Research in Exprimental Science Education
Year:2023 | Volume:2 | Issue:8|Papers Count:6

The phenomenon of information explosion, rapid transformation in technology, professions and jobs have made societies face a changing and unstable world; A world where the need to be in harmony with it is the intellectual concern and worry of today's man. In the path of this adaptation, experimental sciences can play an effective role: experimental sciences open a way for us; While understanding these changes, we have their benefits and face their threats. The title of this research is comparative study of experimental science course in Iran and selected countries (England and Japan). The research method is descriptive, analytical and qualitative, and it is a library. The result of this research is as follows: each country pursues specific goals in science education. But the type of addressing the goals is different. In the studied countries, selection goals have been compiled in the four fields of science and in the three areas of knowledge, skill and attitude. In terms of academic goals, there is not much difference between Iran and the studied countries. However, there is a significant difference between our country and other countries in terms of the amount and type of addressing skill and attitude goals. In Iranian schools, due to not dealing with practical activities, testing and teaching process approaches, students are weak in terms of skill and attitude goals, and the poor score in TEAMS tests is indicative of this thing.

The present research was conducted with the aim of comparing the effectiveness of teaching through PowerPoint versus giving a lecture on students' understanding of the content of the experimental science course. This research was conducted as a quasi-experimental research with a pre-test-post-test design. The statistical population of the present study included all the students of Babol city in the academic year of 1402-1401. In this research, due to the fact that a quasi-experimental design was used, the effort was to select 30 students from the student population as a sample and randomly divide them into two equal groups: experimental (15) and control (15). people), was replaced. The tool for collecting information was Toll's content comprehension questionnaire (2022). In the present study, covariance analysis was used to compare the effectiveness of teaching through PowerPoint versus giving a lecture on students' understanding of the content. The results of the research showed that the average understanding of the content in a group of students who were trained by the PowerPoint method is different from the group that was trained by the lecture method, and their content understanding score is higher. That is, teaching using the PowerPoint method has a significant effect on students' understanding of the content and increases their understanding of the content.

One of the important and influential components in students' academic courses is their satisfaction and academic progress in school, which education researchers have always paid attention to. The aim of the current research was to teach science concepts using the storytelling method and to investigate its effectiveness on the satisfaction and academic progress of fourth grade female students in Yazd city. The present research method is quasi-experimental and the statistical population included all fourth-grade male students of 2 Yazd district in the academic year of 2019-1400, of which 30 were selected as a statistical sample using the available method. The tools used in this research were the academic satisfaction questionnaire of Anbari et al. (2013) and the academic progress test developed by the researcher. The validity of the educational satisfaction questionnaire was confirmed by Anbari et al. (2012) and its reliability was 0.92. The validity of the academic achievement test has been confirmed by using the opinions of teachers of different schools and its reliability has been calculated as 0.79. The teaching of science concepts using the storytelling method was presented in 5 sessions of 45 minutes. In order to analyze the data, the statistical test of analysis of covariance was used and the results showed that the use of storytelling method in teaching science concepts increased the satisfaction and academic progress of fourth grade students (P<0.05).

Changing the knowledge-based approach to skill-based and active and interactive methods instead of traditional methods is one of the main strategies of education. Textbook editing has changed accordingly. The purpose of this study is to analyze the content of the third-grade elementary science textbook based on the method of William Rumi. The study population in the research is the third-grade elementary science book that all chapters of this book have been analyzed as a statistical sample. The unit of analysis includes the text, questions and images of the book, which are based on active and inactive categories with the formula of William Rumi; Their analysis and coefficient of involvement have been determined. According to the research findings, the calculation of the engagement coefficient of 0.62 for the text, the engagement coefficient of 0.85 for the images and the engagement coefficient of 1.5 for the questions, shows that the text of the book, the design of the images and the questions of the book are active and actively engage learners in the teaching and learning process.

The aim of the present research was to investigate and analyze the content of the earth science section of experimental science books of the second elementary school based on William Rumi's content analysis model in the academic year of 1401-1402 in three components: "Text", "Image" and "Question" The statistical population of the research includes the content of the biological sciences section of experimental science books of the fourth, fifth and sixth grades of elementary school. The research method is of an analytical type and to check the data and information appropriate methods of descriptive statistics such as frequency, percentage and calculation of the engagement coefficient in each grade for text, questions, and images and then calculating the engagement coefficient of students with the whole Text, pictures and questions are used. Based on the findings of the research, the learner's engagement coefficient in the text, pictures and questions sections in the second elementary school science textbooks' earth science section was 1.14, 0.54 and 0.67, respectively. These results show that based on the model of William Rumi, the earth science content of these books is active in all three parts of text, images and questions.

The present study was conducted with the aim of analyzing the content of the geology section of middle school science textbooks of the seventh, eighth and ninth grades of 1401 edition from the perspective of being active or inactive using William Rumi's content analysis method. This applied research was done with a descriptive method and in an objective and quantitative way. The statistical population of this research is all the content of the geology section of the middle school science textbooks, which included text, pictures and questions. Also, in order to achieve accurate and reliable results, sampling was not used in this research and the entire content of the book was examined. The results showed that the engagement coefficient with the text in the total of eight chapters of geology of middle school science textbooks is 0.2837, the engagement coefficient with images is 0.4031, and the engagement coefficient with questions is 4.3; which indicates that the textual content of the textbook is inactive and also indicates that the content of both the pictures and questions is active.