively participate in the learning process. The analysis of the final stage of the offensive attempt showed that there is no significant difference between the three conditions of the game for the offensive attempt result. Despite the fact that the difference between the three conditions of the game in the number of shots and the effectiveness of the shots (the ratio of the number of shots to the number of goals) was not significant, this ratio in two-touches was higher than free and three-passes games. Manipulating the constraints of the task and the rules of its execution bring the players closer to the goals desired by the coach. This type of training method can create the conditions close to the real match for open skills while training technical and tactical skills, improve the ability to distinguish between related and unrelated environmental features, and lead to more effective learning and performance change. It is suggested that in future studies, the effect of manipulating various environmental and information constraints on learning soccer skills be investigated

Teachers play a key role in the application of technology in the educational system and have significant effects on academic progress, value system and technology, students' intellectual developments and beliefs related to technology. The use of technology in the educational system enables teachers to prepare, introduce, explain and transfer knowledge in order to strengthen, encourage and promote students to show better performance (Anderson and Streis, 2005). Research has shown that teachers have a central role in the integration of technology in the classroom, and their understanding and attitude towards technology is effective in forming students' attitudes and using it effectively for teaching and learning (Teo, 2009). The use of computers in education is not new, but technology can be a challenge for teachers. Considering the rapid rate of technology development, teachers constantly need to adapt to new technology and improve their skills in order to integrate technology, especially computer-based technology, in the classroom. Studies have shown that if teachers do not believe that the computer meets their and their students' needs, they will resist any attempt to introduce technology in teaching and learning (Behrouzi, 2013).Information technology and digital technology can increase the transition in education through dynamic content, two-way action and catchy. Digital and communication technology has the capacity and ability to accelerate the empowerment and consolidation of skills. Digital technology and communication technology is now the most prominent tool of information creation and dissemination and can help to display information widely and make learners gain more confidence in the learning process effectively in all its levels communicate (An-Vusu et al., 2018). Digital and communication technologies play a vital role in countless areas; one of the areas where digital and communication technology is used is education and research (Aftekhar et al., 2019). By introducing computers in education as one of the most prominent technologies of the 21st century, this technology has valuable uses in new schools (Bess, 2017). So that the use of digital technology and communication in acquiring knowledge and skills has become a necessary element of education. Information and communication technology has many potential benefits, and by increasing the process of information exchange and reducing costs, it is a means to increase productivity, efficiency, competitiveness and growth in all areas of human activity (Mansourzadeh et al., 2017). .The successful use of digital and communication technology systems, ranging from simple programs such as word processing and spreadsheets to more difficult programs such as electronic learning systems, requires user acceptance. By studying user acceptance and using this knowledge, user response can be predicted and systems can be modified to improve acceptance. Despite the previous research on this subject, the acceptance of information technology users is still difficult, ambiguous and at the same time very valuable (Pontija and Virili, 2010). Every year, organizations invest large sums of money in new technologies; If the users are not willing to accept these technologies and do not use the technology, the efficiency of this investment will decrease (Mohammadian, 2018). Therefore, technology acceptance is one of the most obvious issues in organizations, including the education, and by teachers.Researches conducted in the field of information technology acceptance in Iran's educational system have mostly emphasized on quantitative methods with the aim of hypothesis testing; Such as the researches of (Amani Saribeglu et al., 2013; Ajei et al., 2014) which investigated the factors affecting the acceptance of information technology among teachers using the structural equation modeling method. In the meantime, the use of qualitative method for designing and validating the model of acceptance and use of technology by teachers has been neglected; Because according to Hossein and Brooks (2008), the status of information technology acceptance in educational systems is completely ambiguous and researchers do not have enough information about the variables involved in the acceptance of technology in these systems. They believe that many variables affect teachers' use of computers in the classroom, which cannot be investigated through quantitative research, and they suggest the use of qualitative research methods to solve this problem. In the current research, the design of technology acceptance model by teachers has been investigated with a qualitative method.Considering that educational technology plays a major role in creating potential ability to improve the teaching-learning process. It is necessary to pay attention to the effects of technology, which include individualizing education, dealing with collective educational problems, creating equal educational opportunities (Kanad, Eveline and Asgemidt, 2014), providing continuous education, strengthening the role of the teacher, emphasizing the human aspects of education ( Schierer et al., 2020); Increasing the quality of learning or mastering it, reducing the time used by learners, increasing the efficiency of teachers according to the number of learners should be considered. Therefore, the attraction and decision to use technology also depends on various factors and indicators. In examining technology acceptance, it is necessary to examine various factors outside the education organization and the principles that overshadow the extent and manner of technology acceptance. Therefore, according to the contents that have been stated, the main issue of the current research is whether model designed for the acceptance of technology is valid?The statistical population of this research included all valid scientific articles, doctoral dissertations, and master's theses in the field of acceptance and use of digital technology by teachers, according to a regular search in PubMed, ScienceDirect, Eric, Springer, CINAHL, Scopus, and Google Scholar search engines. , SID and Irandak were collected. Based on the entry criteria, 86 articles and theses were selected for the final analysis, and based on the exit criteria, 59 articles and theses were selected for the final analysis. After a semi-structured interview, experts in the field of curriculum planning and educational technology were used to collect data for data validity. In order to analyze the interviews, qualitative content analysis was used, and Gaff's (2013) six steps were used to analyze the texts. To determine the validity of the designed environment, the content validity ratio (CVR) and the value determined in the table based on the number of test participants were used. In this research, 4 themes of personal, environmental, technological and organizational contexts were obtained. Based on the values ​​of the Lavshe table and according to the number of participants (12 people), the questions whose content validity ratio was more than 0.56 are acceptable. All the questions raised scored more than the value mentioned in the table of Lavshe. The average Laushe coefficient (CVR) for all the questions of the proposed model was estimated at 0.83, Therefore, the validity of the model of acceptance and use of digital technology by teachers was recognized as valid.According to the validation of the model of acceptance and use of digital technologies, it has improved the processes of information processing, the optimal use of strategies over time, the expansion of cognitive processes, facilitating the transfer of cognitive skills, facilitating the processes of problem solving, self-motivation, self-sufficiency and The acquisition of cognitive processes and generalization and increase of attention and accuracy, or in other words self-regulation of learners in the learning process, and this effect created during training is almost constant over time and resistant to forgetting, and increases learning and Therefore, according to the approval of this model, the acceptance and use of technology according to the components and sub-components is of particular importance.

Many studies have been conducted investigating the link between teacher reflection and classroom practices. It has been demonstrated that teacher reflection results in more self-awareness in teachers to renew their understanding and even reform their classroom practices (Farrell, 2015; Farrell & Stanclik, 2021; Walsh & Mann, 2015; Wright, 2010). However, considering that previous studies have mostly adopted etic approaches, limiting them to cognitive epistemologies, more holistic and emic approaches seem to be required. To address this gap, this article seeks to introduce autoethnography as a qualitative research method that has much to contribute to self-reflective studies. For this purpose, the first author’s first-hand experiences with an autoethnographic study were used to provide an exposition of the essence of autoethnography and how it is conducted. In this study, data were collected by the first author from a large range of past, present and external sources, including self-reflective journals, diaries, and talking with others (Chang, 2008). Then, data analyses and interpretation were done meta-autoethnographically (Ellis, 2016) to reveal the first author’s learning about autoethnography. This study is organized as follows: In the first section, autoethnography is introduced as a self-reflective approach “to research and writing that seeks to describe and systematically analyze (graphy) personal experiences (auto) to understand cultural experience (ethno)” (Ellis, Adam, Bochner, 2011, p.273). In autoethnography, the researcher investigates a familiar aspect of their life such as their childhood, school time or professional, cultural and/or social issues, and relationships with others (Chang, 2008). Therefore, the researcher(s), their subjectivity, and their stories that contribute to a better understanding of their experiences and the social-cultural context are all valid sources in autoethnographic studies. Autoethnography, originating with the emergence of postmodern philosophy, legitimates “many ways of knowing and inquiring (Wall, 2006, p.147).” Believing that getting knowledge about the researcher’s micro-sociocultural is still a valuable way of knowing, autoethnography seeks to discover personal experiences (Wall, 2006). The article proceeds in the second section to sketch out the methodological dimensions of autoethnographic studies through the first author’s lens. Her understanding of and experiences with autoethnography have been described through the methodological dimensions of autoethnographic research, including data gathering, saturation, writing, ethics, quality of autoethnographic studies, and her professional and personal development.  In the first part of learning about autoethnography, the first author indicates how her puzzling as a teacher about her classroom practices led to her relying on autoethnography as a self-reflective research method to explore her puzzle. She gathered data by using multiple data-gathering devices including, journal writing about past experiences and epiphanies, diaries doing an autoethnographic study, and utilizing external sources such as talking with others, literature, and documents. It also explains how the integrated steps of data gathering, data management, and data analysis in autoethnographic studies were initially confusing for the first author.In the second part of learning about autoethnography, the first author’s confusion, challenges, and decisions about saturation in autoethnographic studies are explained. It is indicated how the first author with the assistance of her mentors met the challenge by conceptualizing saturation in her autoethnographic study in two phases. The first phase of saturation took place when the authors considered the amount of data appropriate to start coding, although data are ever-growing in autoethnographic studies (Chang, 2008). The second phase was determined by the authors when they achieved a deep understanding of the investigated issue.In the third part of learning about autoethnography, the first author clarified how reading art–based autoethnographic studies with a variety of different writing styles seemed to be confusing at the beginning when she was looking for a commonly used systematic academic style of writing. It demonstrates how the first author decided to conservatively locate herself in the middle of the continuum of art and science in writing autoethnography. Regarding the different writing styles that are suggested by different autoethnographers (Adam et al., 2015; Chang, 2008), the first author with the assistance of her mentors opted for mixed realistic and descriptive styles in the text.The fourth indicates how the first author met the challenge of ethics in her autoethnography. Although autoethnography investigates the self, personal stories had taken place within social networks and in relation to others (Ellis, 2007). Therefore, making ethical decisions about others, particularly intimate others, is also required (Ellis, 2007). Due to the fact that autoethnographers make ethical considerations according to their condition, their relationships with others, their audience, and the value of reality, it is indicated how the first author used several suggested protective devices (Adam et al., 2015; Ellis, 2007) in making the decisions about others in her stories, including eliminating parts that threatened the privacy of others, using collaborative witnessing, writing anonymously and/or pseudonymously, sharing the manuscript with others. The fifth part is about the evaluation criteria, which were an important concern for the first author after completing her autoethnography. It addresses issues such as the context, meaning, and utility of the terms such as reliability, validity, and generalizability as applied in autoethnography (Ellis et al., 2011).  The first author attempted to provide clear and rich explanations about the process and product of her autoethnographic study to make the narrated stories more possible, believable, trustable, engaging, and meaningful for the audience. The sixth is about the researcher’s professional development that she experienced during and after the process of an autoethnographic study. Finding through the study that she internalized negativity to pair/group work activities was rooted in her early life experiences and the sociocultural setting she had lived in led to her efforts to socialize students into appropriate implementation requirements of pair/group work activities.The seventh is the researcher’s personal and professional development through the shifting from a positivist approach to a postmodernist viewpoint. Postmodernism believes that everyone may have his/her interpretation of reality and it provides an opportunity for researchers to gain and share their local and partial knowledge (Wall, 2006) and value their status in research. It is explained how turning to postmodernism has led the researcher to value others’ thoughts, ideas, and interpretations, particularly welcoming the students’ voices. Although the present study was limited to the first author’s understanding of autoethnography, it is hoped that sharing the experiences with an autoethnographic study through the lens of an autoethnographer teacher has implications for teachers on how to use autoethnography as a data-led approach to promote self-reflection on their classroom practices. Moreover, it may open new windows of opportunities to renew and reform the educational system, principles, beliefs, values, teaching methods, and teachers’ personal and social behaviors in the Iranian educational system to be able to educate critical teachers.

We are witnessing an increase in technology use which has turned out to be a major element to improve students' teaching and learning processes in today’s educational system. This change has had various positive educational technology outcomes for learners. Using educational technology and innovation is considered one of the essential components of developing creativity and innovation in students. Over time, much attention has been paid to what teachers need to know in order to effectively use technology in the classroom, and in addition, the competencies needed to nurture creative students. Since creativity and technology are vital for the success of educational organizations, especially universities, extensive studies have made efforts in order to determine the relationship between these two areas. These studies examine how various emerging technologies offer many specific benefits to educational organizations. However, there seem to be three outstanding benefits in the realm of creativity and innovation, which is a product of the technological world: an improved ability to the connection and empowerment of learners, an improved ability to organize the knowledge base of educational centers, and an improved ability of the organization to go beyond borders. This study aimed to investigate the relationship between using educational technology and creativity and innovation of students of educational sciences at the University of Kurdistan. Regarding methodology, the current study was applied in terms of purpose. It is a descriptive survey research in terms of method. In this research, the documentary method was utilized, i.e., books, articles, English and Farsi theses, and also a field questionnaire was used to collect the required data. The questionnaire has been prepared and arranged in three parts: The first part includes 4 demographic questions (gender, age, marital status, and education). Of the 43 questions in the main body of the standard questionnaire, 30 questions were on the dimensions of technology, 8 questions measured creativity, and finally, 5 questions investigated innovation concept in the students. All the analyses, descriptive and inferential statistics were performed via the SPSS26 and Smart PLS3 packages. By using Smart PLS3 software, reliability, validity, divergence, and convergence were measured. The participants were students of educational sciences at the University of Kurdistan, including both undergraduate and postgraduate students. In order to determine the sample size, Cochran’s formula was used and 235 participants were selected among 620 students by simple random sampling. In order to examine the educational technology variable, four components including "Educational objectives, educational conditions, educational resources, and educational efficiency" were used on 5 levels of the Likert scale (1 = "very little" to 5 = "very much"). Also, the variable of innovation and creativity (combined creativity and advanced creativity) was validated and measured at 5 levels of the Likert spectrum (1 = "completely disagree" to 5 = "completely agree"). As for the mean and standard deviation of variables of creativity and innovation obtained, the most creativity variable related to "summary" variables with a mean of 3.84 and a standard deviation of 1.08, and the variable of "internal affairs development" with a mean of 3.81 and a standard deviation of 1.12. The lowest variable of creativity according to students related to the variable "lack of proper planning" with a mean of 2.49 and a standard deviation of 1.13. A Pearson correlation analysis was conducted in order to assess the relationship between research variables. The results showed a positive and significant relationship between educational goals and educational resources (p<0.01, r=0.73). Also, there was a positive and significant relationship between educational resources and educational conditions (p<0.01, r=69). Further, the Pearson moment correlation for other research variables showed a positive and significant relationship at p<0.01 level. Regarding structural equation model fit, the value of the T statistic calculated for all components and sub-components was higher than 1.96. Thus, the significance of questions and relationships between variables can be confirmed at the 95% confidence level. The second criterion regarding structural equation model fit was R2 coefficients, which represent the percentage of variance explained by the independent variable of a dependent variable. As for R2 values, the data obtained was 0.688 for educational dimensions, and 0.818 for educational conditions. The acquired data for the other dimensions were higher than 0.67 which indicated a strong fit of the structural model of the research. The third criterion in structural equation model fit was the Q2 criterion, which showed the predictive power of the model. The Q2 value for educational technology dimensions and also creativity and innovation was higher than 0.15. which represented a moderate to high structural model fit. Therefore, it can be concluded that due to the predictive value of “learning performance”, which was 0.395, higher than 0.35, this dimension had the strongest predictive value compared to other research dimensions. Finally, after examining and confirming the conceptual model of the research, analyzing data by using PLS, and also results obtained from the connection between variables, path coefficients, T-statistics, significance level, mean, and rank concerning the research questions, with the path coefficient of 0.911, the obtained T= 66.708 was confirmed. Thus, it revealed that there was a positive relationship between educational resources and creativity and innovation of the students. The same positive result was obtained for the relationship between educational conditions and creativity and innovation with a path coefficient of 0.904 and T=80.625. Regarding the third question, the relationship between educational efficiency and creativity and innovation of the students was also positive. Further, the obtained data for the fourth question, path coefficient of 0.898 and T= 70/334 revealed a significant and positive relationship between educational aims and creativity and innovation of the students. In conclusion, based on the findings, it was shown that the educational technology variable was able to explain 57% of the changes in creativity and innovation. Among the dimensions of educational technology, the effect observed from the highest to the lowest, related to educational conditions, educational resources, educational goals, and educational efficiency. As final remarks, it was suggested that education policymakers integrate more technology into course contents, hold educational technology workshops in order to develop creativity and innovation in students, and provide sufficient educational infrastructure to incorporate modern technologies into classrooms

Using the potential of nature to educate children in the primary period, despite its importance, has always been neglected; and the use of this capacity can be presented as a very important opportunity in the education of children. Considering the scattered information related to the nature-based curriculum in various sources, the present research tries to identify and explain the elements of the curriculum using the synthesis research method. Nature-based pay for elementary school. From a total of 240 sources in the initial stage, 82 sources were selected for synthesis research in the evaluation stage. For data analysis, coding method (open, axial and selective) was used, and the data were analyzed using software. MAXQDA were analyzed.In response to the first research question regarding the elements of nature-based curriculum goals, it can be said that in nature-based curriculum, while importance is given to the individuality, freedom and independence of children, they are familiar with the laws governing nature and through nature-based education Based on the experience, the power of observation, logical reasoning, measurement, classification and hypothesizing has grown, and due to performing some activities in the open space in nature, their physical and mental health has been improved and plays a very important role in improving interpersonal relationships and teaching life skills.Plays. In this program, one of the main goals is that the learners establish a kind of friendship and relationship with nature from childhood, so that in adulthood they can have a passion for its protection, and they are always worried about its destruction. As a result of the implementation of this program, indicators related to physical and mental health and education related to life skills have been improved in them, environmental protection has become a concern for them so that they can be ready to live in society and to learn democratic and responsible life.The findings of the second research question regarding the elements and nature of learning materials and resources in the nature-based curriculum in the elementary school indicate that although the place of written content in the nature-based curriculum is undeniable; But according to the nature of this program, natural elements have a special place as learning resources, in other words, plants, animals, stones, water and other elements that make up the natural environment can be considered as important resources in children's learning. .One of the effects of the combination of the elements in nature with the written content of Persian literature is, of course, this combination is not limited to the Persian language and the works of languages and cultures from other nations and tribes also exist, which can be used as a practical model in Compilation of nature-based course content in different course materials should be considered.The findings of the third question of the research regarding the elements related to the design of teaching and learning space in the nature-based curriculum indicate that this model pays special attention to the design of the teaching and learning space of children. In some learning such as teaching in the space Open, forest schools and nature schools emphasize children's learning in the space outside the closed space of the classroom. But in the nature-based curriculum, despite accepting the issue that the learning space can take place in the form of open space and in nature, it is not limited only to the open space in nature, but also in the design of the closed educational space of a classroom. Used with nature. The use of the potential of nature in the design of the educational space can be considered by the designers of the educational space from the two aspects of the psychological impact on the learners and the educational effects in facilitating children's learning.The findings of the fourth research question regarding the elements of teaching-learning strategies in the nature-based curriculum indicate that nature-based learning is an educational method that uses immersion in a natural environment as a basis for learning. This type of learning focuses on teaching in a natural environment, but despite this focus, there is no requirement that teaching only takes place in a natural environment. The most important point in this type of learning is the importance of using the potential of nature for learning. In this type of learning based on activities such as observation, scientific tour, experiment, discussion and conversation, etc., can help the progress of science learning in children. The findings of the fifth research question regarding the elements related to the learning evaluation methods in the nature-based curriculum in the elementary school indicate that the evaluation in the nature-based curriculum is a dynamic process. The complex and integrative nature of nature-based education and its emphasis on higher-order thinking skills, informal experiences in and out of school, its focus on children's acquisition of values, and changes in children's behavior require an assessment model that takes children's learning beyond issues of superficial understanding. Given that traditional tools, especially written tests, do not have the ability to do such an evaluation, in the nature-based curriculum, student-centered tests and experience-based evaluation tools such as observational assessment, self-evaluation, peer evaluation, portfolio evaluation and presenting what Learners have learned and their judgments and evaluations will be used; The characteristic of most of these tests is to reduce students' anxiety and empower them to make decisions.According to the obtained results and the descriptiveness of the evaluation in the elementary school in Iran, the identified features related to the elements related to the nature-based curriculum can be effective in improving the quality of education in the elementary school. Including the characteristics of elements related to nature-based curriculum in the undergraduate course of primary education of Farhangian University and in-service courses for teachers will also make the training of primary teachers more efficient and effective.The results of the recent research in the section of goals, teaching methods, learning and evaluation are in line with some of the research results of Karim, Kian & Aliasgar (2017). The results obtained in relation to the design of the learning environment are similar to the findings of Sahrakhiz Harryin & D. Witte (2017); Also, the findings related to the goals are consistent with the research findings of (2021) Mygind et al and (2021) Miller et al and (2020) Ardoin & Bowers Roberts, Hinds & Camic (2019).

Science and technology in the field of education gives importance to the methods and techniques that used to develop the educational system quantitatively and qualitatively. In the current educational process, parents evaluate the quality of their children's education based on their academic performance instead of the child's all-round development. In addition, traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills, having the skills of self-efficacy and critical thinking by current students is one of the challenges of the education system. It is necessary to examine appropriate teaching methods that promote these two skills in learners and use all the available capacities in online education to improve self-efficacy and critical thinking skills, because teaching strategies are advancing with the significant development of technology. Education should gradually shift its focus from the physical space of the classroom to virtual environments. Also, considering the impact of self-efficacy and thinking on environmental and cultural factors, considering that education is also an acquired and cultural activity, and considering that second grade students are highly influenced by the environment, usually due to playfulness, attention and interest. They do not teach and this is a weakness for them, stories can play a very important role in the development of a student's personality. Parents and teachers devote most of their time to children's educational issues, and students spend most of their time in passive learning at home and school, and suffer from the difficulty and dryness of lessons and anxiety about exams and grades. In this way, most of the parents and teachers stay away from the main goal of education, which is to raise creative, innovative and efficient people. Considering that no research has yet investigated the effect of digital storytelling, which is a practical method, therefore, the researcher decided to investigate its effect on students' self-efficacy and critical thinking, so that the results will help the authorities to use the method. Use appropriate tools and tools to activate students in the learning process and flourish their different talents, including the development of self-efficacy and critical thinking. The aim of this research is investigating the effect of digital storytelling on the self-efficacy and critical thinking of second grade elementary school students in the Shad system.

This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population included all the second grade female students of Gonbadkavus city in the academic year of 1399-1400. The number of members of each of the control and experimental groups was 10 people; who were placed in two control and experimental groups as a random replacement. Digital storytelling intervention did for the experimental group, while the control group was storytelling in the traditional way. Before and after the implementation of the experiment, pre-test and post-test conducted for two experimental and control groups. Critical Thinking Questionnaire (CTD) and Standard Self-Efficacy Questionnaire of Children and Adolescents (SEQ-C) used to collect data.

The statistical methods used in this research included descriptive statistics (mean, standard deviation) and inferential statistics (multivariate covariance test). According to the results of covariance analysis and adjusted averages, and taking into account the limitations of the research, it said that digital storytelling has been effective in increasing the self-efficacy and critical thinking of second grade students in a happy online environment.The frameworks set by the official curriculum create a limited space for teachers to create and implement educational scenarios according to student needs. As a result, the scope of the teacher's action is limited. However, digital storytelling in schools creates a combined context of action and meaning for students and teachers. In this context, learning opportunities appear both informally and as the results of guided formal education. Therefore, it is suggested that according to the positive results of the research conducted in the field of digital storytelling, teachers, especially teachers working in the primary level, should use digital storytelling either as an assignment for students or as an educational video by the teacher himself. Use and do not see the methods of educating students as exclusive to the official curriculum and expand it. Digital storytelling is effective, accessible and low-cost, and based on research results, it has significant effects on students' deep learning; therefore, this method can be used by any teacher and applicable to any class. There are limitations in every research project that takes into account in the correct interpretation of the results. One of the limitations of the research was that the examined sample was limited to one of the villages of Gonbad Kavos city, so one should be careful in generalizing its results. In addition, boys were not included in this study.Therefore, it suggested that the storytelling method used in other subjects such as sociology, cultural studies, etc. or even in other subjects. It can also be useful to include this method in teachers' tests. Holding webinars to acquaint teachers with active learning methods such as storytelling, film screening, puzzles, etc. It will improve the quality of students' learning at different levels of education.

In all developing countries, science education is considered one of the most important cornerstones of sustainable development and special attention is paid to it. If the quality of science education is favorable; Today's students, who form the main body of tomorrow's society, do not stay away from the cycle of education, progress, coordination and synchronization with scientific and industrial development, and they find the ability to step by step with the global development of science and information industry. to develop and update and finally be citizens who are compatible with the changing society (Shafii Sarostani, & Daraei emarati , 2021). The changes in today's world have made the learning of learners face with transformation (Andini, Hedayat, Fazleh and Permana, 2018). Experimental science as an applied science is known as the basis of inventions and discoveries and has affected various aspects of life, especially in industrialized countries, and has become one of the competitive issues among countries. International associations and centers have also conducted comparative studies in order to improve the curriculum of experimental sciences in different countries. The Thames studies, as the largest and most important international comparative study, is one of the most important fields of competition between countries. The main goal of the Timms study is to gain a deeper understanding of how students master the content, concepts, and methods of mathematics and science that countries expect to learn in elementary and secondary schools. With repetitive questions, TEAMS provides the possibility to check the process and compare the performance of students (Jaafari, Kiamenesh and Karimi, 2017). The evaluation results of these studies in 2015 have shown that Iran ranked 27 out of 39 in eighth grade science and 43 out of 47 in fourth grade science among countries (Martin, Mollis, Foy and Stenko, 2016), which confirms the poor performance and It is very low among Iranian students compared to other countries (Kiamenesh, 2006). Traditional teaching approaches are still used in science classes in primary schools. In a teacher-centered class, students listen to the teacher's explanations of concepts without participating in learning. This issue is a common procedure for students who passively receive the information provided by the teacher in a classroom and consider what the teacher says as the final truth (Karpodovan, Zain, and Chandrasagaran, 2017). Today, instead of relying on passive methods, teachers in their classrooms should try to create a constructive and purposeful interaction between them and students. A good teaching method guarantees learning, and choosing a suitable teaching method with the content is one of the main pillars of good learning. Nowadays, the most important goals of education and meaningful learning cannot be achieved by using traditional teaching methods that only emphasize on the reservations of the learner and the passive student and the teacher is the only active element of the class. One of the goals of current education is to help learners so that they can use their knowledge effectively, and since the life of every field of human knowledge is constantly shortened and new rules are constantly replacing them, Therefore, learners should be equipped with learning knowledge and skills so that they never get stuck. Achieving these goals requires the use of active and new methods in teaching. Among these methods is the learning cycle model (9E), which is based on the constructivist approach, and its purpose is to help students give meaning and understand scientific ideas, improve their scientific reasoning, and increase participation. They are in class. This model helps students to understand the content and apply scientific concepts and processes in real situations and creates suitable conditions to display their thoughts and ideas, which is an important factor in the success of science. Students are in science class. In this model, with the support of the teacher, instead of emphasizing the correct answers, the students focus on the thinking process, and this improves their academic motivation, increases their activity and learning. Most of the researches conducted with cyclical teaching model (9E) have been done to determine its effectiveness on improving self-efficacy, mathematical reasoning ability and problem solving skills; Therefore, it is necessary to study the effect of this method on other variables, such as conceptual understanding and academic motivation, which was the aim of this research. Also, the researches conducted in the field of teaching and teaching the content of the fifth grade textbooks, especially the science course, have been studied mostly by cyclic models (5E) and (7E), which lacks internal research done with the teaching model. Cyclical (9E) and the need to pay attention to students' understanding of concepts as much as possible and deeper, creating academic motivation in them doubled the necessity of conducting this research. Therefore, The aim of the current research was to determine the effectiveness of the 9-stage cyclical teaching model (9E) in science teaching on conceptual understanding and academic motivation. The research method was a semi-experimental type, in which a pre-test-post-test design with a control group was used. The statistical population includes all fifth grade male students of West Azarbaijan province; Khoy city was in the academic year of 2021-2022, from which 60 students were selected by cluster sampling method and assigned to two experimental and control groups. The research tools included a teacher-made conceptual understanding test and Harter's academic motivation questionnaire. All subjects of the experimental and control groups were evaluated before and after the training using a teacher-made conceptual understanding test and an academic motivation questionnaire. The subjects of the experimental group received 9-step cycle teaching model (9E) in science lesson for twelve 45-minute teaching sessions. The control group also received the traditional (usual) teaching method at the same time. Data analysis was done with various descriptive and inferential statistical methods and techniques, including mean, standard deviation, covariance analysis and using spss26 software. The findings showed the positive effect of the 9-step cyclical teaching model (9E) on the conceptual understanding and academic motivation of the students, which has led to a significant improvement in the conceptual understanding and academic motivation of the experimental group compared to the control group.

Mathematical modeling is an interconnecting process between mathematics and real-world problems that, as a tool, can be applied to increase motivation, develop cognitive competencies, and enhance the ability to transfer mathematical knowledge to other areas such as engineering disciplines. This study aimed to investigate the effect of applying the modeling approach on the problem-solving performance of engineering students during a differential equation course and compare the results with those of traditional teaching.

A quasi-experimental method with a pretest-posttest design comprising a control group was applied in this study. The statistical population was 1225 engineering students of the Islamic Azad University Central Tehran Branch. The available statistical sample contained two experimental and control groups, each comprising 33 engineering students who randomly attended the course. The modeling approach was applied to teach the first-order separable, linear and homogeneous differential equations in the experimental group, whereas, in the control group, the traditional approach was used. Since the antecedent knowledge of calculus directly affects the ability of students to learn differential equations, a placement test was first applied to both groups. A combination of the results derived from the placement test and the modeling pre-test was used as the covariate in the Analysis of Covariance (ANCOVA) test, and the modeling performance of both groups and their problem-solving skills were eventually examined.

The data extracted from pre-test and post-test results were analyzed using the SPSS version 26. The results of this study indicate that apart from the fact that teaching differential equations based on the modeling approach can increase the ability to apply mathematical knowledge in the field of engineering, it also can significantly improve their problem-solving performance. In contrast, in the traditional approach, students cannot transfer the knowledge attained from the course to applied and real-world problems. The research findings can be used in reviewing the differential equation syllabus.Abstract (Extended): Due to the lack of connection between real-world applications that students encounter in their future careers and the knowledge attained from traditional mathematics courses at the university, students are virtually incapable of interpreting complex structural systems as the future workforce. Therefore, the primary purpose of introducing major mathematics courses in the engineering curriculum should be to prepare students for mathematical reasoning on the issues they will face in their related engineering courses and/or real-world applications. Studies over the past few decades have shown that mathematical modeling as an interconnecting tool between mathematics and real-world problems can help students fulfill this goal effectively. Due to this fact, many international associations around the world, such as GAIMME (2016), have suggested guidelines and instructions for the inclusion of mathematical modeling as a new subject in the syllabus of typical mathematics courses such as calculus, linear algebra, and differential equations that are generally taught in non-mathematical STEM (Science-Technology-Engineering-Mathematics) disciplines. It has also been suggested, in many cases, to include mathematical modeling in the curriculum as a separate mathematics course. In many international reports such as PISA OECD and CCSSM, the mathematics literacy of students and their skills and general perceptions are assessed by their ability in modeling, which confirms the importance and necessity of applying mathematical modeling at different educational levels. Differential equations (DEs), to a great extent, may be considered as a modeling procedure that interrelates applied and real-world phenomena with abstract mathematical concepts. Therefore, as the results of this study reveal, using the modeling approach in instructing DEs may improve the students’ problem-solving performance.Like other mathematics courses, which are generally incorporated into the engineering curriculum, the syllabus of differential equations is designed, coordinated, and taught by mathematicians. As a result, the main contents are often presented in the form of abstract and general examples, and the instruction is through introducing a set of well-known equations solved by specific algebraic techniques. Therefore, many researchers now acknowledge that the relationship between differential equations and their solutions for most students is more procedural than conceptual. This study aimed to investigate the effect of applying the modeling approach on teaching differential equations to students and its preeminence compared to the conventional method considering their problem-solving performance and modeling abilities. The research was conducted on two groups of students who had randomly attended the course from different engineering disciplines. Initially, a modeling pre-test and a calculus placement test were performed to assess their background knowledge in mathematics, which as a covariate, it is anticipated to have a statistically significant impact on the analysis of covariance. The results showed that the two groups had almost equal performances, both in the calculus (sig = 0.803) and the modeling (sig = 0.708) tests.In the experimental group, students were introduced first to different stages of the mathematical modeling cycle, including understanding the task, simplifying/structuring, mathematizing, working mathematically, interpreting and validating through an example, and achieving competence to form and solve a differential equation during the stages of mathematizing and working mathematically. The students in the experimental group learned to solve first-order separable, linear and homogeneous differential equations based on the modeling cycle procedure, whereas, in the control group, the conventional algebraic approach was instructed; and the performance of both groups in modeling was then assessed by performing a test comprising real-world problems. Since not being introduced to modeling skills, students are virtually unable to translate existing real-world mathematical concepts into the form of differential equations; it is anticipated that the null hypothesis of equality of the means of the two groups should be rejected by selecting any significance level. This assertion was confirmed by the research findings, which reveal that the experimental group significantly outperformed the control group in the modeling post-test (sig<0.001).Therefore, in addition to evaluating the students’ modeling ability, it was decided to assess the effect of applying the modeling approach on their overall problem-solving performance. Hence, other course topics were taught to both groups by the conventional method. Similarly, the use of both ANOVA and ANCOVA tests shows that the hypothesis of equality of the means of the two groups in the final exam was also rejected (sig = 0.009 and sig <0.001).The results of this study clearly show that students in the control group lacked a conceptual perception of applied problems and were incapable of connecting real-world conditions to abstract mathematical concepts. In contrast, students in the experimental group attained the ability to interpret and analyze existing physical and abstract mathematical concepts in real-world problems and model them through integrating conceptual and procedural understanding.

The present study seeks to investigate the perception of experienced teachers about the philosophy of cooperative teaching with the aim of answering the following question: What is the nature of cooperative teaching according to the perceptions of experienced teachers?

The statistical framework of this research includes professors of Tehran Khwarazmi University, Tabriz University, Farhangian University of Tabriz and a number of country's elites who were selected by purposeful sampling. A semi-structured interview was used to collect data, and a total of 19 interviews were conducted until data saturation, of which 4 interviews were supplementary interviews to further deepen and saturate the data. After recording the interview, their text was prepared. MAXQDA10 software was used for data management and coding. Claysey's method was used to analyze the data.

The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions, knowledge of its philosophy, and characteristics such as interactivity, dynamism, attractiveness, use of collective wisdom, enrichment of resources, facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.Collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosophy that sees human experience as an interactive experience can support such a teaching method.A) Elements of collaborative teaching:1) Multi-way communication between professors and professors' communication with students and students' communication with each other are communication elements of group teaching.2) Every subject that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question.3) Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class, and topics are proposed that are of interest to the members of the collaborative classroom. Is.b) Features of collaborative teaching:1- The interactiveness of the cooperative teaching method class.2- Dynamics: collaborative teaching is a dynamic flow in which both students learn and professors become more dynamic.3- Attractiveness: the learning process in collaborative classes is more attractive.4- Using the collective wisdom of expert professors: Usually, collective wisdom is used due to the presence of two or more professors.5- Enrichment of resources: In cooperative teaching, many resources are used by professors to enrich the joy of learning.6- Facilitating learning and better understanding: Collaborative teaching provides the context for facilitating learning.Summary and summarization of the findings related to the question: What is the nature of collaborative teaching according to the perceptions of experienced teachers?In teaching, teachers should have a clear idea of their teaching philosophy, and on the other hand, cooperative teaching is one of the strategies in which more than one teacher is involved in teaching and guiding students, and therefore, considering that cooperative teaching is very important in the education system, especially in contemporary times. It has been emphasized, but it is less welcomed in the teaching-learning process, but this ambiguity still remains, do teachers have a common understanding of what they teach together, their teaching philosophy? What is mentioned under the title of teaching philosophy or not? And what are the obstacles in the way of implementing such a teaching method in schools by teachers? What do teachers think about this? Therefore, the current research, relying on this issue, is in line with a search to explain the philosophy of cooperative teaching by looking at the perceptions of experienced teachers in schools.The results of the interviewees' perception of the nature of cooperative teaching philosophy led to the identification of several definitions as well as several characteristics, dimensions and elements for cooperative teaching. Regarding the definition of collaborative teaching, it was agreed that the presentation of two or more professors, lessons and topics that require two or more expertise is called collaborative teaching. In order to explain the nature of collaborative teaching philosophy from the perspective of the perceptions of experienced teachers to know the philosophy of collaborative teaching, it was agreed that collaborative teaching has a diverse philosophy and does not have a single philosophy, although a philosopher who sees human experience as an interactive experience can use this method. Support teaching. And this philosophy can be seen in the opinions of many experts in the field of education.Regarding the elements and characteristics of collaborative teaching, the results of the interviews led to the identification of 3 elements and 6 characteristics, which are: the first element that is mentioned, the multi-directional communication between professors and the communication of professors with students and the communication of students with each other. Communication elements are group teaching. In the second element, it was stated that every topic that is raised in the discussion of learning, rather than focusing on a certain answer in that field of knowledge, it focuses on the question. Another element of collaborative teaching, which is more of a basis, is the belief that learning is a collective matter in which the teacher's role is special, that in a collaborative classroom it is not a one-way class and topics are proposed that are of interest to the members of the collaborative classroom.The results of the interviews were obtained regarding the characteristics of the cooperative teaching method, the first of which was the interactiveness of the cooperative teaching method. The second characteristic is dynamism, in which collaborative teaching was considered a dynamic flow in which both students learn and professors become more dynamic. The third feature of the cooperative teaching method is its attractiveness, which makes the teaching process more attractive and pleasant.The fourth characteristic that was achieved was the use of the collective wisdom of expert professors. Usually, due to the presence of two professors or several professors, collective wisdom is used, which has very positive effects in the cooperative teaching process.The fifth feature is the richness of resources and topics in collaborative teaching, which is due to the use of diverse knowledge resources that are presented and introduced by teachers. The sixth feature that became clear to us was facilitating learning and better understanding of discussions. Collaborative teaching provides the context to facilitate learning. facilitation of learning and better understanding. And also dimensions and elements for collaborative teaching.

Learning is one of the valuable aspects and existential ability of creatures in general and humans in particular. And we can boldly say that most human behaviors are the result of learning. Basically, learning in general is a transformative activity that prepares people to deal with animal life, from the conditioned reflexes of lower animals to the complex cognitive processes of human beings (Parsa, 2012:16).One of the principles and duties that literature has always assumed for itself in interacting with society is learning and teaching. And in this matter, it has gone so far that in the division of literary types, a part of literature has been dedicated to didactic literature. It goes without saying that the feeling of the duty of literature towards education, teaching and learning on the one hand and the view of educational sciences with a scientific approach to the subject of learning on the other hand has created an unbreakable link between the two fields of literature and educational sciences. And has provided; the context of the emergence of educational and psychological criticism as one of the effective approaches in the field of literary studies - which goes beyond traditional criticism and reveals the extra textual positions and the role of the creator of the text and other people who are connected with the text and its creator.One of the prominent poets in the field of Persian educational literature is Saadi Shirazi, who has always tried to teach different fields, especially individual and social ethics, and his two precious works, Golestan and Bostan, have been specifically dedicated to this matter. Saadi is not only a judge of moral and ruling points, but also tried to show solutions. By providing practical solutions to improve human behavior and relationships, he is the answer to many mental and psychological problems and conflicts of the people of that time and even now (Sadeghzadeh & Dehghan Banadaki, 2017:109).The fusion of Saadi's educational views with moral issues makes it possible that a text like Bostan, with its moral-mystical nature, is also prone to educational-literary explorations with a unified view, including the matter of learning, which Saadi seems to be well-versed with learning and style. The practical applications of its criteria - of course not with today's terminology - have been familiar and although each of the learning theories may be fruitful in some way in the study of Bostan. But the examination of the mentioned work shows its affinity and closeness with Bandura's views on observational learning, which lists the four stages of the learning process (attention, memorization, recreation and motivation) as the four main pillars of the observational learning model (Saif, 2022:168-171).Bandura's observational learning, as mentioned, has four stages: 1-attention (extracting the required information related to the pattern) 2-memorization (the ability of the observer to retain and encode the observed information) 3-production or reproduction (transforming what has been learned) to performance) 4- perception (providing reinforcement to transform learning into performance). Also, Bandura believes that learning based on observational learning happens in three ways and for that he defines three basic models of observational learning: 1. live model, which requires displaying or performing a behavior by a real person. Is. 2. Verbal educational model, which requires describing and explaining a behavior. 3. Symbolic model, which involves the depicted behavior of real or fictional characters in books, movies, television shows, or online media. . (Bandura, 1977:45).  Two important questions that this article seeks to answer are: 1. how are the learning approaches used by Saadi in Bostan compatible with Bandura's theory of observational learning? 2. Among Bandura's three models (living, educational and symbolic), which models have been used in observational learning in Bostan? The research method of this research is based on an integrated-interdisciplinary approach and by using educational, discourse and meaning analysis tools and in a descriptive-analytical way in order to adapt the teaching approaches in the kindergarten with the social observational learning criteria of Bandura. The tool of data collection is a flash, and first, by using library resources and using the method of document analysis, the fundamental criteria of Bandura's theory were extracted, and in the next step, the entire text of the statistical community of this research; That is, Bostan Saadi's book was studied by the method of total induction, and the necessary sampling and extraction of examples suitable to the topics of discussion were done, and finally, based on the obtained data, the necessary analysis was done in a comparative manner.Based on the findings of the research, it is possible to separate and classify the whole approach of Saadi from Bandura's triple models (living, educational and symbolic) in the form of two models that have been used in the garden: first, the educational model and Second symbolic model.In Bandura's educational model, he describes behaviors and actions that should be modeled and exemplified. In Bostan, Saadi has made good use of this model and has described individual and social behaviors in various formats, including (traveling and observing people's behavior and interacting with them), (narrating and experiencing events) and (Using allegory and equation style), Accuracy in the three mentioned methods guides us to their exact correspondence and connection with the stages of observational learning, i.e. (attention, memorization, re-creation and motivation) - which are among the important principles of learning intended by Bandura. In the symbolic model of Bandura's observational learning theory, which is also used in Bostan and is consistent with the components of observational learning, Saadi has tried to describe individual and typical characters. Indicators for determining a role model, including gender, class, age, social status, and the like, have been well expressed in his educational poems, especially in Bostan. In the process of learning with an observational approach, it is very common to follow the example of famous people who are famous in a certain field and are considered to be charismatic, pioneering, prominent and influential figures in that field.Based on what was discussed in the previous pages, it can be concluded that despite the novelty of observational learning and its scientific and logical explanation in recent years, This method has been paid attention to in teaching educational and moral issues in the past and has been used in a practical and practical way, as in the book of Bostan, Saadi has used these characteristics and criteria. And in the study, it was found that it has a significant agreement with the criteria of Bandura's observational learning theory, And in fact, the secret of the longevity of Saadi and his works should be sought in his practical and desirable ways of expressing concepts and contents and their harmony with the taste of people in different historical periods, including our time

E-courses in about two years, during Coruna epidemic, replaced traditional face-to-face classes. So, higher education teachers had to replace in-person classes with virtual environments. The replacement caused a number of problems in the teaching-learing process and consequently affected learning quality and performance. Based on the above, a set of research questions may be formulated as follows: “what is the opinion of students towards e-learning systems and e-courses?”, and “Is there a relationship between students’ characteristics and their opinion towards e-learning systems and e-courses?” To answer these questions, a research project was designed and conducted in a communication sciences program. The target population included 43 undergraduate students in a research university in Tehran. This was considered the statistical sample under observation. The research method was analytical survey trought which the necessary data were collected and analysed. The results indicate that the majority of students (72%) did not have positive opinion towards e-learning systems and were not satisfied. Furthermore, there is no relationship between students’ characterstics (gendre and interest in their field of study) and their opinion. A Chi-square ( ) test confirmed there is no relationship. The last part of the article provides a set of exective and research proposals for continuing this study with further studies to uncover more insights.

Higher education in the 21st century has faced various challenges. Among these is the use of information and communication technology in the teaching-learning process. In this regard, the application of this technology is aimed at individualizing education, and open learning approaches, online and remotely. The expansion of the use of the aforementioned technologies can be seen in the use of electronic learning systems in higher education systems due to the epidemic of the Covid-19 virus. With the outbreak of the corona virus in the winter of 2019, all universities, not only in Iran but in other parts of the world, instead of using face-to-face classes, turned to online classes and electronic learning systems. This created several challenges for higher education systems. Among these, the insufficient preparation of students and lecturers for the use of electronic learning approaches.  Based on the above points, the aim of this research was to find out whether “there is a relationship between students' characteristics and their satisfaction with electronic learning systems?" To achieve this goal, the two research questions were considered,   and a hypothesis was tested.a) Research questions: 1- What are the individual characteristics of the students (age, gender, interest in the field of study)?2- What is the students' opinion about the electronic systems and the extent to which they were satisfied with them?b) Research hypothesis:There is a relationship between students' opinions about the electronic systems and their characteristics.

To answer this question, a descriptive-analytical research project was designed and conducted. The population under study was students of an undergraduate program in communication sciences. The number of these students was 43. This number was also considered as the sample for collecting data. The main variables investigated included the opinion of the students regarding e-learning systems, as well as the individual characteristics of the students. In this study, the electronic system was defined as a system which uses information and communication technologies in order to replace in-person classroom (face-to-face) with a virtual classroom. The process of teaching-learning in such a system is managed through the Learning Management System (LMS) to provide course materials and interact with them. To collect data about the characteristics of the students and their opinion, a questionnaire was used which included two parts: part one, was a survey questionnaire including questions regarding: age, gender, place of birth, field of study in high school and also their interest in the current field of study (at the university). Part two of the questionnaire was a scale composed of 28 pairs of adjectives. In other words, the second part of the questionnaire was AttrakDiff semantic differential scale through which students were asked to indicate their experience regarding the e-learning systems on a 7-point. The AttrakDiff semantic differential is a scale which is a validated and is considered as one of the most frequently used user experience questionnaires.

The results show that in the sample under study (communication sciences program) nearly 70% of students were women. With regard to place of birth, 52% of the sample students were those whose place of birth was Tehran and 48% were from other provinces. After Tehran, the largest number of students was from Khorasan province. Furthermore, results indicated that for 26% of sample students, the field of communication science was their first choice to enter higher education, and for 30% of students, the field of communication science was the second to fifth choice, in addition to that, for another 15% of students the field of communication science was their sixth to tenth choice in the entrance exam to higher education. With regard to students’ opinion about e-learning systems and their satisfaction, only 28 percent of students were satisfied or relatively satisfied. In other words, 72 percent were dissatisfied or relatively dissatisfied. Furthermore, no relationship between students' satisfaction with the electronic systems and their characteristics is confirmed. In addition, test of hypothesis with regard to relationship between students' satisfaction with the electronic systems and their interest in the field of communication sciences indicated no relationship. For both hypothesis p<0.01.

As was indicated above, the purpose of this research was to determine the relationship between the students' characteristics and their opinions about the e- learning systems. The population under study was one of the undergraduate courses of communication sciences in one of the research universities of Iran. There were 43 students in the population under study which were considered as the sample. In this sample, women tended to study communication sciences more than men. The proportion of female students in this field was twice of male students. Furthermore, those students born in Tehran showed a tendency towards the field of communication sciences more than those students who are born in other parts of Iran. Also, in the population under study, the field of study of the majority of students in high school was humanities rather than physical sciences. Finally, about only one-fourth of students in the sample population were satisfied with the e-learning systems. At the end, the article argues about the possible reasons for such results and discussion is made regarding how to encourage candidates to choose the field of communication sciences as their first choice in entrance exams to higher education.

Undoubtedly, one of the most important goals of education in any country is to prepare children for real life. Therefore, compulsory education cannot establish a meaningful connection between the inner need and the outer experience of the child. Although these teachings are carried out in the name of socializing and educating the child, it should be seen to what extent the child has a sense of attachment and belonging to the teachings presented, and to what extent the school education is consistent with the real needs of his life. Traditional education methods are not sufficient for today's learners, and this school of life is considered the most basic part of education. The discussion about the school of life is a new look at education and the fundamental transformation in education cannot continue without paying attention to the role of the school of life. The school of life is a dynamic institution that the elements considered in this school are far beyond the elements that are considered for common schools. In important schools, one of the main elements of the school of life is neglected and only a few of these elements are considered important. According to the above, identifying the effective factors in the school of life is an important and key discussion. School is an important part of students' lives, so it needs to be related to their real life. Considering that the goal of the school of life is to remove the walls between home and school in order to respond to all the needs and talents of students, it is necessary to pay attention to the factors, dimensions and components that are effective in its creation and establishment. Therefore, The present research has been carried out in order to fulfill this necessity and with the aim of designing a paradigm model of the school of life for the elementary school. This research method is qualitative and has been conducted using the grounded theory based on Strauss-Corbin's approach. The statistical population includes all previous researches in the field of the subject between 2000 - 2021. In order to collect the data of the current research, a total of ten databases were searched for domestic (Magiran, Irandoc, Elmnet, Noormags and Civilica) and foreign (EBSCO, Springer, Science Direct, ERIC and Google Scholar) publications. In this regard, keywords related to the purpose of the research were searched and the most relevant studies were selected as a statistical sample using the purposeful sampling method. 136 sources were evaluated in the field of School of Life and their codes and dimensions were extracted by their content analyzing.  From the primary raw data, 1052 key points and 145 concepts were extracted in open coding. And the mentioned concepts were categorized in the form of 32 components and 7 main categories. The seven main categories are: Administrator competence, teacher competence, student voice, school architecture, organic structure, positive thinking culture and effective learning- teaching. Finally, the paradigm model of the school of life was presented. The results of the current research and the model presented in this research can be a suitable road map for the effective establishment of the school of life. The findings of the research showed that one of the effective components in the establishment of the school of life is the competence of human resources. In this regard, the professional and personal qualifications of the school principal and teacher are of great importance. Taking a step towards the realization of the school of life requires the use of the most capable forces of education and training in the position of school management. Therefore, the competence of the manager as an effective factor in the realization of the school of life is under the causal conditions. In addition, teachers form the basis of a successful education system. Therefore, the qualification of the teacher is also related to the school of life as a causal factor. Based on this, the important elements and components that come under the causal conditions, i.e. the manager's qualification and the teacher's qualification, include: professional vision, educational leadership, perceptive skill and professional ethics of the school principal, as well as knowledge, skills, professional and personality qualifications. He is a teacher. Various researches confirm the positive role of the characteristics and qualifications of the educational director and teacher in this regard. An effective strategy to realize the school of life is to listen to the students' voices. In order to categorize the antecedents of the realization of student voice, five comprehensive components were used, which include educational democracy, teacher charisma, favorable evaluation system, content and purposeful entertainment. The realization of the student's voice by listening and responding to them as the main stakeholders, aims to improve educational results and create an attractive, meaningful and meaningful learning environment. According to the findings of the current research, the background conditions are divided into two categories: organic structure and positive thinking culture, which are the basis for the establishment of the school of life. One of the important components under the organic structure is lack of concentration, enabling, flexible and dynamic structure. Also, positive thinking culture is divided into four components, including supporting culture, knowledge sharing, trust and respect, and scientific optimism. Among the other codes extracted as intervening conditions, was the school architecture, which was based on the analysis, these intervening conditions affecting the school of life have five components, which include educational spaces, educational spaces, open spaces, support and service spaces. and visual effects. A beautiful and attractive school and its physical environment are of special importance for people, it affects the emotions and how to communicate with others and facilitates the field for learning and flourishing of talents. Finally, effective teaching-learning as an outcome and achievement in the school of life consists of six components of performance-based learning, cooperative, informal, hands-on, using Fava and multimedia learning.  Realization of effective and sustainable education and learning is one of the important goals of educational systems and the increasing emphasis on teaching and learning management is the central core of the activities of educational institutions.