Original Article
Moosa Ebadi; Zohreh Karami
Abstract
The aim of this research is to examine the impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) among students-teachers in the primary education program.This research is classified as applied research and was conducted using a quasi-experimental design ...
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The aim of this research is to examine the impact of technology-based mathematics education on the development of pedagogical content knowledge (PCK) among students-teachers in the primary education program.This research is classified as applied research and was conducted using a quasi-experimental design with pre-tests and post-tests.The research population consisted of 320 female student - teachers from the primary education program at Farhagian University, Hamedan province. From this population,a group of 23 students-teachers with a diploma in humanities and another group of 23 students-teachers with diplomas in experimental and mathematical sciences were selected through simple random sampling.The data collection tool was a researcher-developed assessment designed to evaluate pedagogical content knowledge in mathematics.This assessment focused on the understanding of pedagogical content knowledge related to mathematical concepts and was administered in both the pre-test and post-test phases. In the classes of both groups, technology-based mathematics education was conducted based on MATLAB GUI and through the program (MathsApp) in 10 two-hour sessions.For data analysis, paired t-tests with a repeated measures design and ANCOVA were used.The results of the findings indicated that technology-based mathematics education significantly impacts the development of pedagogical content knowledge for student teachers in the field of elementary education with a diploma in humanities, as well as for student-teachers in the field of elementary education with diplomas in mathematics and experimental sciences. the results showed that there is no significant difference between the two groups regarding the impact of technology-based mathematics education on the development of pedagogical content knowledge of student-teachers.
Original Article
Afzal Akbari Balootbangan
Abstract
The aim of the present study was to determine the effectiveness of peace educational intervention on self-control and communication skills of female student teachers. The present study was conducted using a quasi-experimental method with a pre-test-post-test design and a one-month follow-up with a control ...
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The aim of the present study was to determine the effectiveness of peace educational intervention on self-control and communication skills of female student teachers. The present study was conducted using a quasi-experimental method with a pre-test-post-test design and a one-month follow-up with a control group. The statistical population included all female student teachers at Farhangian University of kohgiluyeh and boyer ahmad in the academic year 2024. For this purpose, 30 people were voluntarily selected and randomly assigned to two experimental and control groups. The research tools included the Jarabak Communication Skills Questionnaire (2004) and the Kendall-Wilcoxon Self-Control (1979) which were completed by both groups in three stages: pre-test, post-test, and follow-up. The peace education program was presented to the student teachers in the experimental group in 10 sessions of 60 minutes each for 5 consecutive weeks. Data were analyzed using repeated measures analysis of variance using SPSS version 22 software. The results showed that peace education was effective in female student teachers on self-control (F=4.327 and P=0.044) and communication skills (F=8.947 and P=0.005) in the post-test and follow-up stages. Finally, based on the results of this study, it can be said that peace education was effective in communication skills and self-control, and therefore, it is necessary for student teachers, professors and other professionals to be aware of these variables.
Original Article
مسعود بهرامیان; کوروش salehi
Abstract
آموزش تاریخ امروزه جزء لاینفک نظامهای آموزشی در سرتاسر جهان است. ضرورت این امر زمانی بیشتر احساس میشود که دانسته شود تاریخ یک رشته هویتساز است. ایجاد این هویت نه توسط ...
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آموزش تاریخ امروزه جزء لاینفک نظامهای آموزشی در سرتاسر جهان است. ضرورت این امر زمانی بیشتر احساس میشود که دانسته شود تاریخ یک رشته هویتساز است. ایجاد این هویت نه توسط تاریخ به ماهو تاریخ، بلکه توسط متولیان تاریخ که همان دبیران و استادان این رشتهاند محقق میگردد. دبیران تاریخ و متولیان این رشته در ساخت فرهنگ پویا و انتقال آن به نسل جوان نقش مهم و سازندهای دارند. حال چگونه میتوان از این امر به راحتی چشمپوشی کرد.پژوهش حاضر با رویکردی توصیفی و تحلیلی و روش جمعآوری کتابخانهای – میدانی «تجربه زیسته و مطالعاتی پژوهشگران» در صدد پاسخگویی به این سوال است که بینش دبیران و مدرسان تاریخ در ساختار نظام آموزشی کشور و هم چنین اهداف مطالعه این رشته در تحکیم جایگاه آن در دانشگاه ها چه تاثیری دارد؟ بعد از بررسی دادههای تاریخی و تجارب شخصی نویسندگان در تدریس تاریخ یافته تحقیق حاضر آن را نشان میدهد هرگونه تغییر و تحول در سیستم آموزشی تاریخ در سطح کشور و قبل از بازنگری در محتوای درسی، محیط آموزشی، تغییر نگرش خانواده و جامعه در ابتدا منوط است بر تغییر بینش و نگرش دبیران و استادان تاریخ. در وهله اول تا زمانی که فلسفه مطالعه تاریخ برای آنان حل نشده باشد هرگونه راهکاری برای روشمند کردن تدریس تاریخ یا تغییر در آن بیهوده است.
Original Article
Seyed Alireza Afshani; Ahmad Abbasi Darreh Bedi; zahra falakodin
Abstract
Using the best teaching methods is one of the ways to achieve educational goals, academic success, and better learning of lessons. The social studies course is one of the practical and important general courses course the proper teaching of which can have lasting effects on the growth of people in the ...
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Using the best teaching methods is one of the ways to achieve educational goals, academic success, and better learning of lessons. The social studies course is one of the practical and important general courses course the proper teaching of which can have lasting effects on the growth of people in the society and their better socialization. For this reason, the purpose of the current research is to analyze the characteristics of the desirable teaching of social studies course from the point of view of the teachers and students of this course. A qualitative approach based on grounded theory was employed and the required data was collected using in-depth and semi-structured interviews with target groups in the city of Najafabad in the academic year of 1402-1401. It was conceptualized and analyzed through thematic analysis with three processes of open, axial, and selective coding. According to the research findings, five main categories were obtained, namely, quality, structural improvement, teacher modernization, teaching excellence, and standard living. All of them were gathered in the core category of teaching multilateralism strategy. The results showed that the ideal model for teaching studies is a model that pays attention to all aspects of teaching, including personal, environmental, and educational. With this procedure, the learning and efficiency of the class will also increase. As a result, it seems necessary for policymakers to pay attention to teaching and providing relevant grounds for teaching this course.
Original Article
Sharif Kaamyabi
Abstract
Inquiry-based teaching is recognized as an active method for understanding explored phenomena, capable of enhancing learners' reasoning and comprehension skills. This study aims to assess the level of students' conceptual understanding in chemistry using the SOLO (Structure of Observed Learning Outcomes) ...
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Inquiry-based teaching is recognized as an active method for understanding explored phenomena, capable of enhancing learners' reasoning and comprehension skills. This study aims to assess the level of students' conceptual understanding in chemistry using the SOLO (Structure of Observed Learning Outcomes) model within an inquiry-based chemistry teaching framework, thereby elucidating how the interplay of this method contributes to improving learners' conceptual understanding. This qualitative study employed a conventional content analysis approach. Participants were selected through purposive sampling and data collection continued until saturation was achieved. Data were gathered via semi-structured interviews with ten groups of first-year students (three students per group) at Ma’refat High School in Tehran, following the completion of an inquiry-based chemistry unit. The data were analyzed using conventional content analysis, and findings were validated through member checking and peer review. The analysis of the interviews revealed that approximately 43% of students performed at the unistructural level, while 57% achieved higher levels (relational and extended abstract multistructural levels). Science stream students outperformed mathematics stream students, with 60% versus 53% reaching higher levels, respectively. Responses were further analyzed to identify types of reasoning, problem-solving strategies, and common conceptual misconceptions. The SOLO model enables teachers to evaluate learning outcomes and assess students' understanding. To enhance students' conceptual grasp of chemistry and improve their practical skills, it is recommended that educators adopt inquiry-based teaching methods, which effectively foster deeper conceptual understanding. These findings align with prior research. Consequently, establishing appropriate mechanisms to promote inquiry-based teaching holds significant importance for curriculum planners and textbook authors.
Original Article
mahdieh sadat mirrahimi; Fateme Pahlevan Baghery
Abstract
This study aimed to analyze strategies for enhancing group learning in primary education from the perspective of university professors in Yazd. The research was conducted using a qualitative approach and content analysis. Data were collected and analyzed through semi-structured interviews with 17 specialists, ...
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This study aimed to analyze strategies for enhancing group learning in primary education from the perspective of university professors in Yazd. The research was conducted using a qualitative approach and content analysis. Data were collected and analyzed through semi-structured interviews with 17 specialists, using purposive sampling. Three methods were employed to ensure the validity of the findings: external auditing, participant review of results, and continuous monitoring to ensure the validity of the findings. The research results led to the identification and categorization of three selected components, six core components, and 34 sub-components as strategies for improving group learning. The findings emphasized the importance of factors such as creating rich and high-quality learning environments, purposeful social citizenship education, and strengthening systematic models in schools. Moreover, socialization education in schools was identified as a necessity for nurturing individuals who are knowledgeable, responsible, and capable of facing social challenges. The study highlighted the role of teachers as key agents in shaping desirable social actions among students. Teachers' teaching methods should encourage active participation, group collaboration, and constructive exchange of ideas. Additionally, fostering a culture of teamwork among all school stakeholders was considered a critical prerequisite for establishing effective group learning environments. Finally, the research emphasizes the need to nurture informed and responsible citizens through the design of rich learning environments and systematic education in schools.
