QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2007 | Volume:3 | Issue:9|Papers Count:7

The purpose of this research was to study Ph.D. instructional technology program at global level in order to design a comprehensive plan for Allameh Tabataba’i University. The important questions of the study were: what are objectives and necessaries of PhD instructional technology program at global level and how it has been met? how we can design a comprehensive plan for Ph.D. instructional technology program for Allameh Tabataba’i University? In order to study the global experiences in this area, some of the high rank universities selected and studied their educational programs. According to the review of global situations, a questionnaire designed and used for Iranian instructional technology teachers and experts.By analytical and descriptive methods, a suitable program designed for instructional technology in Ph.D. level of this subject.

The aim of this research was to determine the rate of prevalence and diversity of specific learning disabilities in students of third and fourth grade of primary school. In this research one questionnaire and four checklists were used. Rater’s behavior disorders questionnaire administered for screening of students with behavior disorders. Four checklists inclusive of Myklebust’s learning disabilities checklist, Reading learning disability checklist, Mathematics learning disability checklist and Writing learning disability checklist were administered to determine the rate of prevalence of learning disabilities. The sample consisted of 446 students (231 boys and 215 girls) from third and fourth grade of primary schools of four regions of Shiraz department of education that were selected by clustering random sampling method. After screening of students with behavior disorders 401 students (200 boys and 201 girls) remain for statistical calculation. The results showed that out of 401 students 39 students identified as learning disability; this is 9.7 percent of total sample. Also out of 401 students 35 students identified as reading learning disability, this is 8.7 percent of total sample. Another results indicated that out of 401 students 27 students identified as mathematics learning disability, this is 6.7 percent of total sample. Also out of 401 students 29 students identified as writing learning disability, this is 7.2 percent of total sample. The result of Cronbach coefficient alpha, test-retest reliability and Pearson's correlation coefficient proved the reliability and validity of checklists that administered in this research. In this article we discussed about results and limitation and offered suggestions for future studies.

The present research is going for provide a social development; questionnaire and is to survey reliability and psychometric characteristics of it. Characteristics associated with social development are presented with suitable phrases which consist of 5 alternatives extracted from relevant articles, book and research. The content validity is based on the evaluations of 3 psychological professors. This research was done as a pilot study on a fifty student sample. Then, after surveying the outcome and reforming shortcoming, the research was done on a sample of 434 male and female students of Sabzevar town. 16 factor were extracted as the result of exploratory factor analysis. Also, test was ./89 according to Cronbach alpha method.

This research has been carried out with the aim of adaptation and study of psychometric properties and practicality of Snijders-Oomen nonverbal intelligence test for 21/2-7 years children (SON-R 21/2-7) for Persian speaking children. In this study, 2852 children (1456 boys and 1396 girls) were selected from nursery schools of the city of Tehran which are under control of Tehran's welfare organization by means of multistage stratified random sampling method. In order to analyze data, classical model and two-parameter logistic model were used. Internal consistency of subtests (Mosaics, Categories, Situations, Puzzles, Analogies and Patterns) were obtained by l2 formula, and reliability of performance and reasoning scales and total scores estimated by stratified alpha. The range of reliability coefficient for subtests were 0.81 to 0.88 and reliability coefficient of performance and reasoning scales and total scores were 0.88 to 0.95. Various analyses were carried out about validity, including exploratory and confirmatory factor analysis, intercorrelation of subtests, item-total correlation, correlation of subtests with scales and total scores, age discrimination and discrimination power. Norms were provided for subtests, scales and total scores for all age groups (2, 3 to 7, 12) in six month intervals. On the whole, the results obtained from this research showed that reliability and validity of the test are high and it can be used to measure total intelligence of children.

This research has studied the effectiveness of different IC instructional media in concept formation of the physics concepts the subject of Force in the first grade of junior high school. The goal was the comparison of three kinds of media with one another: 1-The Integrative instructional medium (a combination of Skinner's programmed instruction, Gagne's phases of learning, and a daily lesson plan), 2- The Daneshyar instructional medium (available on the market), and the human instructional medium (teacher). The research design was multiple-group pretest-posttest and the population was all boy and girl learners of the junior high schools of Kerman city in the academic year of 1386-87. The cluster sampling was six classes in six junior high schools at random and the gathering instrument was a physics achievement test which was prepared by the researchers. The test was conducted as a pretest and a posttest with the experimental groups (Daneshyar and Integrative) and the control groups (human). To determine the effectiveness of each medium in concept formation, these steps were taken: giving the pretest, implementing the independent variable (conducting the instruction), and giving the posttest. To analyze the given data, the descriptive and inferential statistics were used. The results of the descriptive data showed that all the boy and the girl learners are weak in physics and the Integrative medium was effective in physics concept formation. The overall of the inferential data results showed that all groups that were instructed by the Integrative medium were have achieved the "concept formation" better than the groups who were instructed by the human and Daneshyar media. And the groups that were instructed by human medium were the better achieved group than the groups who were instructed by Daneshyar medium.

With the rapid enhancement of science, education has a different meaning in the world today. Here one of the most critical issues in education, especially at elementary grade, is paying attention to teaching methods. Teachers, as the focal issues of teaching- " learning process, may not merely give lecture and transfer information in teaching process. They should try to reinforce' thinking and argumentation skills in their students and direct them toward thinking stage not just memorization. They should lead students toward the base of learning which is thinking. Of course in the teaching process of teachers there are always some factors prevent the teacher in reach to favorable aims in teaching process. The main aim of the present research is introduce to effective factors on applying teaching methods by elementary grade teachers of Gorgan city. The statistical society of the research includes all permanently employed teachers, teachers employed on teaching fee basis and contractual teachers of elementary grade in Gorgan city mounting to 1300 persons. The sample volume has been considered based on the Morgan Formula through sampling random for 297 subjects (155 men and 142 women). Research plan was performed by description.and measurement tool was chosen as researcher made questionnaire. By using SPSS, correlation coefficient for the marks of two exams was obtained as 0.613. Frequency Distribution Tables, Percentage, Diagram and Spearman rank order Correlation were used for data analysis. The results of theories Exam showed that: 1- There is a meaningful correlation between personal particulars of the teachers and applying active teaching methods.2-There is a meaningful correlation between structural and administrative factors and applying active teaching methods. 3-There is a meaningful correlation between the economic, social and cultural factors of the teachers and applying active teaching methods. 4-There is a meaningful correlation between factors and evaluation methods and applying active teaching methods.

The aim of this research is to examine the effect of the Problem-Based learning Method on increasing of Creativity. The main assumption of this research has been that applying problem-based teaching method is more effective- in developing a creativity and academic achievement - than other traditional teaching methods. To examine this hypothesis, this research was done as a quasi-experimental research, with experimental and control groups and pre-test and post-test. In present research, all students of DeliJan, who were studying in third grade in guidance school in 1382-1383 academic year, formed the statistic population. With random sampling method, and in two phases, 120 students was selected and divided into two equal groups (60 student in experimental and 60 in control group).In new instructional approaches, attention to creativity and problem-based learning is located as the based of most of instructional activities. Some of educational thinkers believe that student's thinking poverty is the result of authority of traditional teaching methods on teaching-learning process. The present research has been designed and executed to explain this attitude.To collecting data, researcher applied Torrance figural test booklet (B form) and researcher- made test for academic achievement. After performance of pre-test, experimental group for 4 weeks (every week 3 -90 minutes-sessions) were thaught with problem-based learning in (empirical) science class; but this independent variable didn' t apply in control group. After applying problem-based learning method, post-test was performed in two groups (experimental and control groups).Analysis of data showed that problem-based learning method affected development of students' creativity.