Technology of Education Journal
Year:2020 | Volume:14 | Issue:3 (55)|Papers Count:19

Background and Objectives: The purpose of the present descriptive-survey study is development and validation of teaching-learning process instrument in smart schools in educational system of the Islamic Republic of Iran. Methods: The research tool i. e. the researcher-made questionnaire was designed and implemented based on research background. First, the theoretical foundations and research background of the field were studied and three dimensions of indicators, components and tools were extracted and designed in the form of the scale items. In the next step, to evaluate the validity of this scale, item analysis method was used and all items had the required validity of more than 0. 4. In addition, the reliability of the scale was determined and confirmed by Cronbach's alpha. Then the designed questionnaire was given to the statistical sample of 216 teachers of smart schools in Gorgan City in the academic year of 1395-1396. The sample were randomly selected based on the sample size formula. Finally, the results were analyzed using descriptive and inferential statistics. Friedman test and one-sample t-test statistical techniques were used to analyze the data. Findings: The results of this study show that the teaching and learning indicators in smart schools have the greatest impact on creating a dynamic and attractive environment for students' creativity and the least amount is related to the promotion of the assessment of high levels of thinking, knowledge and skills. In terms of teaching and learning components of intelligent schools, the highest level of influences is on teachers' familiarity with IT skills and the least amount on the promotion of critical thinking and students’ selfdirectedness. Also, regarding teaching and learning tools, smart schools have had the greatest impact on hybrid technology (film, image, etc. ), and the least amount of influence on the production of blogs and educational websites. Conclusion: Smart schools are one of the most important achievements in the development of information technology in order to fundamentally change the educational system. Technology can be used as a powerful tool to improve the quality and efficiency of education, but it should be noted that the combination of information and communication technology with education and learning system is a multifaceted and complex process. According to the findings of the present study, in examining the infrastructure of smart schools, quantitative and qualitative aspects of indicators, components and effective tools of transferring ordinary schools to smart schools should be considered. Undoubtedly, the development of smart schools in the country will not be successful regardless of the attitudes of the authorities, parents, students and most importantly teachers. In other words, to become succeeful in this regard, determining the factors affecting a positive attitude to technology-based learning is of particular importance because a positive attitude increases motivation and better acceptance of technology as well as active participation in the related activities. Moreover, with a scientific and technological view to the current situation of the country's educational system it is possible to develop a dynamic educational environment with long-run planning and provide teaching/learning processes in smart schools with producing diverse electronic content and empowering teachers. In knowledge-based societies, the development of smart schools is welcomed as a way to train creative and entrepreneurial force and is considered as a way of sustainable development. According to this principle, the entry of our country into this field can provide the ground for promoting the sustainable development.

Background and Objectives: Self-control has been conceptualized in a number of ways but generally it refers to the active regulation of one’ s thoughts, feelings, and behavior. Theoretical and empirical work indicates that the ability to effective self-control has important and wide-ranging implications such as enacting positive behaviors that are conducive to longer-term goal attainment and inhibiting negative behaviors that undermine longer-term goal attainment. The study aimed to determine the effectiveness of self-control skills training on reducing problematic mobile phone use among female students of Farhangian University. Methods: The method of the study was quasi-experimental with pre-test and post-test design. The population of the study consisted of all female students of Farhangian University of Sistan and Baluchestan Province. The sample consisted of 60 individuals (30 in experimental group and 30 in control group) who had problematic mobile phone use and volunteered to participate in the experiment. The data gathering instrument was Genaro et al. ’ s Cell-Phone Over-Use Scale (COS). This scale has no components. It has 21 questions on a 6-point Likert scale (never to forever). The sum of the scores of 21 questions determines the overall score of problematic mobile phone use. To implement the experimental design, first the Cell-Phone Over-Use Scale was implemented and after identifying the students who used Cell-Phone Over-Use, they participated in self-control skills training workshops. Findings: The results of the study showed that training self-control strategies on the problematic mobile phone use has a negative and significant effect on male students of Farhangian University of Zahedan. Also, there is a significant difference between pre-test and post-test for problematic mobile phone use in the follow-up group via the virtual network and the non-follow-up group via virtual network. Conclusion: It can be concluded that the training of self-control strategies and follow-up through the virtual group for students at the University of Farhangian will help to reduce problematic mobile phone use and move towards the general use of mobile phones. The results also showed that pursuing self-control skills training through virtual networks makes these trainings affect the behavior of mobile phone use for a longer period of time. Due to the fact that cellphone overuse can affect the educational and learning activities of university students, it is recommended to university officials, educational and research planners to teach self-control skills in consecutive instruction in short-term university curricula. One of the most important limitations of this study was the tendency of students to pretend at the initial diagnosis through a questionnaire that they do not overuse their cellphones. The results of this research are useful and practical for researchers and educational experts, university professors and students and all higher education planners.

Background and Objectives: With the expansion of e-learning, one important aspect of change in education is in the field of teaching and learning, including the relation between the teacher and the learner. In the analysis and evaluation of the nature of this relation and its role in human cognition, one of the post structuralist emerging paradigms is Deleuze's rhizomatic epistemology. independent studies have been done in the area of Deleuze's ideas and electronic learning based on connectivism theory. However, what distinguishes this study from other studies is that: can the new territory that Deleuze names rhizomatic and by whose means challenges the traditional relationships between the teacher and the learner in the tree system and deterritorializes, support the new atmosphere of electronic learning? Do these two accompany each other? The aim of this research thus is examining the nature of the relationship between teacher and learner in comprehensive e-learning process with an emphasis on the ideas of Deleuze. Methods: The methodology of this study is philosophical analysis and deduction, which were used to answer the research question (What is the nature of the relation between the teacher and the learner in the process of e-learning? ). The method of data collection is desk-documentation study. Based on concept analysis, valid understanding of the concept and a clear explanation of its relationship with other concepts was achieved. Moreover, based on deductive approach, the implications of the nature of the relation between the teacher and the learner according to Deleuze's ideas in the process of teaching-learning in e-learning was assessed. Then, these were analyzed philosophically. In other words, Deleuze's rhizomatic epistemological concepts and the related elements on the one hand and the concepts of electronic learning based on connectivism theory on the other hand were analyzed, interpreted and clarified. In the end, the proportion of relation in e-learning to Deleuze's rhizomatic relation was evaluated. Findings: First, basic factors in rhizomatic epistemology of Deleuze were investigated. Based on the findings of this study, the essentialistic of the relationship between the teacher and the learner, according to Deleuze’ s opinions, is rhizomatic. This means that it has certain features such as interconnection and heterogeneity, pluralism, immigration, mapping, and non-indicative dissociation of rhizome, suggesting nonlinear, horizontal and non-hierarchical, fluid and fragile, decentralizing, spontaneous and molecular, dense and multiplexed, flexible and permeable relationships. Second, the nature of relationship in virtual learning process was illuminated. According to the theory of communication, communication in e-learning is a systemic and network communication in which non-linear relationships are established between system components and the network. According to this theory, e-learning is the process of network components communicating with each other. Finally, the nature of communication in e-learning was evaluated in relation to the nature of communication in Deleuze rhizomatic epistemology. Therefore, it is interpreted that the orientation of communication in e-learning is in line with Deleuze's rhizomatic relationship. Conclusion: Based on connectivism theory, electronic education is the very process of network elements connecting with each other. Thus, the direction of e-learning is aligned with Deleuze's rhizomatic relation. Thus, Deleuze's rhizomatic relationships with regard to the capabilities it holds, promises the ideal relationship between the teacher and the learner in the e-learning era and can serve as a model to address some of the challenges of the traditional educational system.

Background and Objectives: Satisfaction of the environment is one of the human aspirations. Satisfaction is an ideal concept that provides an appropriate context for empowering individuals and socializing them in order to participate and interfere in their affairs and ultimately in the field of social development. In this regard, one of the roles of designers and architects has been to create a suitable relationship between humans and their environment. Therefore, considering the importance of life satisfaction, educational spaces should provide this feeling of satisfaction for their users. One of the main goals of educational spaces is to achieve success and academic achievement; in order to achieve these goals, they should create a suitable and quality space in all dimensions to improve the comprehensive skills for students. In order to stimulate students to learn, learning environment must be effective, safe, capable, positive, personalized, and responsive to the needs of students. Therefore, attention to the environment and environmental factors in providing students' satisfaction and ultimately their academic success have always been pivotal issues. For this reason, one of the subsets of behavioral sciences has been called environmental psychology that addresses various human behaviors. In this study, the relationship between satisfactions of effective environmental factors with academic success has been considered among students. The purpose of this study was to identify the effective environmental factors of the university on students' academic achievement and then to evaluate the effectiveness of these factors. Methods: The basic method of this research is qualitative, but for careful analysis of the results the quantitative and qualitative research methods have been mixed. Therefore, library studies and observational research have been used to discover the relationship between variables. In the quantitative section, two standard questionnaires were prepared among PhD students of architecture in Azad University of Shiraz, both of which had acceptable validity and reliability. A questionnaire was used to measure students' satisfaction with the environmental factors of the university, and another questionnaire was used to measure the academic achievement of the same students. The statistical population of the study was calculated using Cochran's formula, which included 54 PhD students. The results of the questionnaires were extracted by performing statistical calculations in SPSS software. Findings: According to the findings, with increasing levels of satisfaction with environmental factors of the university, academic achievement also increased and this correlation was about 0. 308 by calculating the Pearson coefficient, which indicates a significant relationship and indicates individual adjustment with university. Students with a high level of satisfaction with the environmental factors of the university had very good grades and academic performance and students who were dissatisfied with their studies were not very successful. Conclusion: According to the research findings, environmental factors such as light, thermal comfort, spatial proportions, furniture, green space, entrance, accessibility, noise, materials and colors have been studied. Among these factors, the highest level of satisfaction in environmental factors is furniture, spatial proportions and light, and other environmental factors have had a positive effect on the quality and educational efficiency of the university environment.

Background and Objectives: implementing e-governance in the field of education helps educational institutions and universities to be prepared to meet the challenges posed by globalization and international and scientific competition and technological advancement regarding world-level up-to-date and efficient management standards to include required productivity and effectiveness. The main goal of e-governance in education is to improve the quality level of education. Universities are among the organizations which are suitable for implementing e-governance due to the expanding interactions with students. Reviewing the existing literature in this regard reveals that this field of study is developing, but the number of completely related literature is less than enough. The purpose of this study was to identify the indicators of e-governance in higher education and in particular the Islamic Azad University of Qazvin. Methods: The present research is a descriptive-survey research in terms of research method and practical in terms of purpose. Data was collected by two library methods and semi-structured interviews with experts. First of all, the results and data from library studies and previous research, as well as, data obtained in semi-structured interviews with experts were carried out in MAXQDA qualitative data analysis software. In the next phase, first the open coding was done and then, the acquired open codes were classified under more abstract and general classes and the central coding was conducted. In this stage, 66 indicators, 5 dimensions and 9 components were extracted. In the next step, Delphi technique was applied to measure the validity of the obtained indicators, and as a result 59 indicators, 5 dimensions and 9 components were finally approved by experts. Descriptive statistics were used to study and analyze the Delphi technique, and finally the research model was extracted using selective coding. Findings: In this study, first all the data obtained from library studies, interviews with experts and extracting indicators were coded and then their validity was measured using Delphi method. Finally after the selective coding stage, the research model was obtained including 59 indicators, 5 dimensions (electronic participation, electronic interaction, electronic services, automatic office system (automation) and electronic management) and also 9 components including (electronic information, consulting and electronic exchange, university electronic interaction with other stakeholders, electronic interaction of beneficiaries together, e-learning, software services, ICT investment and registration and tracking system and also comprehensive and centralized system). Conclusion: The results obtained from the three stages of Delphi technique demonstrated that from the experts' point of view, the indicators of ‘ performing and following all online administrative, educational, financial and graduation affairs’ , electronic information through university portal to students, allocating a percentage of the university's revenue to developing the electronic infrastructures’ , ‘ high-speed Internet access throughout the university's affiliated units’ and e-performance appraisal were of the utmost importance.

Background and Objectives: In any educational system, the optimal output of educational approach is of particular importance. Therefore, considering the personality of individuals and providing educational services in accordance with their characteristics are effective factors in learning and educational efficiency improvement. Analyzing the data related to learners’ behavior in an educational environment and implicitly discovering the learners’ personality based on their behavior is a well-noticed field of study in recent years. Over the last few years, using learners’ information such as number of friends, the level of activities in educational forum, writing style, study duration, the difficulty of solved problem, the difficulty of presented example by learners, number of clicks, number of signs in sentences, and the time spent doing homework are items that have been used to identify personal characteristics. This study aimed at using teammates’ changing/not changing data in order to identify learners’ personality. For this purpose, the teammates’ changing/not changing data extracted from a dynamic collaborative learning environment that allows leaners to change their teammate during the different sessions of learning, are used. The design and implementation of the mentioned dynamic of the collaborative learning environment is based on game theory. Game theory provides mathematical models of conflict and collaboration between intelligent rational decision-makers. Methods: In this paper, we collected teammates’ changing/not changing information of 119 randomly selected computer engineering students from a game theoretical dynamic collaborative learning environment. At the next step, using frequent pattern mining, as a tool of data mining, some aspects of the neo big 5 personality traits of learners were identified. In this survey, in order to evaluate the results, the extracted patterns from frequent pattern mining were compared with the neo big 5 personality questionnaire that had been filled by learners. In another part of the research, using the Laplace’ s rule of succession, valuable predictions were made about the probability of teammate’ s changing of learners during the learning process. Findings: In this study, using frequent pattern mining in learners’ behaviour, we identified some neo big 5 personality traits such as those in the first (neuroticism), second (extraversion), and third (openness to experience) dimensions, with an acceptable support value. The results of this part of research can be used in any adaptive learning environment that adapt the learning process for individual learners with different personality. At the next step of our study, we predicted the probability of the teammate changing in the sessions after. At this step, a prediction accuracy of up to 67. 44% was achieved. Using the results of this part, teammate suggestion can be made to learner based on likelihood of their teammates’ changing. That is, higher teammate changing probability, more appropriate teammate suggestion to learner. Conclusion: The results of the present study can be used in any adaptive system that requires predicting group change behaviour or identifying personality dimensions based on behaviour. In the continuation of the present study, more and more accurate predictions about personality traits can be made by using other information such as group change time and group number.

Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional books and one-dimensional media. With the spread of new technologies, there are new opportunities for the emrgence of teaching and learning methods that can transform the educational structure. Augmented Reality (AR) technology, as a novel paradigm, potentially adds a new feature to the range of traditional student books. It not only adds multimedia elements to the content, but also allows interactive engagement with the content of the textbooks. Augmented reality, as one of the ways of distance learning, by simulating the real world in the form of animation, virtual objects, threedimensional images, sound and similar elements makes it possible for the user to interact with the experiments of a lesson virtually. This study aims to evaluate the effect of interactive augmented reality based education on the learning and remembering of the content of textbooks. Methods: An experimental study in the pre-test and post-test quasi-experimental framework was performed on two groups of 18 sixth grade elementary school students. For this purpose, two scenarios have been selected from student science book and implemented in an interactive augmented reality application. The control group was trained through traditional teaching method. On the other hand, in addition to the traditional teaching method, the experiment group’ s training was reinforced with the AR application. Students' learning and remembering evaluation was carried out through two tests. The validity of tests was confirmed by the teachers of science in Education District 2 of Tabriz and their reliability was estimated through Kuder-Richardson Formula. Findings: The results of one-way analysis of covariance (ANCOVA) showed a significant statistical difference between the control and experimental groups. Also, the learning and remembering in students who were trained in interactive augmented reality were more incomparison to the control group. Conclusion: According to the results of the experiments, and the comparative review of the theoretical subjects, the use of augmented reality technology has been reported as a useful and effective supplemental tool for textbooks that can, beyond the spatial and temporal constraints, facilitate the training process. Also, the interaction in AR encourages learners to replace passive learning with active learning and to learn the topics with more mental participation. On the other hand, the possibility of repeating augmented reality scenarios in educational topics, regardless of spatial, temporal, and costrealted constraints, allows users to fix bugs and ambiguities, which are other advantages of using this technology. Finally, by examining these capabilities and the ubiquity of mobile phones in today's world, we can predict the presence of virtual laboratories in mobile smartphones in the near future; which can be useful in deprived areas of the country as a replacement of the lack of minimum teaching facilities.

Background and Objectives: The future of the world is based on science and technology and promoting the scientific level plays a significant role in the future of any country and is one of the basic needs of the developing countries. If it becomes possible to identify the causes of the increase or decrease in the scientific level of students the youth will surely be more aware of the use of science and technology in the future and will show more flexibility in using them. Therefore, in this study, we examine the effect of using virtual social media on students' learning level. Methods: The present study is a cross-sectional descriptive-analytical study conducted at Sirjan University of Technology. Criteria for entering the study include: being a student of Sirjan University of Technology, third semester or higher, undergraduate students, students who have access to virtual social networks and the desire to participate in the study. Criteria for leaving the study include: first and second semester students, students who will be transferred during a study, guest students, dropping out of school or expulsion, unwillingness to cooperate, incomplete completion of the questionnaires and students who at the time of sampling only have an internship unit. The samples include 200 students studying at Sirjan University of Technology, who were selected by random sampling from the study population (all students studying at Sirjan University of Technology) (if they have the required condition to enter the study). Data collection instruments included a two-part researcher-made questionnaire using social networks. The test questions are based on the Yang Internet Addiction Questionnaire, as users of these networks are considered Internet users. In order to confirm the validity, the questionnaire was given to several faculty members and its validity was confirmed (face validity). In order to determine the reliability, it was first given to 40 students and using the retesting method, its reliability coefficient was calculated to be about 88%. Findings: According to the amount of the correlation coefficient of the Taukandal (-0. 135), the results of the research show that there is a meaningful and inverse relationship between the use of virtual social networks by Sirjan University students (type of use, duration of use, daily use) and their scientific level. Conclusion: According to the results, in terms of the relationship and consequences of virtual social networks with the promotion of scientific level, it can be said that there is a significant and inverse relationship between the two components of membership time and the use of virtual social networks by students of Sirjan University of Technology. As the use and activity of young people in virtual networks increases, so does their learning and promotion of scientific level. The well-known components of the ‘ use of virtual networks’ variable including the length of membership and the amount of use per day confirming the results the main research hypothesis shows. In other words, the more students attend and use the space of virtual networks and the more their membership history, the learning and promotion of scientific level are significantly affected and reduced. But since the correlation coefficient between the type of membership in virtual social networks and the promotion of scientific level is positive, it can be concluded that the relationship between the two is direct. This means that the type of social network can have a direct impact on students' learning.

Background and Objectives: The goal of this study was to examine the impact of assistant robot teacher on improving productive English skills emphasizing on Communicative Language Teaching (CLT) by research synthesis method. The research was applied one; and considering the way of implementation, it was synthesis in qualitative part and semi-experimental in quantitative part. Methods: The research population was 150 students in 10th grade of high schools of Ghazvin in 20182019 educational year. This part was done based on 6 steps of synthesis research. The first step was identifying entrance criteria; the type of research was qualitative-quantitative, the geographical domain was all around the world; the year of foreign publications was 2002 and the year for Persian ones was 2015 till now; and the type of document was all theories and approaches of theoretical and review studies published in an authentic book. In second step that was investigating, more than 20 key words were explored by the means of internal and external data bases. The third step was analyzing and the whole text of all books was searched; at the end, 40 books were remained to be tried for the next step. In fourth step that was coding and surveying, the analyzed books were ordered based on the relationship with the research goal. In the fifth step that was evaluation, 14 books were selected for synthesis based on two criteria, quality and relationship. In sixth step that was synthesis, a new model was created and presented. 34 participants were selected by systematic sampling as devoting codes, after implementing diagnostic test and homogenizing the students. The instruments in qualitative part was note taking of related resources, after literature analysis; extracted elements as learning tasks in lesson plan form in relation with productive skills based on 10th book were carried out at 8 sessions. The method in quantitative part was semiexperimental with experimental and control groups. The materials in quantitative part were English tests for assessing productive skills. In quantitative part, lesson plans were taught, one class using robot assistant teacher and the other without using it by holding up pre-test and post-test. For data analysis in quantitative part, independent-samples T test and MANCOVA were used. Findings: The qualitative findings included extracting the elements of CLT in teaching English. The quantitative findings showed that the mean of squares are the same for speaking and writing skills of 10th grade high school students in pre-test for both control and experimental groups, but being different in post-test for both. Conclusion: The results of research in qualitative part leaded to designing Communicative Language Teaching model including 3 main elements of interactional, tools and human ones, and 7 sub-elements including division of labor and object for interactional element, rules and mediating artifacts for tools element and subject and community for human element. The results of quantitative part showed that using assistant robot teacher in teaching English improves productive skills including speaking and writing. The use of this instruction for implementing CLT in the national curriculum is affective.

Background and Objectives: Architectural education as a challengeable subject is dependent on multiple variables. Since formation of an architect character and learning design abilities are related to this subject, it is so sensitive. Historically, the role of mathematics and application of its different aspects in architectural design is indisputable. While recent decades have witnessed a high level of interaction between mathematics and architecture in the world, mathematics in architectural education in Iran is still being taught as a basic course through the lecture method. A great concern in learning architectural design is how to apply the basic courses in design process. Methods: According to the necessity of revising the role of mathematics in education of architectural design, and developing new approaches to apply mathematical thought in logical process of design, the present study aims to test an educational model in an environment consisting of test and control groups in the Basic Design 1 & 2 courses, using the proposed model of Lawson as well as quasi-experimental research method. The research subjects are selected among BA students of Islamic Azad University of Urmia (n=52). They provided logical solutions for design problems, using algebraic, arithmetic, geometric and symbolic aspects of mathematics. The subjects’ design abilities were evaluated by the performance measurement method based on verdict criteria. The researchers determined two groups of mathematical and architectural design measurement criteria. For design, the criteria included design conceptual quality, spatial and functional arrangement, form combination, presentation quality, creativity and final grade. Findings: The final grades of four research projects executed in two studios were respectively for design 62. 57, 66. 29, 71. 30, 75. 31 and for mathematics 64. 99, 69. 27, 71. 72 and 74. 9. The correlation between design and mathematics evaluation scores for project 1 of the studio 1 (ƿ =0. 594) and project 2 of the studio 2 (ƿ =0. 604) is independently obvious which indicates the strong combination between mathematics and design aspects in these projects. For the project 2 of the studio 1, the correlation was low (ƿ = 0. 166). The possible explanation could be based on the lack of real materials application and the experiment of altering theoretical analysis to practical analysis. The correlation between design evaluation scores and mathematics application (ƿ =0. 384) reveals a positive role for mathematical thought in developing logical solutions and general quality of design. Conclusion: Findings of this study directly refers to the correspondence between research assumptions and the verdict criteria. The findings indicate that students’ performance in the experimental group is better than the students in control group in all criteria except the presentation. The best performance by subjects of the experimental group means that their ability in creating solution concept has improved more as compared with the control group as a result of manipulating the independent variable which is the education method in this study. This improvement could not be related to other unrelated independent variables, because these variables have been either controlled or their effect has been studied through the pre-test. Stated on the findings in analyzing the general quality of design, students provided complicated geometric patterns in their design as logical, creative and efficient solutions through realizing their mathematical principles. Acquiring and developing the design schema based on design problems in the Basic design studios results in the improvement of the students’ ability in logical aspects of design.

Background and Objectives: The role and importance of agricultural vocational schools and training centers in forming the educated human resources needed in agriculture and the issues and problems that these centers face in the current situation are matters to be taken into consideration. It all shows that the pathology of these centers can not only help improve the prevailing situation, rather, it is possible to provide the necessary backgrounds for quality improvement in education by identifying the effective factors and elements that strengthen and improve it. Doing so these centers will be able to train students who have both the necessary skills and expertise to be able to enter the job market. A literature review on the pathology of vocational training schools and centers in agriculture revealed that despite many research studies conducted viewing the matter from diverse set of perspectives, none of them tended to study the non-functionality (flaws) of these centers from the viewpoint of two groups involved in the learning process, 1-students and 2-educators and managers. This study was conducted with the aim of pathology of agricultural vocational schools and training centers in Kermanshah Province, as one of the agricultural hubs in Iran, from the perspective of students, educators and managers. Methods: Generally stating, this study is applied in terms of its nature, and uses descriptive survey method in terms of data collection. The statistical population of the study consists of students (n=2800), and educators and managers (n=210). The sample based on Krejcie and Morgan table consists of 338 students who were selected by stratified random sampling. Teachers and administrators are selected according to their population number. To collect data, a two-part questionnaire was used, the first part including questions on individual characteristics of study subjects and the second part identifying the damages of agricultural vocational schools and training centers from the perspective of students, educators and managers (42 items, using Likert-type scale, ranging from 1 to 5). Interviews with managers and observations were also used as needed to obtain additional information. Findings: According to students, the most important flaws of agricultural vocational schools and training centers are the incompatibility of curriculum content with market needs, inflexible educational structures, low diversity of curriculum content, large number of general education courses and lack of up-to-date teachers. Educators and managers also stated that the most important flaws of these centers are inflexible educational structures, time-limit problems with courses duration, low diversity of curriculum content, accepting more students from urban areas and their lack of familiarity with agriculture and inappropriate equipment. Both groups agree on issues such as the inflexibility of the educational structures, top-down curriculum planning and lack of adequate diversity of content. To sum up, the most important flaws of these centers include 1-executive and educational shortcomings, 2-lack of a good planning, 3-lack of interorganizational communication system, 4-environmental barriers, 5-individual and motivational problems, 6-lack of proper evaluation and 7-governmental obstacles. Conclusion: In order to reduce damage, scholars and faculty members can develop a wide variety of materials well-suited for different branches in the field of agriculture. Additionally, more attention should be paid to practical training (in-field education) and development of a well-planed bottom-up curriculum for vocational schools. Also, establishing a memorandum of understanding and agreement between these centers and various industrial sectors in agriculture, and students’ participation in these sectors can be effective for them in gaining required skills and expertise of the field.

Background and Objectives: Understanding mathematical concepts is impossible without emphasizing reasoning and taking on instrumental and procedural aspects. This can be more easily recreated if mathematics is learned as a reasoned science instead of a set of procedures. On the other hand, the goal of any educational system is to prepare students for social life so that they can perform their daily duties well as a citizen. In this regard, they must be able to convince themselves and others with the reasons they present. However, students face widespread difficulties in understanding reasoning and proof in mathematics as well as in assessing their correctness. Therefore, it is important for students to evaluate the correctness and validity of mathematical reasoning and to use these reasoning to convince themselves and others. This certainly deserves further attention and research. The purpose of this study was to study the ability of 11 th grade students to evaluate mathematical reasoning to identify the strengths and weaknesses of students. . Methods: The present study was conducted by survey method. The statistical population consisted of the 11 th grade students in Zanjan and the sample includes 393 boy and girl students selected by random cluster sampling from the gifted, exemplary public, Shahed and public schools and the sample was selected to include all levels of students. . The research instrument is a researcher-made test consisting of 3 problems familiar, completely familiar and unfamiliar situations. Students were provided with some responses for each of these three situations to determine which responses can be selected to convince themselves, which ones can be chosen to convince friends, and finally which ones can be selected to get the best score. Descriptive and inferential statistics (Chi-square test) were used for data analysis. Findings: The findings indicated that students were not capable of evaluating mathematical reasoning and in more than 60% of cases they were particularly interested in using formal methods. Selecting the responses to persuade themselves and friends in more unfamiliar situations indicated that students paid less attention to accepted criteria for approving a logical reasoning. Students' performance to get the best score from the teacher indicated that their attention to correct and incorrectsymbolic responses has increased, the form of presentation seems to be more important to them, . Although they are not able to distinguish formal proof content from the false one, they have a better understanding for distinguishing invalid reasoning in the familiar situations. The results showed that in some cases gender influenced students' performance. Conclusion: It can be said that the current teaching method in mathematics has not had any significant results in the area of reasoning and proof. Therefore, it is necessary to review the teaching methods and the content of the textbooks. The results of this research can be used by education policy makers and textbook authors to pay special attention to the situation of reasoning in mathematics textbooks by being aware of students' views on mathematical reasoning, and perhaps by changing the way textbooks are written, a fundamental step to solve difficulties. Also, by being aware of students' performance in the field of reasoning and proof, math teachers can identify the strengths and weaknesses of their students in the process of math proofs and identify their misconceptions in this field.

Background and Objectives: Content and curriculum are the central factors in teaching, education and learning architecture. It seems that the mismatch with the needs and current problems of society, forgetting the values of Iranian culture and the lack of basic and applied research, have led architectural education in Iran to a developing trend towards the West lifestyles, norms and culture. One main reason is the link between Iran’ s formal education to French model (Ecole des Beaux-Arts in Paris and French Royal Academy), German model (Poly technical education, engineering learning and training schools), English model (practical and experimental learning) and American model (combinational learning). Architectural education in Iran began by applying the French model; and after Islamic Republic revolution in 1979, some schools and agents attempt to defining local model (Iranian and Islamic pattern) in architectural education, but their models could not spread through different architectural schools. In the last decades, development of Anglo-American architectural education models impress all parties. Even though there are many studies that concentrate on architectural education in contemporary Iran, but almost none of them has focused on Zeitgeist. The purpose of this study is to synchronize with the endogeneity of the society and social context, global approaches and needs of the society, retrieval and construction of efficient theoretical and practical models that are appropriate for the conditions and context of Iran. This study emphasizes the impact of the architectural education process in relation to the zeitgeist-which is derived from Hegelian literature and philosophy-and explaining its triple components that are dialectic, critical thinking, and updating in education. Finally, the educational programs evaluation has been done by testing these components. Methods: The present study is a cross-sectional and applied research. The research methodology was based on qualitative method and content analysis. In research process, the contents of the curriculum of the nine top universities-selected in valid ranking and geographical and continental distribution-in the world were analyzed by focusing on Zeitgeist’ s concept. Statistical descriptive analysis is the approach to reach the findings and conclusion. Findings: This study showed that Delft University in two fields of history and theory courses with thirty five percent and in the field of technology with approximately thirty two percent, and the Massachusetts University with approximately fifty two percent share in the design department are leading. In interdisciplinary courses, California universities are distinguished from others by about thirty five of the courses. Interestingly, Iran's curriculum has not achieved a significant share in the competition among the world's universities. Conclusion: This research showed that current problems, historical and cultural transcendence is equal to Zeitgeist, which is derived from our society. Although there are a variety of educational models that are applied in specific and appropriate educating cases, in all of them some features have a key role to approach the Zeitgeist including changeability, program and design electivity, flexibility in learning curriculum, critical thinking, problem redefining in teaching approaches, and situations simulation.

Background and Objectives: Organizations have used a variety of educational methods to achieve their goals in terms of in-service training of their employees such as presentations and lectures, group discussions, field visits, case studies and so on. Virtual training or e-learning is one of the newest and most innovative training methods that organizations use to train their employees. Due to the special importance of in-service training of employees on one side and the advancements in technology on the other side, the need to use these technologies in the field of organizational training is called for more than ever. But, besides all these factors, organizations should not make unscrupulous and ineffective use of technology without adequate analysis. It is also logical to have a deep and accurate understanding of e-learning, in other words evaluating and analyzing the barriers of such courses ahead. In this regard, the present research aims to study the virtual in-service training of employees and identify barriers to its effectiveness, a case study of the employees of Kurdistan University of Medical Sciences. The research is a descriptive survey and in terms of purpose, it is an applied research Methods: Statistical population of the study consisted of managers, academic staff and specialists in the field of the study. 29 people were selected through deliberate and snowball sampling among the statistical population. In order to answer the research questions, initially, using library study and interview method, data collection was done which resulted in identifying 32 factors. In the qualitative section, the data obtained from the interview were analyzed using content analysis. In this way, the number of words and terms used in the sentences and the amount of their repetition were counted and checked so that the patterns in the statements were discovered and the obstacles were extracted in the form of short phrases. The Delphi method was then used to confirm the consensus of experts on identified barriers. During the three stages of the Delphi method, finally 25 factors (barriers) in the form of six main barriers were classified. After concluding the final consensus with the Kendall coefficient of 78%, the factors were ranked using Friedman test. Each of the sub-factors was also ranked. Findings: All in all, 32 factors were identified and ranked as barriers to e-learning and in-service training: factors related to the learner were ranked first, infrastructure factors, general factors, educational content, factors related to the teacher and organizational factors were ranked afterwards. Each of the main barriers had other sub-factors which were also evaluated and ranked with Friedman test. For example, in the section on barriers related to learners; learner resistance to change was ranked first; limited knowledge and skills of learners on information technology were ranked second; lack of trust in cyberspace learning was ranked third; and learners’ limitations in accessing Information technology instruments was ranked forth Conclusion: Considering the identified obstacles and also determining the importance of each of them, measures (such as cost) taken to ensure the effectiveness of in-service virtual training are suggested to focus primarily on learners and then on other factors based on the degree of their importance.

Background and Objectives: The educational burnout and task value are among the most important variables in the field of education. Educational burnout refers to feeling of tiredness in doing tasks and study, as well as a pessimistic attitude to education and curriculum and a feeling of inadequacy. The task value is one's perception of tasks and their importance, which includes the components of interest, importance, and usefulness. Research has shown that these two variables can affect academic outcomes. The purpose of this study was to investigate the effect of training math skills in physics education on improving the task values and reducing the educational Burnout of 12th grade students. In this regard, the present study aimed to compare students with and without training math skills in physics education in terms of the educational Burnout and task value. Methods: The present research method was a quasi-experimental design as a pre-test-post-test with a control group. In this study a sample of two classes with 36 students from the 12th grade math-physics students from the statistical community of students of the District 1 of Tabriz were selected in the first semester of the 2018-19 academic year. The students in this study were selected by purposeful sampling and then randomly assigned to two experimental and control groups. Students in the experimental group were exposed to math skills training for 8 sessions and the control group received traditional training over the same period. The training math skills in physics education package has been prepared by physics teachers and reviewed and approved by professors in the field of education and physics at the university. This package included justifying students about training math skills and their applications in training physics concepts such as vector analysis in physics, linear function and its application in physics, quadratic function and its application in physics tangents and slope. Both groups were evaluated before and after the study by educational burnout and task value questionnaires. The obtained data were analyzed using covariance method. Findings: The results of study showed that there is a significant difference between the two groups in terms of their educational burnout. Students who had math skills training in physics education demonstrated lower educational burnout in compare with control group. The results also showed that there was a significant difference between the two groups in the task value. The results show that students who have been taught math skills show a higher task value. Conclusion: The results of the research confirm the effect of teaching math skills in physics education on improving the task values and reducing educational burnout of students. The results can be used in the field of education. In this regard, it is suggested that in order to improve the task value and reduce academic burnout and consequently to improve academic outcomes, the teaching math skills in physics education be considered. The study did not examine burnout subscales. It is suggested that in future studies, the effect of teaching math skills on physics education on the subscale of academic burnout be examined.

Background and Objectives: Creativity or innovation is a controversial issue in various scientific fields, especially educational sciences and psychology. If we consider design as an imaginative creation of pre-intended possible form of things to achieve different humanistic purpose, in this process, creativity, as a multilevel concept that can be thought as a process that, although formed in the human minds, has also objective appearance in architectural patterns, methods and designs. In recent decades, research on creativity concept, its functions and its influence on learning-as well as the ways of teaching creativity-have become a matter of great importance. The purpose of this research is to evaluate the levels of basic and altered creativity in the architectural design studio (3) course, based on the four main components of Torrance Creativity Thinking Test (Fluency, flexibility, originality and Elaboration) and Scamper tecnique. Methods: The required data of this research were collected by using the experimental research method in the form of the pre-test and post-test design through both Torrance's test and drawing sketch among the students of Ardabil Azad University in the second semester of the academic year 2017-2018. The research sample consisted of 40 students divided into two groups with two individual instructors. In first step, by using the pre-test, the level of students' creativity in each of 4 dimensions was measured. Then, in order to evaluate altered creativity, the first group was trained by conventional teaching-approved in higher education-and the second group instructed and evaluated through the experimental intervention – implementation of creativity training program (Teaching Brainstorming technique) in 6 sessions, by related exercises. Finally, in second step, by using Scamper technique, drawing sketch test was given to both groups. Findings: Statistical data were analyzed by running both MANOVA and ANOVA techniques in SPSS. The results obtained from the implementation of the experimental method showed statistically significant difference between the experimental group and the control group (conventional and approved method of training) at the levels of Torrance creative thinking components. Among 4 components of Torrance creative thinking, fluency has been improved by creativity training techniques more than other components in both multiple choice and sketching tests. In fact, it could be deducted that students, were able to draw more ideas related to the subject of design, after learning creative techniques in the post-test step, which showed an increase in the fluid level of creativity of this group. Also, based on data analysis, the originality dimension is at a lower level in comparison to other components. Conclusion: While creativity based instruction enhances architectural design skills and impacts on all components of creativity (fluency, flexibility, originality and elaboration), the current teaching method not only can undermine the students' originality but also may lead the design process to imitation. In addition, in the originality dimension, due to factors which has influence on it such as time and space, the students’ experience, adequate practice and group interaction, it is suggested to consider each of these components in assessment techniques.

Background and Objectives: The figural patterns have a unique capacity to enhance functional thinking. The patterns generalization in school mathematics is considered as a way to promote functional thinking. Variable is one of the concepts in patterns generalization. Paying attention to figural patterns provides an opportunity for students to understand the meaning of variable and how to use it. Reference is also a central concept in patterns generalization. The number of variables is one of the characteristics that has been proposed in the pattern generalization tasks, but all the research has been related to one variable, linear and quadratic patterns. The aim of this study was to identifying the prior schemas in generalization of two-variable figural patterns. As regard to the concept of two variables, understanding threedimensional space is a prerequisite for understanding and generalizing two-variable patterns. In these patterns, instead of one independent variable, there are two independent variables that change simultaneously and affect the dependent variable. Understanding these patterns requires the development of the R2 space scheme to R3 space, which is not a cognitively complex step and does not require the reconstruction of the existing scheme. Methods: The present research is part of a broad research which is done using quantitative-qualitative (mixed) research method. The research framework is APOS theory and based on the use of ACE (Activities, Class discussions and Exercises) teaching cycles. This research was conducted in three steps. In the first step, initial genetic decomposition for generalization of two-variable figural patterns was designed using the background, self-concept analysis and researchers’ experiences. It includes the prior schemas for generalization. In the second step, from the total of 493 students of Malekan City (in East Azerbaijan) as the statistical population of research, a sample of 220, 7th grade students were selected based on the Cochran formula for determination of sample size. Then, a test that includes 7 tasks was designed based on APOS framework. The validity of the test was confirmed by three experts in mathematics education and four experienced teachers. Internal consistency of questions was estimated with Cronbach’ s alpha and reported to be 0. 69. Students responded the test at 90 minutes. The third step of research began with 19 students, with permission from the education and training office of Malekan, and school principals and parents of students. This step is done in three cycles. Findings: Using the analysis of students' responses to this test based on the APOS framework and doing three cycles of the research were conducted with the teaching method of Activity-Class Discussion-Exercise (ACE) with 19 students; genetic decomposition was finalized in this way, and defects of students in reference schema, R schema and variables schema as prior schemas in generalization of two-variable figural patterns were identified and encoded. Most of students had a good understanding of working with two variables. However in the context of generalization of two-variable figural pattern revealed many difficulties at the naming of variables, and using independent and dependent variables in proper position 3 Conclusion: By identifying the mental structures of students in generalizing patterns, the path of teaching and learning will be smoother.

Background and Objectives: What is considered as a serious concern in the contemporary urban system is the widening gap between man and natural systems. The extreme density of buildings has brought about interaction with technology instead of interaction with nature, and lack of interest in environmental concerns for the urbanite adolescents, which can lead to a serious crisis in the mental health of an adolescent due to being on the path of maturity. Many studies in the field of learning environments indicate the effectiveness of interaction with natural processes on the promotion of adolescents' social identity; therefore, creating a suitable environment for reducing social harm and acquiring social skills can be effective in reducing mental pressures. Research shows that adolescents' interaction with nature is effective in improving stress and promoting effective mental health, and also nature-based learning environments play an important role in improving adolescents' social identity. This study tries to improve the level of adolescents’ mental health by recognizing and analyzing biophilic approach patterns as a nature-based approach, along with acquiring related capabilities and skills in educational environments. In addition to the explanation of the patterns corresponding to the experiences of biophilic (bio-oriented) attitudes, the present study prioritizes the related environmental indicators to acquire the abilities (cognitive, behavioral, emotional, and motivational) of the adolescence period in the context of learning. Methods: The used method is applied in terms of purpose, and the research method is descriptive-analytical and survey in terms of nature. Data collection is based on the study of library resources, and it is based on the distribution of questionnaires and interviews. SPSS software was used to analyze the data. The Chi-square test was used to examine the significance of the relationship between variables in the research hypotheses, and the Pearson correlation was used to examine the correlation of independent and dependent variables that indicates the establishment of a correlation between research variables. It showed that the accuracy between all variables is less than 0. 05 and the correlation coefficient of all relations is positive. The correlation coefficient between all variables is above 0. 6 that indicates the establishment of a positive and strong relationship between all of them. The Friedman test was used to prioritize the relationships and strategies; and the content validity method was used to determine the reliability of the measurement of the questionnaire’ s validity; also, the Cronbach's alpha test was used to examine the reliability of the questionnaire in SPSS software. Findings: There is a significant difference between the types of environmental experiences (direct experience of nature, the indirect experience of nature, and the experience of space and place) in order to establish a compatible interaction between adolescents and nature. Also, the experience of direct interaction between adolescents and cognitive competence acquisition has the greatest impact on the promotion of adolescents' mental health; subsequently, the indirect experience of nature with cognitive competence acquisition and experience of space and place with behavioral competence acquisition have the greatest impact on the promotion of adolescents' mental health. According to the obtained information, social competencies are prioritized through biophilic design experiences. Conclusion: The results indicate that design experiences in the context of learning according to the biophilichilicapproach can meet the psychological needs of the adolescent period, because of the deep multifaceted relationshipwith nature. Providing solutions following the patterns of this approach in nature-based learning environments canprovide the conditions for achieving social adequacy and promoting adolescents’ mental health.

Background and Objectives: Today computer games are one of the most effective media among various educational media. However, playing games can be used as a training method in education process. In the opinion of many researchers, making the game by the students can have deeper effects and it is an instructive and enjoyable experience for people, especially students. Computer game-making will stimulate thinking and creativity because in this action individuals are engaged in the multi-dimension activities. Due to the fact that computer game-making by students is a new phenomenon and lack of enough research on the impact of this activity on creativity, there is a need for more research in this area. In this regard, the main purpose of this study was to investigate the effect of computer game-making on the creativity of elementary male students and its secondary goals were: 1-investigating the effect of computer game-making on the fluid dimension of creativity. 2-investigating the effect of computer game making on the originality dimension of creativity. 3investigating the effect of computer game making on the flexibility dimension of creativity. 4-investigating the effect of computer game making on the expansion dimension of creativity. Methods: The research method in this study was a quasi-experimental pre-test and post-test design with a control group. The statistical population was all boys' primary schools in the city of Islamshahr. One of these schools was selected. The sample of this study was 40 students from fourth to sixth grade who were selected using simple random sampling method and were randomly assigned to the control and experimental groups. The data collection tool was the Torrance Form B Creativity Test, which includes four subscales: fluidity, flexibility, originality, and expansion. The method of data collection was survey and the method of data analysis was differential t-test. Findings: Data analysis showed that computer game-making had a positive effect on creativity and its dimensions. Regarding the sub-hypotheses, the results showed that the mean score of the fluidity dimension of creativity in the experimental group was 9. 21 with a standard deviation of 4. 52 and the mean score of the control group was 2. 25 with a standard deviation of 1. 43. Analysis of the data showed that the experimental group experienced more changes in the creative fluid dimension than the control group and their fluidity increased as was compared to before playing, (sig. 001). Therefore, the research hypothesis was confirmed at the level of p <. 01. Regarding the second hypothesis, the results showed that the mean score of the creativity originality dimension of the experimental group was 32. 28 with a standard deviation of 9. 12 and the mean score of the control group was 8. 43 with a standard deviation of 4. 6. Analysis of the data showed that the experimental group experienced more changes in the originality dimension of creativity than the control group and their originality dimension increased compared to before the implementation of game-making (sig. 001). As a result, the research hypothesis was confirmed at the level of p <0. 01. Regarding the third hypothesis, the results showed that the mean score of the creativity flexibility dimension of the experimental group was 9. 71 with a standard deviation of 4. 35 and the mean score of the control group was 2. 06 with a standard deviation of 2. 43. Analysis of the data showed that the experimental group experienced more changes in the flexibility dimension of creativity than the control group and their flexibility dimension increased compared to before the game-making (sig. 001). As a result, the research hypothesis was confirmed at the level of p<0. 01. Regarding the fourth hypothesis, the results showed that the mean score after the development of creativity in the experimental group was 79. 92 with a standard deviation of 29. 32 and the mean score of the control group was 18. 68 with a standard deviation of 8. 63. Analysis of the data showed that the experimental group experienced more changes in the creative expansion dimension than the control group and their expansion dimension increased compared to before the game-making (sig. 0. 001). Therefore, the research hypothesis was confirmed at the level of p<0. 01. Conclusion: game-making involves the user in a real multidimensional problem, and it can provide the context for fostering creativity. Game-making required the presentation of new ideas in the process of designing and producing games, and students saw the result of their work objectively, they had an inner motivation to keep working and continued to complete their ideas as well as come up with new ideas, and this is the point that has been emphasized in theories of creativity.