دوفصلنامه پژوهش های آموزش و یادگیری
سال هجدهم شماره 2 (پاییز و زمستان 1400)

Introductoin:

 The main axis of constructivism is that learners actively create knowledge and meaning based on their previous experiences. Constructivist learning environments aim to create rich experiences to motivate students to learn. The current research aims to study the use of teaching methods based on the constructivist approach in the second year of secondary school, in the schools of Bostanabad city, located in East Azarbaijan province.

This research was conducted with a mixed approach. the phenomenological method in the qualitative part and the descriptive, survey method in the quantitative part were used. Teachers and students are the samples in the qualitative and quantitative parts, respectively.

The components of constructivism obtained are mutual interaction, situational learning, facilitator teacher, active student, relative knowledge, and qualitative evaluation. The findings of the qualitative section show that despite the tendency to use constructivist teaching methods, teachers still adhere to traditional methods. The findings of the questionnaire using students' perspectives show that teachers implement many components of constructivism in the classroom. Therefore, all six constructivism components had an average higher than the theoretical average. The "active student" component had the highest mean. These results show that from the students' viewpoint, their classrooms are associated with constructivist teaching methods and have constructivist teachers. However, this view was stronger among boys than among girls.

Discussion and Conclusion:

 Considering the findings and the importance and benefits of the constructivist approach in teaching and students learning, it is suggested that in order to help equalize the level and ability of teachers to implement the constructivist approach, in-service courses should be held for teachers to familiarize them with this approach and be able to implement it.

Introductoin:

 Currently, while the world has been changed by new technologies, especially interactive multimedia, and the Internet, literacy cannot be merely restricted to learning the mechanical skills of reading and writing letters and words. Rather, literacy means going beyond the passive acceptance of message to make inferences, criticize power relations, critically understand reality and develop a representation of human agency for an ideological critique of how meaning is produced. The purpose of this study is to explain critical literacy from Freire's viewpoint, its implications, criticisms, and its relationship with the field of curriculum studies.

The research method is qualitative and it follows the design of descriptive-analytical methodology.

The results showed that, from Freire's viewpoint, critical literacy means reading the word and the world, an ideological and social construction, and a reference for the narrative agency, critique, and commitment through dialogue. According to Freire, the themes of critical literacy include connectedness, dialogue, power, and praxis, so that without them, literate people reproduce oppressive systems. There are two negative and positive viewpoints among teachers about the critique of critical literacy pedagogy and postmodern feminist critique. The effects of critical literacy assumptions in education confirmed the formation of identities, opportunities, and trends toward the development of literacy. This theory is related to the selection of knowledge, text, and content in the curriculum. The results indicate that critical literacy, as a sociocultural approach to the use of language, and its education, according to Freire's ideas, involves more than just ways of promoting a critical interpretation of the text's ideological formulations.

Regarding the critical philosophy of the curriculum, in curriculum planning, the content selection should be based on the "judgment" of valuable knowledge and centered on maintaining the compatibility of realistic ethical choices with ethical goals such as peace and peaceful coexistence.

This study aims to analyze the challenges of literacy movement education from teachers' perspective in Kurdistan Province and present solutions from them.

To this goal, descriptive-analytical and phenomenological research methods were used. The research population included the literate students of Farhangian University of Kurdistan province during 2022-2021 with a history of working in the literacy movement, who were selected by the available sampling method. The data collection tool was a researcher's semi-structured interview, which was conducted with twelve teachers with the criterion of saturation. To achieve the findings, it was done in two steps.

The first step: identifying the challenges that were put into three categories:Challenges facing teachers, such as difficulty in finding literate students, lack of job security for teachers in this field,Challenges related to literate students include high age and lack of motivation 3. Challenges in the administrative field such as lack of facilities and lack financial support.The second step was to provide solutions to overcome the challenges, such as: making people aware of the importance of literacy in today's world, offering incentives and incentives to literate students, increasing the job status of the movement's teachers, and supporting education in attracting people with disabilities. Literacy, planning and creating employment for literate people, increasing the duration of classes, and making it mandatory for people to attend classes.

This research aims to examine the teachers' and students' perceptions regarding the evaluation of the elementary school language learning curriculum during 2017-2018 in primary schools of Shahrekord.

It is mixed research in terms of the type of research. The reliability of the researcher-made questionnaire was estimated at 0.89 and the convergent validity value was 0.78 using PLS software and composite reliability method. The statistical population of the quantitative part consisted of 13682 male and female students of primary schools and in the qualitative part with the phenomenological method, it included 30 female and male teachers of Shahrekord. The purposive sampling method was used to collect data.

The results of the quantitative part showed that the students consider mathematics and experimental sciences more significant than the language learning curriculum. In the qualitative part, from the teachers' viewpoint, the inclusion of self-assessment activities, strengthening the scientific and research character of students, and increasing self-confidence and self-belief were among the merits of language learning curriculum evaluation. The student's feelings of discomfort due to possible errors affecting on teachers' evaluation methods and excessive focus on written tests were raised as disadvantages of language learning curriculum evaluation.

Cultural literacy is one of the important topics to consider today. Therefore, the current research is designed with the aim of providing a model for promoting cultural literacy in the education of Iran.

This research is practical, and exploratory mixed in terms of purpose and data; it is also cross-sectional and foundational data in terms of implementation. The statistical population consisted of experts and key informants in the field of the research in the qualitative phase, which was sampled based on a conscious approach and with a purposeful and snowball method. The population in the quantitative phase consisted of all education managers and experts. Based on Krejcie and Morgan's table, 384 people were determined by the stratified random method as the research sample. Then a questionnaire was distributed among them. In order to collect data in the qualitative stage, the library method (documentation) and the field method (Delphi interview) were used, and in the quantitative stage, the field method (questionnaire) was used. In the qualitative phase, the techniques of theoretical saturation, coding procedures and the analysis of symbols and signs were used to determine the validity of the tool. In the quantitative stage, content validity and Cronbach's alpha were used to measure validity and reliability.  The theoretical coding method (taken from the Grounded Theory) and exploratory and confirmatory factor analysis were used for analysis in the qualitative and quantitative parts.

The qualitative results led to a model of promoting cultural literacy in education with 6 dimensions, 29 components, and 134 indicators, which were confirmed in the quantitative stage of 6 dimensions, 29 components, and 131 indicators; including contextual factors (fundamental and transformative documents and programs, family, macro-cultural policies, approved curricula, and macro-education management); Causal factors (technology, laws and regulations, media and educational facilities and equipment); Intervening factors (economic factors, individual and interpersonal skills, social factors and cultural invasion); Strategies (celebrities, national literature, national and world history, architecture, music, religion, ethnic groups and customs, world literature, sports-games-entertainment, arts and crafts, kings and dynasties, drama) and consequences (increasing efficiency and effectiveness of education, increasing national pride and increasing cultural awareness) and 131 indicators.Based on the results obtained, the five categories of "Macro-cultural policies", "Transformation and fundamental documents and programs", "Approved curriculums", "Macro-education management" and "Family" were obtained as the contextual conditions for the realization of cultural literacy.

Based on the results, the five categories of "macro-cultural policies", "documents and programs of transformation and fundamental", "approved curricula", "macro-management of education" and "family" to The title of the preconditions for the realization of cultural literacy has been obtained

In collaborative online learning, learners come together through computers and the Internet under the title of a learning community and by sharing resources, knowledge, experience, participation, and bilateral or multilateral responsibility. This research aims to study cooperative online operationalized in the online environment in the governmental management training center and recognize the challenges of implementing it.

This research was conducted with a mixed exploratory method (qualitative-quantitative) which is an applied-field type. The statistical population included managers, assistants, and professors working in the mentioned center in 2021. In the qualitative section, 20 samples were selected based on the principle of theoretical saturation, and in the quantitative section, 45 people were selected as a sample based on availability and Cochran's formula.

The findings showed that culture-building, performance evaluation, learning stress, low interaction, high complexity, optimal use of the database, competition, managers' perspective and expertise, low participation, low effectiveness, high number of students, 13th government attitude, weakness in teaching method, non-professional professors, degree orientation, attendance monitoring, appropriate platform, low internet speed and familiarity with the methodology were the relevant challenges. Among them, the most prominent ones were the lack of proper platforming with the collaborative and online method, lack of familiarity with methodology, degree orientation, non-professional professors with the collaborative style and online education, low internet speed, and managers' perspective and expertise.

The results showed that the mentioned center should apply planning, implementation design, use of academic knowledge specialists in the online environment, and cooperative education method in operationalizing the courses and overcoming its challenges.

This study aims to study the role of the mediating role of perceived stress on the relationship between the psycho-social environment of the classroom and students' academic procrastination.

The statistical population included all the students of the first secondary level of Mashhad who were studying in during 2021-2022 and among them, 302 students were selected using the available sampling method. The research tools included academic procrastination by Solomon and Rothblum (1984), psycho-social classroom environment by Fraser et al. (1995), and perceived stress by Cohen et al. (1983). The path analysis method was used to analyze the data.

The results showed that there is a significant negative relationship between the psycho-social environment of the classroom and perceived stress. There is a significant negative relationship between the psycho-social environment of the classroom and academic procrastination. There is a significant positive relationship between perceived stress and academic procrastination.

It seems that increasing the favorable psycho-social environment in the classroom reduces perceived stress and academic procrastination in students. Also, the increase in perceived stress in students improves their procrastination. In addition, the result showed the indirect effect of variables on academic procrastination through perceived stress.

In modern education and training, thinking has a special place and critical thinking as a level of thinking can be taught and nurtured. One of the results of developing critical thinking is thoughtful curiosity, objectivity, breadth of thought (open-mindedness), flexibility, reasonable skepticism, wise honesty, methodicality, persistence, and perseverance when trying to resolve disputes and being determined. In today's era, the necessity of dealing with critical thinking in education has been emphasized to respond to the rapid changes in the environment. Therefore, this research aims to examine the role of blended education in the critical thinking of sixth-grade girl students.

The research method used in this research is the control group method with pre-test - post-test, which is part of the semi-experimental methods. The statistical population is all 300 female students of the 6th grade of an elementary school in district 15 of Tehran, 32 of whom were selected using available and targeted sampling; 16 people were randomly selected as the control group and 16 people as the experimental group. The research design is a pre-test and post-test design with a control group. The first observation was by performing a pre-test and the second was by performing a post-test. It should be mentioned that the experimental group received a total of 5 hours of blended training for 6 sessions (50 minutes each session). Furthermore, it can be mentioned that the research collection tool is Ritex's (2003) critical thinking questionnaire, whose validity has been approved by expert professors and its reliability has been reported by Cronbach's alpha coefficient of 0.80.

The findings showed that the average scores of critical thinking group membership of students in the experimental group and the control group have a statistically significant difference (P<0.01). In other words, the students who were in the experimental group under blended training had an increase in the amount of critical thinking compared to the control group who were not under training.

The present study showed that blended learning plays an effective role in strengthening students' critical thinking.

This study aimed to analyze the state of the sexual intelligence concept in cyberspace based on the goals of the philosophy for children (P4C) curriculum. The fundamental question is what Lipman and his colleagues present in relation to their educational program for a fundamental transformation in children's education, what implications does it have for sexual intelligence in cyberspace? The educational program of philosophy for children, which is based on a central theory and uses a very effective practical method and emphasizes the real indicators of improving children's intelligence level, which seems to be an effective step to achieve this goal.

To meet the first and second objectives, content analysis and inferential methods of practical analogy were utilized, respectively.  The statistical population of the study included all documents, sources, and databases related to the research topic that were identified and then purposefully studied and analyzed in depth.

The study findings revealed that the core of sexual intelligence in cyberspace based on the goals of the P4C curriculum was built on three main components, namely, critical sexual intelligence in cyberspace, creative sexual intelligence in cyberspace, and caring sexual intelligence in cyberspace, which could be practiced and achieved under four principles, viz. understanding sexual concepts (i.e., sexual knowledge), avoiding misconceptions, appreciating relationships and sexual abstinence, assuming sexual responsibility, and observing sexual ethics in cyberspace, relying on P4C.

The results of this research can be a stimulus for policymakers and education planners, especially educators who seek to find a way to accelerate the sexual education of children in cyberspace based on the philosophy program for children in order to develop cognitive, and social skills and reach intelligence. are sexual in children

This research aims to study the role of the metacognition and meta-emotion of students' academic self-efficacy with the mediation of self-directed learning.

The cross-sectional research method was correlational. The research population was all 27,863 secondary school students in Urmia city in the academic year of 2018-2019. Based on Cochran's formula, 379 students were selected as a sample by cluster sampling method, respecting gender ratio, educational level, and district. The research tools were McIlroy and Bunting's academic self-efficacy questionnaire (2002), O'Neill and Abedi's metacognition inventory (1996), Mitmansgruber et al.'s emotional questionnaire (2009), and Fisher et al.'s self-directed learning scale (2001). Data were analyzed by structural equation modeling using path analysis in LISREL-8.8 software.

The findings showed that metacognition and positive meta-emotion have a direct and positive effect on self-directed learning and academic self-efficacy. Negative meta-emotion has a direct and negative effect on self-directed learning and academic self-efficacy. Self-directed learning has a direct and positive effect on academic self-efficacy. Also, metacognition and positive meta-emotion have an indirect and positive effect on academic self-efficacy through the mediation of self-directed learning. Negative meta-emotion through the mediation of self-directed learning had an indirect and negative effect on academic self-efficacy (P<0.05).

Therefore, to improve students' academic self-efficacy, programs can be designed and implemented through educational workshops to increase metacognition and positive meta-emotion and reduce negative meta-emotion

With the spread of the Coronavirus around the world, education was suddenly and forcibly transferred from face-to-face to virtual, which was called emergency virtual education in many studies. Effective teaching has many different definitions, but in the simplest definition, achieving educational goals and improving educational quality is considered effective teaching. Considering that the context in which teaching takes place has an effective role in its effectiveness, teaching in the context of virtual space is significant as a new field in education. Also, due to the key role of teachers in the teaching-learning process, it seems significant to know their understanding and attitude toward the components of effective teaching in the new educational platform, i.e. virtual space.

The current research was conducted with a qualitative research approach and descriptive phenomenological method - to identify the components of effective teaching in virtual education. For this purpose, data were collected and analyzed using Giorgi's method, using a criterion-type targeted sampling method, and a semi-structured interview with 11 participants. For the credibility of the findings, three methods of external audit, review of results by informants, and continuous control method were used. The results of the research led to the identification and classification of 3 dimensions and 18 components for measuring effective virtual teaching in elementary schools.

The findings emphasized on redefining the role of teacher and student in the virtual space, the personality characteristics of the teacher and student, the importance of the teacher's competencies and skills, and background factors on effective virtual teaching.

Considering the unstable global conditions in various issues and the need to use virtual education -at least in addition to face-to-face education-, as well as the power of virtual education in creating new educational opportunities, the results of this research can be a guide for teachers and relevant officials in the era of Corona and post-Corona.

This research was conducted to study the structural pattern of parenting goals, social comparison with academic engagement, and the mediating role of parent-child relationships. The research method is descriptive-correlational modeling of structural equations. The statistical population consists of all high school students of Nurabad city (Delfan) in the academic year of 2021 (n=5500). The research sample was 400 high school students of Noorabad city (Delfan) who were selected by cluster sampling method. Le and Impett's (2019) parenting goals questionnaire, Xavier et al.'s Revised Social Comparison (2014), Gunuc and Kuzu's (2015) academic engagement, and Fine et al.'s (1983) Parent-Child Relationship Questionnaire answered online by the research sample. (P≥0.001). Structural equation modeling, AMOS version 24, and SPSS 26 were used to evaluate the proposed model. The correlation coefficient results showed a positive and significant relationship between parental goals and social comparison with parent-child relationships and academic engagement.  Findings indicate that the proposed model fits well with the data. the results of structural equation modeling showed that 64% of the variance of father relations and 37% of the variance of relations with mother are explained by parental goals and social comparison and 63% of the variance of academic engagement by parental goals, and social comparison and parent-child relations. Low levels of social comparison and parental goals and planning can affect children's attitudes and academic engagement.