JOURNAL OF EDUCATION IN BASIC SCIENCES
Year:2020 | Volume:6 | Issue:20|Papers Count:6

Misconceptions in mathematics make it difficult for students to learn. Identifying these misunderstandings and finding ways to solve them can help teachers take constructive steps to improve student learning And it helps students learn better from math lessons and become more interested in learning math. Fractions are one of the most widely used concepts in elementary mathematics. Students deal with fractions and related operations at almost all elementary school math levels. In this article, we examine the misconceptions that elementary school students encounter in learning fractions. We also offer two solutions to deal with misconceptions. Multiple representations are introduced as one of the solutions to eliminate the misunderstandings of the fractions and some examples are provided in this regard. Also, Bybee teaching method, which is one of the learner-centered teaching methods, is suggested as another solution to eliminate misunderstandings in the field of fractions, and it is explained by giving examples.

Practical and laboratory training has provided a lively environment for learning, so that even poor students are more likely to learn in such an environment. And they don't have to endure the boring hours of theory class. This research is a pilot study and the purpose of this study was to compare the effect of teacher-centered and modern laboratory methods (probing, physical and hybrid) on the motivation and academic achievement of 7th grade students. The statistical population of the study consisted of seventh grade male students in yazd in the academic year 2018-2019. The sample consisted of four classes, selected by cluster random sampling and divided into three experimental and one control group. The research method was experimental and pre-test, post-test design with control group was used. Assessment tools included: a) Harter's Academic Achievement Motivation Questionnaire; b) a researcher-made empirical science academic achievement test. Descriptive statistics (mean and standard deviation) and multivariate analysis of variance (ANOVA) and Scheffe post hoc were used for data analysis. The results showed that the students trained with modern laboratory methods had higher academic achievement and motivation in experimental sciences than the teacher-centered method.

The aim of the present study was to investigate the relationship between teachers' creativity and the effectiveness of sixth grade math teaching in primary schools. The statistical population was all sixth grade students of public elementary schools in District 2 of Tehran. Out of 518 of them, 251 were selected as a sample based on random sampling method and Cochran's formula. To collect research data, three standard questionnaires of Rendering Creativity (2006) were used to measure teachers' creativity, Parsons (2009) Questionnaire to measure the effectiveness of mathematics classroom and Pinta (2008) questionnaire to measure the effectiveness of mathematics teaching were used. The questions of all three questionnaires were scored in five options based on the Likert scale. Cronbach's alpha test was used to assess the reliability of the questionnaires. The validity of the tools was confirmed using content and face method. Pearson correlation coefficient and regression tests were used to analyze the data. The results showed that the relationship between teachers' creativity and emotional support, class organization, educational support and in general the effectiveness of teaching is positive and significant. The results of regression test showed that the creativity variable is effective on the effectiveness of teaching mathematics teachers.

The need for teachers to understand scientific concepts correctly led to the present study, with the aim of identifying students' misunderstandings of teachers about the concepts of heat, temperature and heat exchange. In this study, first 74 students of educational sciences teachers of Fatemeh Al-Zahra Girls' Campus-Ahvaz, with diplomas in humanities, experimental sciences and mathematics and physics, were randomly selected. Then, a questionnaire consisting of 5 four-choice diagnostic questions about heat, temperature and heat exchange was used. The responses received from student-teachers were analyzed. In the first step, students 'and teachers' misconceptions were identified and then compared with the type of their diploma. Studies have shown that there are misunderstandings above 50% among all students, especially humanities diplomas. In the next step, the results obtained from the first stage were compared and examined with the understanding of elementary students in relation to this issue. The findings of this study indicated that students' and teachers' full understanding was higher than students'.

The main goal of this research is the investigation of chemistry education approaches in the high schools. This study is based on the qualitative approach and has been done using the phenomenology method. Based on the purposeful sampling, 26 teacher-students of chemistry education at Farhangian University, Isfahan Shahid Bahonar Campus, who were conducting teaching practice 4 in the second half of the academic year 1398-1399, participated in this study. Data gathering was carried out using the semi structured interviews and data analysis was performed by coding and finding the concepts and themes. The results indicated that although the teaching programs of chemistry education in Iran are based on the novel and active methods, but these programs are not implemented in the schools. Data analysis shows that teachers' unfamiliarity with educational goals, lack of appropriate infrastructure, results-oriented and lack of motivation of teachers and students have led to improper implementation of curricula. Transition from traditional structure requires the professional education of teachers in the novel learning method and information technology, creating an efficient monitoring system on the teacher’ s performance and providing the necessary facilities.

the aim of this study is to evaluate the factors affecting the satisfaction of students in the electronic learning environment and the determination of integrated and integrated models to measure their satisfaction. to achieve this purpose, library and descriptive research method was used. the statistical population of the experts of experts is the experts of the experts in the الکترونیکی of mazandaran, and sample members have been selected purposefully, according to the objectives and questions of the research. based on theoretical literature, and by consulting experts and experts, factors and quality standards of e-learning environment were the main dimensions (technical quality of system and technology infrastructure, educational quality, information quality and content, service quality) and 24 criteria. the weight of each of these indexes in the research community was determined based on the questionnaire questionnaire using fuzzy analytic hierarchy process (خبرگان) after obtaining this information and taking advantage of the experts opinion, the rule base should then be completed and a fuzzy expert system with matlab software was proposed to measure satisfaction.