JOURNAL OF EDUCATION IN BASIC SCIENCES
Year:2018 | Volume:3 | Issue:9 |Papers Count:6

In the elementary period, a number of mathematical, conceptual, and other topics are intuitive, and it is likely to be taught by students in conceptual discussions of curiosity among students. The purpose of this study was to examine the gaps in the concepts of volume and capacity among elementary school students. The design of the present research is descriptive-comparative research, as well as qualitative analysis, considering the nature of the subject and the desired objectives. The statistical sample consists of 353 students of the sixth grade elementary school who were selected from the statistical population of the 6th grade elementary school students of Tabriz 3rd district. Data gathering tool was a volumetric assessment of volume and capacity. The data were analyzed qualitatively and the results showed that most elementary school students have difficulty understanding the concepts of volume and capacity. Comparing the understanding of the two concepts of the results, it showed that the amount of false knowledge in the concept of capacity is greater.

Over the past 20 years, significant changes have been made at all levels of educational-scientific goals and in all disciplines of basic science. Today, the emphasis on learning the principles and theoretical facts of science has changed the development of deep understanding of concepts. Revise the current training organization also defends guidelines that have paved the way for an integrated understanding of the basic concepts of different branches of science and interdisciplinary. Such changes require that science teachers use deep integrated concepts for empirical guidance. This transformation requires a significant change in approach and attitude of teachers and students, as well as the methods and techniques needed to teach science trends, including cell biology. The clear need to understand how are cellular-molecular interactions and the performance of this very complex machine has a special beauty that, considering its empirical form, Moving from a simple level to conceptual and practical learning, using problem-based learning, case studies, conceptual maps, and many other methods leads to a different world in understanding cell-molecular issues; the subject in this article we will pay it.

The aim of this research is to analyze the content of the 10th Grade mathematics textbook (mathematics and physics and experimental sciences). The research method is descriptive-survey content analysis and practical. The population of this research includes the content of the 10th Grade mathematics textbook. Sample size is chapters 1, 3 and 4. The research instrument was a self-made content analysis form base on Guildford creativity pattern. To analyze the content is encoded using. This work is done in 3 steps. The first step is encoded questions of chapters 1, 3 and 4. Next, all the units of creativity index is matched Guildford and the table recorded. All the units in the third stage in accordance with the pattern Guildford were identified and counted. Data were analyzed using descriptive statistics. The results of the analysis show that the 10th Grade mathematics textbook emphasizes on convergent thinking and less attention has been on divergent thinking and evaluation.

Today, the main approach and the main aim of education is in such a way that students should be trained that have an active spirit and have the ability to use their knowledge of their own. This is important, except through the analysis of textbooks to gain access to a coherent framework for compiling books with a research-based and student-centered approach. Regarding this issue, the purpose of this study is to analyze the content of the text, images and questions of the third chapter of the pre-university chemistry course of the 1396 edition of the book, based on William Romney's method. The purpose of William Roman's content analysis method is to examine whether the book or content involved actively engages students with learning and learning? In other words, the goal is whether the book is presented in an active manner, or is it set up? In this research, the text conflict ratio was 0. 34, 0. 50 images and 1. 50 questions, and the activity involvement index was centered in this chapter 0. 52, indicating the inactivity of the content of the text and the active content of the images and questions in this chapter.

Given the change of textbooks with the new approach of teaching and the importance of process goals in the basic maths book, the need for change in the evaluation methods is in the teaching process. The conceptual questions are diverging with the structure of diverging concepts, challenging concepts that are taught, the conditions for the purposes and skills of the process that the dominant spirit provides for mathematical concepts and concepts to improve understanding and understanding of students in math. This paper proposes a paradigm in class research to facilitate classroom research, through the contribution of conceptual questions to students ' maths knowledge through the role of students in mathematical studies, in order to achieve the achievement of knowledge, attitudinal and skill goals in teaching teachers and learning students. the method of research in this paper is descriptive and library of research conducted by teachers and research groups.

The objective of this survey of the views of high school math teachers on the role of math stress in explaining self-efficacy and creativity of students. The research methodology is descriptive survey type. The population includes all high school math teachers in the Golestan Province, by the use of convenience random sampling, 92 math teachers were selected. The survey tools include researcher-made questionnaires of math stress, self-efficacy, and creativity which respectively include 18, 14, and 11 items. Validity of the questionnaires was approved by psychologists, experienced teachers, and test-making experts after evaluation and applying the required changes. Reliability of the questionnaires was achieved 0. 90, 0. 89, and 0. 91 respectively which represent high reliability of the questionnaires. Statistical data of the questionnaires was two parts of descriptive (mean value, standard deviation, skewness, and kurtosis) and deductive analyses(simple linear and multivariable regression). The results of this survey showed that in the views of math teachers, the role of math stress in explaining self-efficacy and creativity of students is significant; and in the views of math teachers, with the regression standard effect coefficients (Beta =-0. 40) and (Beta = 0. 50), math stress respectively has the least and the most effects on explaining the variables of self-efficacy and creativity.