Year:2007 | Volume:26 | Issue:3 (52) (SPECIAL ISSUE IN EDUCATION)|Papers Count:23

The way that students approach their learning plays an important role in determining the outcome of any educational endeavor. Recent researches have made it clear that approaches to studying and perceptions of teaching are two of the most direct influences on the quality of student learning. Learning approaches of students have been found to be influenced by a number of factors, such as teaching characteristics, departmental characteristics, and assessment methods. Surface, deep, and strategic are the three basic learning approaches which are identified by researchers in various Studies.One of the major concepts to emerge from researches in higher education was the idea that students can take different approaches to learning. These approaches are not stable traits in individuals, although some students will tend towards taking a deep approach while others will tend towards taking a surface approach. Rather, it is suggested that good teaching can influence students to take a deep approach, while poor teaching in the widest sense can pressure students to take a surface approach.

There is a variety of definitions for social adjustment. Sluubby and Guara (1988; Cited in Abedini, 2002) recognized it as social skills. They believe social adjustment is the capability of having bilateral relationships with other individuals in a particular social background, in a way that is acceptable and valuable within the principles of that society. On the other hand, Slomowski & Dunn (1996) believe that adjustment and social skills are the process that makes individuals capable of understanding and predicting others’ behavior as well as controlling their own behavior and social interactions.Different educational, psychological and sociological theories and issues have emphasized many factors affecting individuals’ personal and social adjustment. Iwata et al. (2000) have classified these factors in six major categories as follow:Physical limitations due to bodily conditions, psychological and socio- environmental factors, child rearing factors, abnormal family structures, stress due to the modern industrial life, genetic and hereditary factors.

The main purpose of this article was to determine the amount of attention paid to the training of scientific spirit and scientism in the Iranian and English textbooks. The second purpose was to compare these two countries' textbooks with each other in terms of scientific and scientism spirit.

The Depression Anxiety Stress Scale (DASS) is a self-report measure of anxiety, depression and stress developed by Lovibond and Lovibond (1995) which is used in diverse settings. Lovibond and Lovibond try to discriminate between the constructs depression and anxiety by the scale. This scale proposes that physical anxiety and mental stress factor-out as two distinct domains. This screening and outcome measure reflects the past 7 days (Antony, Bieling, Cox, Enn, & Swinson, 1998).DASS has a 42-items form and a short form that includes 21-items. According to Brown et al. (1997) the subscales of the DASS-21 may measure the three dimensions specified in the tripartite model; low PA (DASS-Depression), physiological hyperarousal (DASS-Anxiety), and NA (DASS-Stress). The model posits a general distress or negative effect factor that is shared by both anxiety and depression, a physiological hyperarousal factor that is relatively unique to anxiety, and an anhedonia or low positive affect factor that is relatively unique to depression. In short form of the depression anxiety stress scale, each factor (depression, anxiety and stress) is measured by 7 items. Different researchers in their studies have reported an acceptable reliability and validity for the measure (Henry and Crawford, 2005; Antony et al., 1998; Brown et al., 1997).

Iranian researchers of educational matters have rarely been concerned with the relationship between educational philosophy which has on impact on educational system of Iran and evaluation methods. Nevertheless, the definision and conceptualization of evaluation and its proper methods, are an important division of "curriculum". In fact, evaluation and its methods are affected by philosophical foundations. So, before studying and researching on the topic of evaluation and its relation with matters such as "Creativity" "Thinking styles" and so on, the first step is to clarify and explain the meaning of education and also, the meaning of student (humanological foundations).Therefore, the main purpose of this study is to explain the relationship between philosophical foundations of educational system of Iran and current methods of evaluation in this system.

Over the past few years there has been a considerable research focusery on the wider educational literature on metacognition. Metacognition was introduced by John Flavell in 1976. He defined metacognition as knowledge of cognition and active control and regulation of cognition.Several research studies have shown the positive role of metacognition in learning of different academic areas such as problem solving. For example, Cai (1992) observed that the possession of more metacognitive skills does have an effect on increased problem solving performance. Montague (1992) found similar results.Transfer of learning is also an important issue in academic areas. Pupils need to be able to transfer their knowledge to different contexts, preferably non school and non domestic. According to Brown (1980), metacognitive knowledge helps transfer of learning since it causes adaptation to new situation.

In recent years the systematic inclusion of the history and philosophy of science in science education has been viewed as a way of making the latter more closely related to the processes and conduct of science. The intention has been that, if students’ understanding of how scientific knowledge is developed, and how historical, philosophical and technological contexts influence its development, then they will acquire a more comprehensive view of science and, as a consequences, become more engaged by the learning of science. Kuhn (1961) suggests that there is a textbook image or myth of science and that it may be systematically misleading.

Cognitive psychologists believe that adaptation to the environmental necessities is the function of intelligent structure and is the cause of survival of the organism (Glaserfeld, 1996). Self-consciousness as one of the most important requirements of adaptation is the product of cognitive development as well as its intertwining components such as affections and emotions. Self-consciousness is affected by and developed through social interactions and interpersonal relationships during the life-span of the person (Harter, 1999).Realo and Allik (1998) showed that self-consciousness is a multidimentional construct. They found that self-consciousness has three main dimensions including private self-consciousness, public self-consciousness, and social anxiety which have influences on the mental health of individuals.

The educational achievement of the students is one of the important characteristics in evaluating the educational system. One of the important factors in educational achievement, and generally in the development of educational system, is using modern educational technology. Among modern educational technologies, we may refer to internet and computer information networks. If they are studied carefully and their potentials are known, we can enjoy them as far as more and better learning is concerned. Information networks include multiple-media environment (field) which provide the user with the information through film, voice, picture, graphic, text and animation. Access to extensive data in information networks has caused the traditional methods of learning to be doubted and some new guidelines be introduced. Accordingly, many educational systems, in the recent decades have made attempts to improve learning in the shortest time using and introducing this modern technology. Thus, the purpose of the present study is an investigation of the effect of teaching, using information networks, on the educational achievement in Persian literature and the components of this course such as comprehending verse and prose, the lexical and idiomatic meaning, the history of literature and grammar.

Human relationships have a high priority in all people activities, but this is not the same in all fields. In educational settings such as universities and classrooms human relationship is a process of creation, maintenance and development of dynamic and reciprocal relations among members of a social system. This relation is based on meeting of different needs of individuals and groups, also is based on mutual usefulness. Characteristics of faculty members of universities and higher education institutions are discussed in teaching books. In this paper important elements of teaching in aspect of human relationships have been discussed. But other dimensions of teaching such as lesson presentation, classroom management and evaluating of student's academic performance have not been discussed.

Attention works as a main cognitive component in the mind. Attention involves two processes: focusing on a certain stimuli and filtering out the other arriving information. Visual scanning is an essential part of focusing on a certain stimuli. Different neuropsychological devices allow the examiner to provide the subject’s scanning strategy. Cancellation Test (CT) has been developed to detect the incidence of disorganized visual scanning. CT is a paper and pencil test that requires the person to search for target signs presented on a page and wipe them out. Many versions of the cancellation test exist. They include cancellation of shapes, numbers, letters, lines and the like. CT is used to evaluate the presence and severity of visual search deficits. Some studies have suggested that disorganized visual scanning in children is associated with ADHD and learning disabilities (Faraone& et.al. 2001).

Emotional intelligence has been defined as the ability to perceive, understand, and manage emotions, and is assumed to be related to the ability of self-regulation. It has been suggested that EI is a factor of paramount importance in adjustment to life in general, and to work and work performance in particular. And, self-actualization is the process of striving to actualize one’s potential capacity, abilities and talents. It requires the ability and drive to set and achieve goals, and it is characterized by being involved in and feeling committed to various interests and pursuits. Self-actualization is thought to be a life-long effort leading to an enriched and meaningful life. It is not merely performance but an attempt to do one’s best. In addition to being sufficiently motivated to set and accomplish personal goals, self-actualization depends, first and foremost, on a deep sense of self-awareness and understanding of who one is, what one wants to do, can do and enjoys doing. Self-actualization also depends upon good problem solving for making sound independent decisions regarding what one wants to do, and then being assertive enough to follow through with these personal decisions. Additionally, one must be optimistic and positive to more fully actualize one’s potential and lead a more meaningful life.