Ali Hosseinkhah; effat Abbasi; Nematolah Mousapour mosapour
Abstract
The aim of this inquiry was to explore, through critical look, the current situation of pre-school of Iran. The approach of this research is totally qualitative and has been done by adopting Phenomenography as an appropriate research method. The targets that the research aimed were typical Pre-school ...
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The aim of this inquiry was to explore, through critical look, the current situation of pre-school of Iran. The approach of this research is totally qualitative and has been done by adopting Phenomenography as an appropriate research method. The targets that the research aimed were typical Pre-school centers in three provinces of Tehran, Alborz and Kohgiloyeh-Boyerahmad. Among those centers, 15 pre-school centers have been selected by using of purposive sampling. For gathering data, semi-structured interview was used to explore teachers’ and managers’ views and comments in order to identify the issues and problems exist in their pre-school centers. The research findings indicate that the fundamental problems lay in these fields: Damage macro management of preschool, Damage of pre-school curriculum, Damage human resources of preschool, Damage related to the legal status of preschool and some other issues and damage are related to family and parents. Which continue to be investigated.
Abstract
Abstract: Aims: to examine and evaluate of attention level to critical thinking skills in primary schools’ social studies book Methods: the statistical population of this research is all primary teachers in Qom who teach to third till six level students. Samples who are 361 individuals are chosen ...
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Abstract: Aims: to examine and evaluate of attention level to critical thinking skills in primary schools’ social studies book Methods: the statistical population of this research is all primary teachers in Qom who teach to third till six level students. Samples who are 361 individuals are chosen randomly based on Morgan list. The method of data gathering is a researcher- made questioner which has 32 questions based on critical thinking methods (analysis, synthesize, evaluation, explain) whose validity and reliability has been confirmed. The data analysis is done by one- sample T test. Findings: The findings of the research show that: 1- The level of paying attention to critical thinking skills are different in (analysis, synthesize, evaluation, explain). 2- Critical thinking skills have a low level in all social studies books in (analysis, synthesize, evaluation, explain) during all third till six levels of primary schools. 3- The relative situation of critical thinking skills in explaining level is better than other levels. 4- Totally, the social studies books of primary schools are not good in making critical thinking skills in students. Conclusion: paying more attention to critical thinking skills is necessary. However, since evaluation skill is paid least attention, the policy makers have to pay more attention in writing books to develop evaluation ability for students.
saber abdolmaleki; Mohammad Armand
Abstract
Abstract The play, an integral part of the life of children, is a dynamic and complex concept, which becomes an unknown concept and action due to its ambiguous definitions, especially when it comes in the class. Having a true understanding of the nature of play and its types will make the instructors ...
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Abstract The play, an integral part of the life of children, is a dynamic and complex concept, which becomes an unknown concept and action due to its ambiguous definitions, especially when it comes in the class. Having a true understanding of the nature of play and its types will make the instructors of pre-school and kindergarten courses provide a creative and constructive environment for children to grow comprehensively. The purpose of the present study was to investigate the concept of play from the viewpoint of preschool and kindergartens teachers in Tehran. The research method was qualitative using the phenomenological approach. For this purpose, 23 kindergarten and pre-school teachers who had the required conditions were interviewed using semi-structured interview and explorations with two main questions. Data were collected, recorded, coded, and classified into main categories. Content analysis of teachers’ perception of the play concept led to the identification of 256 primary codes, 16 sub-themes and 5 main themes of imagination (symbolic activities, imagery, dreaming); active involvement (physical and psychological involvement in the play, cooperation between players); exciting ( pleasure, joy and happiness, fun, pleasure, hope, relaxation); regulatory fluidity (specific, but flexible and changeable rules, manipulating the rules and how to play), and the learning process (purposefulness, social and cognitive and emotional development, discovery and creations). Also, analyzing the content of the perception of teachers from classroom plays led to the identification of 52 initial codes, 6 sub-themes, and 2 main themes of unstructured plays (student-centered, without prior planning) and structured plays (coaching, goal-oriented, emphasis on learning).
Hossein Ghamari Qivi; Haede karimi yosefi; Behnam Khoshnoudniaye Chamachaei
Abstract
Abstract Story telling is an effective method for personality and cognitive-emotional development in preschool children. The aim of the present research was an investigation of the effectiveness of story therapy in self-esteem enhancement in preschool children. The method of the present study was experimental, ...
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Abstract Story telling is an effective method for personality and cognitive-emotional development in preschool children. The aim of the present research was an investigation of the effectiveness of story therapy in self-esteem enhancement in preschool children. The method of the present study was experimental, and its design was pretest-posttest with control group. Statistical society was preschool children of Ardabil. Thus, 30 preschool children were randomly selected from three preschool centers as sample size and were placed in experimental and control groups. Two stories of three piglets and emperor's new clothes were red for them. Clinical interview and self-esteem scale were used for data gathering, and raw data were analyzed by multiple analyses of variance. Outputs of data analysis indicated that story therapy is significantly effective on self-esteem enhancement. Furthermore, story therapy is effective on concentration and interpersonal relationship. Story therapy is effective on self-esteem through identification with story heroes. Preschool children that have high self-esteem have better concentration and interpersonal relationship too.
Seyyed Nabiollahr Ghasemtabar; Irandokht Fayaz; Mahboobeh Hoseyni
Abstract
Abstract The present research was aimed to determine the role of self-efficacy and cognitive and meta-cognitive strategies of learning in achievement motivation and academic performance of female students in the 6th grade. The current research is a correlational design. The population included all the ...
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Abstract The present research was aimed to determine the role of self-efficacy and cognitive and meta-cognitive strategies of learning in achievement motivation and academic performance of female students in the 6th grade. The current research is a correlational design. The population included all the female students of the 6th grade at 5th district of Iran, among which 106 students were selected through multistage cluster sampling. For measuring self-efficacy, learning strategies, achievement motivation and academic performance, the following instruments were used respectively: general self-efficacy scale of Sherer et al. (1982), learning strategies questionnaire (Karami, 2002), Herman's achievement motivation scale (1970), and academic performance questionnaire of Dortaj (2004). The results of multiple regression test indicated that, respectively, self-efficacy, cognitive and meta-cognitive strategies of learning could significantly predict achievement motivation and also academic performance in girls. Finding of the research has useful implications for policy-makers of the education field.
Hossein Zangane; Azar Mohagheghi; Maryam Zare Ehteshami; Elahe Velayati; Ebrahim Abolghasemi
Abstract
Abstract Regarding the importance of learning disorders, the interventions will be taken place to improve it, and is necessary to prevent the future problems. The purpose of this study is to figure out the impact of metacognitive strategies on students’ learning performances with learning ...
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Abstract Regarding the importance of learning disorders, the interventions will be taken place to improve it, and is necessary to prevent the future problems. The purpose of this study is to figure out the impact of metacognitive strategies on students’ learning performances with learning disorders in the studies that were done in the past by using meta-analysis patterns. This study determines the findings of different researches, the amount of the effect of meta-cognitive interventions by using meta-analysis and integrations. So, 9 researches were selected from 12 researches that were acceptable in terms of methodology, and meta-analysis was done on them. The research instrument was a meta-analysis checklist. The results showed that the average size of combined effect of meta-cognitive strategies was 0.82 on the students’ performance with learning disorders at the fixed model, and the average size of the combined effect was 0.81 at the random model that both of them are significant at the level of p < 0.05. So instructing metacognitive strategies bring about learning and academic performance in students with learning disorders. Since instructing metacognitive strategies can be effective for students have problems in cognitive process.
