نشریه مطالعات بین رشته ای در آموزش
سال سوم شماره 3 (پیاپی 8، پاییز 1403)

With the spread of the corona virus and the closure of schools, the educational system faced many challenges. As one of the vulnerable groups, secondary school students gained unique experiences from this era. In this regard, the present study investigated educational challenges in the corona and post-corona period based on the lived experiences of students in the academic year 1404-1403 using the qualitative research method of Content analysis. The target group of the research included the second high school students of district 2 of Zanjan city, 24 of them were subjected to a semi-structured interview through purposeful sampling. In order to achieve the validity of the interview questions, the opinions of the professors of the Department of Educational Sciences were used. To ensure the validity of the research data, the themes extracted from the interviews were presented to the interviewees so that after their approval, the analysis could be continued. Finally, the content of the interviews was extracted and classified in the form of six main themes and 19 sub-themes. According to the results of the research, virtual education during the Corona era as well as face-to-face education immediately after the Corona epidemic subsided, students have faced serious challenges. Challenges caused by attending virtual classes during the Corona era (reduced academic progress, reduced physical mobility in the educational environment, lack of proper interaction between students and teachers, etc.), challenges of returning to face-to-face classes after the Corona virus (decrease in self-confidence and weak communication) social, the stress of contracting Corona, etc.) and the challenges related to the special rules and discipline governing the atmosphere of face-to-face education in schools after Corona (difficulty in following the rules of classrooms and face-to-face school, difficulty in using masks and shields and alcohol in school, etc. ..) were among the most important ones that point out the need to review educational policies in order to optimize them for students in different days.

The present study aimed to analyze the sixth-grade social studies textbook based on the components ofthe phenomenon of globalization. The method used in this research was content analysis using theWilliam Romey method (Romey, 1968). In this approach, each paragraph was considered the unit ofstudy for the text, whereas for questions and images, a single question or image served as the unit ofanalysis. The statistical population consisted of the sixth-grade social studies textbook in (1402-1403),and the sample size was identical to the population. The results showed that the citizenship educationcomponent received the most attention (28 cases) in the analyzed text, while the environmentaleducation component received the least attention (5 cases). Engagement with globalization componentswas semi-active (0.64). Also in the image area, citizenship education received the most attention (17cases) and environmental education received the least attention (4 cases), with a semi-active level ofengagement (0.75) concerning globalization components. In the questions analyzed, the greatestattention was given to citizenship education (18 cases), and the least attention was given to bothenvironmental education and health education (5 cases each), with a semi-active engagement level(0.62). It can be concluded that the level of attention to the globalization components in all threesections - text, images, and questions - was relatively satisfactory, but remained semi-active. However,attention to the components of citizenship education was unbalanced. Therefore, it is recommendedthat textbook authors pay greater attention to the globalization components, particularly environmentaland health education, in all three sections of the sixth-grade social studies textbook to improvestudents' engagement with the content and bring them to a desirable and active level.

The aim of this study was to examine the role of metacognitive beliefs on academic self-efficacy, with working memory as a mediating variable, among students in Tehran.

The research employed a descriptive-correlational method using structural equation modeling. The study's population comprised all high school students in Tehran academic of 1401-1402. A multistage cluster sampling method was used, and the sample size was estimated to be 384 individuals.To collect data, standardized questionnaires were utilized, including the Metacognition Questionnaire by Wells and Hoath (1997), the Self-Efficacy Scale by Scherer (1982), and the Working Memory Questionnaire by Daneman and Carpenter (1980). For data analysis, we employed descriptive statistics, including the calculation of mean and standard deviation. For inferential statistics, Pearson correlation and structural equation modeling were utilized, using the software packages AMOS 23 and SPSS 26.

The findings indicated that metacognitive beliefs have a direct, positive, and significant effect on the academic self-efficacy of students.The findings also showed that working memory plays a significant mediating role in predicting academic self-efficacy based on the metacognitive beliefs of students in Tehran (p < 0.05).

This result indicates that working memory plays an important role in better learning and the utilization of metacognitive strategies. Therefore, considering the results of this study, it is recommended that metacognitive strategies be included in the educational curriculum for students, and that they become acquainted with these strategies right from the beginning of their time in the classroom, tailored to their needs and level of understanding.

This research aimed to investigate the impact of game-based resilience training package on social health in Female students of Meibod city. This study is quasiexperimental, using a pre-test and post-test, with a control group design. The samples were 30 students from the sixth primary schools selected by random multistage sampling method, they were divided into two experimental and control groups. To collect data, Keyes' (2004) social health questionnaire was used as pre-test in both groups. Then, game-based resilience training, as the independent variable (intervention), was conducted only in the experimental group in 14 sessions of 60 minutes each; the control group did not receive any training. At the end of training, the questionnaire was administered again in both groups as a post-test. The extracted information and data were analyzed with the help of the parametric test of univariate analysis of covariance (ANCOVA). The results showed that game-based resilience education has an effect on the social health of students and there was a significant difference between the control and experimental groups. The findings showed that resilience training increases the level of positive emotions, self-esteem and successful coping with negative experiences and improves interpersonal relationships. It also makes it easy to adapt to challenges and create a sense of coherence in a person.

Internet information literacy plays a significant role in enhancing students' self-sufficiency in accessing reliable academic resources and preparing them for lifelong learning. Therefore, the aim of the present study was to determine the effectiveness of internet information literacy training on problem solving skills, high level thinking, and self-directed learning of elementary school students. The population of this study included all third grade female students in District 2 of Yazd during 2021-2022 academic year. The research method was quasi-experimental with pre-test, post-test with control group. For this purpose, 30 female students of the third grade of elementary schools in District 2 of Yazd were selected using available sampling method and were placed in two experimental (15 people) and control (15 people) groups. The research tools for data collection were the self-directed learning questionnaire by Fisher et al (2001); the high level thinking questionnaire by Abdi and colleagues (2014); and the problem solving skills questionnaire by Heppner and Petersen (1982). Internet information literacy instruction was conducted for the experimental group over eight 60 minute sessions by the researcher. Hypothesis testing through mancova analysis (at a significance level of 0.05) showed that internet information literacy training positively impacts and improves problem solving skills, high level thinking, and self-directed learning among third grade female students in primary schools. Therefore, teachers and educational officials can help students improve their academic performance and academic success by teaching internet information literacy to them

The current research was conducted with the aim of identifying educational and educational problems in Navid Life Children's School. The research was carried out with qualitative method and inductive coding system of in-depth interview and data analysis method was inductive analysis method. Targeted sampling of teachers and parents was done, which included 25 people. To increase the validity of the research, the analysis results of a number of interviews were provided to some of the participants in the research and their opinions were applied to correct some cases. Also, the results of the analysis and review after applying the opinion of three experts and experts in the field of education of exceptional children of the province, summarization and necessary corrections were made.Analysis of the data showed that the children of Navid Zindeh School in the academic department are facing two central categories of weakness in the mental processes and skills of learning and weakness in reading, and the category of weakness in the mental processes and skills of learning has a higher frequency. In the attitude section, children's problems include four key components of motivational weakness, lack of self-confidence, psychological problems, and social rejection, with the category of motivational weakness having the highest frequency, and in the skills section, there are four main categories including physiological disabilities, weak reading skills and Writing, weakness in social relations and inability to plan properly in the skill area were identified as problems in the skill area of ​​children with cancer