درخت حوزه‌های تخصصی

Identifying the contributors to students’ academic performance and progress creates an approach for planning, developing, and perfecting educational programs. The present study aimed to investigate the effectiveness of flipped teaching and problem-solving methods on the sense of responsibility and problem-solving ability in mathematics among female high school students in Ahvaz. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz in 2019. Using the convenience sampling method, 75 students were selected and randomly divided into two experimental groups (flipped teaching and problem-solving method) and a control group (n= 25 per group). The control group received the traditional teaching method. The research instruments included the Responsibility Questionnaire and Problem-Solving Style Questionnaire. Analysis of covariance was used to analyze the data. The results showed that there was a significant difference between the experimental and control groups in productive and unproductive problem-solving styles among the students (p < 0.01). Also, the flipped teaching and problem-solving methods increased the sense of responsibility in the students, compared to the traditional method. According to the results, the effectiveness of flipped teaching was more effective compared to problem-solving methods on the productive and unproductive problem-solving styles and sense of responsibility. Consequently, the flipped teaching and problem-solving methods can be used to promote problem-solving styles and a sense of responsibility among students.

Purpose : As regards the effect of creativity and models for the growth of it, this study endeavors to develop a pattern model for the purpose of growing creativity in the structure of the elementary school curriculum based on the fundamental reform document of education (FRDE) Methodology : As for the purpose of this study, it was conducive. Furthermore, in view of the procedure of methods, it could be considered as qualitative. 10 individuals of statistical society were chosen by targeted and snowball sampling methods in 2019. We utilized methods of reviewing the fundamental reform document of education and Semi-structured interviews. Validity and Validity of these methods were desperately examined by triangulation methods of data collection which were suitable for assessment and the coefficient of the agreement was estimated to be 0.76. Ultimately coding method was used in order to analyze the gained data of reviewed documents and interviews. Findings : Results demonstrated that 25 codes belonged to the growth model of creativity in the structure of the primary school curriculum based on the fundamental reform document of education while 15 codes are known to be relevant to this model based on interviews that have gotten done with some experts of the elementary school curriculum. Consequently, the model for the growth of creativity in the structure of the elementary school curriculum was designed based on these codes. Conclusions : Results of the present study contain some practical functions. Moreover, identified codes and designed models were used in order to improve the model of growth in creativity.

Purpose : The aim of the present study was to identify the factors affecting the high school technological competency-based curriculum. Methodology : This was an applied study in terms of purpose and qualitative in terms of methodology. The research population included the documents and experts of the technological competency-based curriculum in Tehran during 2018. Of these, twelve were selected as a sample according to the principle of theoretical saturation and purposive sampling. The research instrument included a semi-structured interview whose validity was confirmed by the triangulation method and its reliability was estimated at 0.85 by calculating the interrater agreement coefficient. Data analysis was carried out using open, axial, and selective coding methods in MAXQDA software. Findings : The results showed that the factors affecting the high school technological competency-based curriculum consisted of 66 concepts, 15 components, and 6 dimensions. The dimensions included network infrastructure status (with two components of access and quality), communication and interaction tools (two components of simultaneous and simultaneous tools), non-technical competencies and technical skills (with three components of knowledge, skills, and attitude), training facilitation strategies (three components of participation modeling, management, and supervision), training strategies to increase trust (with three components of trust, honesty, and appreciation) and management (with two components of time management and support). Conclusion : According to the research results, the components, and dimensions identified for the factors affecting the high school technological competency-based curriculum, it is essential to have plans to improve it by promoting concepts, components, and dimensions.

Purpose : The present study was conducted to investigate the factors and consequences of the curriculum with an entrepreneurial approach for gifted students in Iran. Methodology : Research method in terms of purpose, basic-applied in terms of data type, mixed (qualitative) of exploratory type; In terms of data collection time, it was cross-sectional and in terms of data collection method or the nature and method of research was descriptive survey. The statistical population of the research in the qualitative section included all the heads of the provincial elite foundation and the heads of the talented departments of the General Directorate of Education and the provinces and 20% of the teachers implementing the Shahab project. 20 people were selected by purposive non-random sampling. Quantitatively, the statistical population includes high school students in gifted schools. The number of these students was 7000, which used the Cochran's formula, and based on this, 364 people were selected. Sampling method was done through multi-stage cluster sampling. In the qualitative part of this study, the Delphi questionnaire based on CVR and CVI forms was used and in the quantitative part, the questionnaire was used. The validity and reliability of the instruments were evaluated and confirmed. Findings : The results of the study showed that the curriculum with entrepreneurship approach for top talents including environmental components, economy, entrepreneurs, entrepreneurship, factors affecting the implementation of this approach in the curriculum, including components of support, teacher, system policies and Factors influencing the curriculum with an entrepreneurial approach, including talent discovery, improving top talent and self-efficacy were introduced. Conclusion : Implementing an entrepreneurial curriculum leads to talent discovery. That is, it identifies the top student talents and introduces them to continue their studies in related fields. These talents can also be introduced to various national and international centers.