فصلنامه نوآوری های آموزشی
پیاپی 9 (پاییز 1383)

In this paper the aim was to see if using ICT affects the teaching – learning process of 13 first grade high schools of Tehran. For collected data, the authors used checklists, questions and interviews.The results showed that changing their teaching methods, teachers could provide the interactive opportunities for students. In this way the students entrusted to do searches on the existent educational information of CDs, internet, intranet and available on line net's in Iran.Meanwhile, they do innovative activities that differ with the activities of other students.

This investigation studies the view of constructivism computer-based education. The purpose of this study was to produce mathematics educational software based on constructivism and studies its effectiveness with two randomly chosen groups of subject's one control group and other experimentalThe population under study consists of 34 students for experimental group and 36 for control group including girl students from Uremia primary schools in the academic year 1383-1384. Students were matched in two groups. In experimental group educational software was used and in control group ordinary education was used. The instruments for this study were a pre- and post-tests for academic achievement and a checklist for observation of teaching in class.The analysis of u test shows there were significant relationships between constructivism software and grouping activities (z= 3/256, p<0/01) and between constructivism software and answer of students to high levels of cognitive domain (z=2/518, p<0/05) in experimental group in comparison to control group. The results of t test showed that learning by constructivism software increased motivation (t=3/318, p<0/01) also problem solving and problem posing for students (t=2/124, p< 0/01). The difference between experimental and control groups in academic post-tests was also significant (t=3/316, p<0/01).Therefore, the null hypothesis is rejected meaning that constructivism computer-based education in comparison with ordinary instruction has a significant effect on student’s achievement.

The purpose of current research was to validate the Utrecht Mathematical Competency Scale (UMCS) to assess the developmental level of early Mathematical competence in children of ages 4/5 to 7/5 years.Concurrent validity was confirmed with two different embedded figures task. Participants were 720 children divided into six age groups.Applying the principal component analysis showed that a one – factor solution gives the best interpretation of the data.Using a two way analysis of variance showed that the age of students (but not gender) was statistically significant concerning their developmental level.The results of this study support the research findings obtained by many other researchers in this field.

In the contemporary world, postmodernism Principles, foundations, and doctrines, particularly Lyotard's point of view, are becoming widely familiar so they have led to new issues in different realms like politics, art, literature, and specially education. Emersion these new issues make their study necessary. The major objective of this study was to explain philosophical foundation (ontological, epistemological and axiological) of Lyotard's postmodern point of view and it’s educational implication including educational goals, curriculum, teaching–learning methods, and educational research method.Lyotard postmodern viewpoint in education explains the crisis of the modernism and modern education. Modernism as a social and philosophical thought, with main characteristics as humanism, liberalism, nationalism, rationalism, secularism, etc…, had expansive effects on education in all aspects. Modern education emphasis lay on education of socialized, urban and expert man and emphasis on empirical and technical sciences and sensory empirical and rational method as best teaching learning method. Lyotard and other postmodern thinkers claim that modernism and modern education with mentioned characteristics lead to serious problems, because it ignores the other main aspects of human beings, and other group’s cultures, values and religions. Postmodern education lacks constant and universal bases but it is local and temporary. It relies on discourse, pluralism, difference, otherness, cultural studies, anti authoritarianism and criticism. Postmodernism reveals the dangers of absolutism and dominances of majority’s view, meta-narrative, meta-discourses and meta-languages and emphases on the importance of other’s, minority’s and local view. Lyotard is mostly silent in relation to what should be done in educational decisions and this leads new dangers like relativism and shaking the ground of norms and socialization, which is very important for education anyway.

The plan and process of globalization has becoming a word-wide basic human challenge during the past two decades and influenced the identity and value systems of all people, especially the adolescents and young people. The studies and viewpoints of west countries human scientists in this field may not be considered as global science because the theoretical and assessment basis of their researches do not taking non-western values and cultures into account.On this basis, the authors have conducted a nation-wide research to see how the plan and process of globalization have influenced the value system and the religious and national identity of high-school and pre-university students by investigating three different (active, passive, and oppositional) attitudes of Iranian high-school students to globalization matters. To achieve this goal, after theory-making in related issues, seven scales for assessing the student's attitudes toward globalization, religious identity, national identity, value system, psychological status, child-rearing style of their family, and school performance on globalization have been constructed, validated, and conducted on a random sample of 4292 high-school and pre-university boys and girls school students of 18 large, middle, and small cities of selected six provinces in the center, north, south, west, and east of Iran.The study has been focused on finding answers to five main and six other research questions to find out what is the proper active and reasonable reaction of Iranian high-school and pre-university students to the plan and process of globalization and how the education system may help them in this matter.

In this research, after reviewing the theories of belief and faith development and principles of Islamic religion, the Belief Development Scale was constructed on the basis of Glock and Stark model.The content validity of the 60 items of the scale was assessed by a group of experts, 75 percent of whom approved the face and content validity of 53 items.the 53 items scale of belief development were then administered on a random sample group of high school students and alpha coefficient was computed. After discarding 18 items which did not correlate significantly to total scale score, alpha coefficient was found to be 0.91.To assess the construct validity of the scale, factor analysis (principle component) was carried out. After varimax rotation, 5 factors were emerged that account for 64 percent of the total variance of the scale. The 5 factors are: religion affect, faith and beliefs, knowledge of religion, religion influence and religion rituals.