JOURNAL OF EDUCATION IN BASIC SCIENCES
Year:2017 | Volume:3 | Issue:7 |Papers Count:6

Problem: New science is paying attention to the importance of strengthening memory, increasing brain cell capacity and increasing the power of data readout. Today, science education experts propose a variety of ways to learn more effectively and enhance memory, one of which is spaced learning. In fact, spaced learning is a learning method to minimize forgetfulness in which learning content is summarized in three and three times, between these three repetitions, there are two rest periods in which physical activities is completely different from the subject of the lesson by the learners. The purpose of this study is to introduce a special way to make it more flexible by making good connections between brain cells and increasing learning efficiency. Methods: This research was qualitative and to achieve the goals analytical purposes using documentary and library studies was used. Results: In this study, the effectiveness of spaced learning was confirmed, considering the strengthening of memory-related pathways and activated molecules in this pathway.

One of the challenges in learning to motivate learning is one of the motivations, applications, and generalizations of the issues outlined in the lesson [5]. Morley's theory of mathematical education has been solved by various methods. One of the simplest solutions to this has been Dr. Karamzadeh [4, 5]. Now here, in a simple way, we want to solve it as a matter of secondary school and the application of trigonometric rules. Morley's theory has created puzzles and misunderstandings. In this paper, we will examine several methods for proving this to be understandable for high school graduates.

The aim of this research is to study the modeling approach in the 11th Grade Mathematics textbooks. The research method used in this research is content analysis. The information source of this research is the 11th Grade Mathematics textbook 2 (experimental sciences) and the 11th Grade Calculus textbook, Geometry textbook (mathematical and physics) in the academic year 1396-97. In this research, all problems of this textbooks in terms of application and modeling, using a theoretical framework with five categories namely: "context-free" problems, "injudicious" problems, "context-separable" problems, "standard applications" and "modeling" problems, are studied. The results of the analysis show that the many of problems are "without context" and none of the problems were classified as "injudicious" and "modeling" problems. Almost all "applied problems" of this textbooks are "standard application". The results show that the degree of attention to the modeling and application approach in the new textbooks is very low.

The purpose of this study is to analyze the content of the new book of calculus (1), the eleventh-grade of the secondary school, published in 1396. Using the William Rummy technique to examine the activity-centered nature of the text and pictures of the book, the analysis of activities, work in classes and exercises, based on the Bloom's cognitive domain, has been done. The statistical population of this research is the book of calculus (1) published in 1396. The results of the study showed that the students' conflict ratio is 1. 27. This means that the text of the book is active according to William Rummy technique. The conflict factor was obtained with images 3 that shows that images are not suitable based on the William Rummy technique and is actually over-active. In the analysis section of activities, work in classes and exercises, based on Bloom's cognitive domain, it was determined that the level of perception and understanding with 47. 89% had the highest percentage of attention. The level of knowledge, application, and analysis has also been well received, but very low attention has been paid to two levels of cognitive domains, the combination, and evaluation.

The use of active teaching methods transforms learning into a two-way/reciprocal flow and enhances the students' skills; The purpose of this study is to investigate the effect of structuralism approach in the field of teaching on the understanding of students in the domain of biology learning (the related topic is heart for the 10th grade of students in the city of Khash). The method used in this research is a semi-experimental design of the unequal control group. In this method, a test group and a control group were selected. The test group consisted of the students who participated in the class of teaching structuralism methodology of biology and the control group consisted of the students who participated in the classroom in a traditional way. The statistical community of this research includes all female students who study in the 10th grade, Khash city, during the academic year of 2016-2017. The results showed that the educational progress of the biology of the experimental group by the structuralism approach was more than the control group and the difference between their means was significant. Also, in subscale of conceptual understanding, students in the experimental group had better progress.