(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2021 | Volume:13 | Issue:52|Papers Count:9

The purpose of this study was to evaluate the effectiveness of using visual organizers on the knowledge, understanding and application of the concepts of the sixth grade elementary experimental sciences. The research design used in this study was a quasi-experimental design with post-test pretest with comparison groups in which the effectiveness of training based on the presentation of visual organizers on the three cognitive efficiencies of knowledge, perception, and application was evaluated. The subjects of this study were 120 sixth grade elementary school students in Bonab city who were selected by multi-stage cluster sampling method with validity and reliability. The subjects' learning rate before and after presenting the visual organizers in the groups, the teacher-made academic achievement test was valid and reliable. The results of data analysis using multivariate analysis of covariance showed that the use of video organizers during teaching and when reviewing and summarizing lessons, has a significant effect on increasing the learning of learners' cognitive domains. The findings of this study show the practical implications of using video organizers in the education process.

The purpose of this study is to systematically determine and explain the principles of learning based on cognitive processes in the brain. It was also attempted to infer new principles in addition to refining the pervious principles. Also, by focusing on three educational strategies of coordinated immersion, active processing, relaxed consciousness, it was tried to find adaptation of determined principles with these strategies. The present study is a combination method (qualitative-quantitative). The present study is a combination method (qualitative-quantitative). First, by examining the content of relevant and valid scientific texts as well as semi-structured interviews by thematic content analysis method, the initial framework of the project including 17 learning principles was prepared. Lawshes method was used to determine the content validity ratio (CVR) and the Waltz and Basel methods were used to adapt the principles to the strategies and to determine the content validity index (CVI). The research community in this section is 13 professors and experts. Based on CVR, 15 principles were approved. According to CVI, 9 principles related to coordinated immersion, 4 principles related to active processing and 2 principles in coordination with relaxed awareness strategy were classified. Progress in Neuroscience findings and the importance of using this finding in education requires further review and study of these findings in inferring the principles of learning based on cognitive processes in the brain. On the other hand, it is suggested to consider learning principles based on brain cognitive processes in curriculum planning and its application.

The aim of this study was to determine the effect of virtual reality-based curriculum on problem-solving perceptions and academic achievement of sixth grade elementary students in science. The method of the present study was quasi-experimental and the pretest-posttest research design was with a control group. The statistical population included all sixth grade elementary school students in Tabriz and the statistical sample, due to its semi-experimental nature, included 30 people (15 in the experimental group and 15 in the control group). The experimental group consisted of students who were exposed to education based on a virtual reality-based curriculum model, and the control group consisted of students who were exposed to conventional school education. Hepner and Patterson (1982) problem-solving perception questionnaire and teacher-made academic achievement test were used to collect information. The research data were analyzed using multivariate and univariate Analysis of Variance. Findings showed that virtual reality education has a positive effect on all three components of problem-solving perception (self-confidence, closeness to the problem and personal control) and academic achievement. Therefore, by using virtual reality-based curricula, students' problem-solving perception and academic achievement can be increased.

The aim of this study was to identify and determine the importance of components of music education in high school textbooks and music conservatories. This study is influenced by the interpretive philosophical basis and has a qualitative approach to the analysis of customary content. In the first part, the studied unit is all the art textbooks of the first and second years of high school and music conservatories, which were sampled purposefully and valid and relevant books and sources were selected. The unit of analysis in this section was thematic analysis and open, axial and selective coding methods were used to collect, extract and infer data. In the second part, Shannon Entropy was used to determine the importance of the components of music education and their importance in textbooks. From the analysis of the findings in the first part during the selective coding, four categories of cognitive, skill, creativity and emotional (emotional) were extracted. These four categories include 90 components during axial coding (Cognitive Components 26, Skill Components 23, Creativity Components 22 and Emotional Components 29) and open coding 216 themes. According to the obtained results, among the four categories, Cognitive category has the first priority, Skill category has the second priority, Creativity category has the third priority and Emotional category has the fourth priority. The components of interpretive thinking, key training and increasing the understanding of concepts, content with an aesthetic basis, the flourishing of the soul combined with aesthetics and frequent and regular exercises also had the highest priorities, among the components.

The aim of this study was to determine the effectiveness of executive function training (attention, response inhibition, working memory) on symptoms of anxiety, attention deficit and social skills in children with ADHD in Tabriz. This quasi-experimental study was performed in a pretest-posttest design with a control group. The statistical population included all primary school students in District 4 of Tabriz. From the mentioned population, a sample of 30 people was selected by purposive sampling method and randomly replaced in experimental and control groups. Both groups were then pretested and answered the CSI-4 questionnaire, Reynolds and Richmond Child Anxiety Scale (RCMAS) and the Social Skills Rating Scale (SSRS). In the next stage, the experimental group participated in 10 sessions (60 minutes) of executive function training, and then both groups underwent post-test. After collecting data, research hypotheses were analyzed using analysis of covariance using SPSS software. The results showed that executive function training was effective on symptoms of anxiety, attention deficit and social skills in children with ADHD.

The purpose of this study was to investigate the effectiveness of creative play therapy on self-esteem, creativity and shyness of shy elementary school students. This study was a quasi-experimental study. The research design of this study was based on a pretest-posttest with control group design. The statistical population of the study was all elementary school students of Marand city. The sample of the present study was selected through purposeful sampling. Due to the intervention-based nature of this study, 30 elementary school students were selected and then randomly assigned to the two groups of experimental (15 subjects) and control (15 subjects). In order to gather the data, Raffi shyness inventory, Torrance test of creativity and Cooper's self-esteem scale were used. The analysis of covariance (ANCOVA) showed that creativity-based play therapy affected the elementary school students’ creativity and self-esteem in the positive way. Also, based on the results, creativity-based play therapy could be effective in reduction of shyness of shy elementary school students (P <0. 001). Based on the results, creativity-based play therapy had potential to increase creativity and self-esteem of elementary school students. Also, it could be concluded that creativity-based play therapy had to be considered as an effective therapy in the interventions of shy students.

The study's objective was to present a model to measure the educational quality of elementary schools. This research employed a mixed methodology (qualitative and quantitative) and was an applied research in terms of its goal. The population of the qualitative part included teachers and experts of Andimeshk in 2019-2020, 18 of whom were selected using purposive sampling and participated in semi-structured interviews. Contents of the interviews were analyzed and all the data was coded. Opinions of participants and experts were used for validity, the data was recoded for reliability and an agreement coefficient of 0. 89 was achieved. Statistical population of the quantitative part was 1103 teachers, 250 of whom were randomly selected based on the Cochran formula. Research tool was a researcher-made questionnaire based on qualitative findings, the validity of which was achieved by face validity and its reliability by a Cronbach's alpha of 0. 88. Findings revealed that experts consider 2 aspects (internal and external organizational factors) and 11 components (elementary education objectives, management and leadership, teachers, students, educational space, educational content, learning and teaching processes, educational infrastructure, family, culture, community and policy) in designing an education quality model. The results of structural equations on PLS Smart indicated that the identified components can predict 0. 83 of the education quality variable (R2=0. 83). Finally, fit goodness of the study's structural model was approved (GOF=0. 52). The results demonstrated that the presented model and its components and indicators can very well predict education quality. Therefore, the results are notable for those involved with education.

The development of some personality and educational traits is established in the elementary school. Among the personality and educational traits that are in urgent need of improvement are metacognitive knowledge and educational self-concept. In the present study, the effectiveness of reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz was investigated. The present study is a quasi-experimental study in which 34 students from the fifth grade female students in Shiraz were selected using cluster sampling. Research tools included metacognitive knowledge questionnaires and educational self-concept. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that reciprocal education and thinking cycle had a significant effect on increasing metacognitive knowledge (Partial ŋ 2= 0. 61, p = 0. 001, F= 106. 73). Also, reciprocal education and thinking cycle increased educational self-concept (Partial ŋ 2=0. 57, p = 0. 001, F = 100. 81) had a significant effect, but there was no significant difference between the effectiveness of reciprocal education and thinking cycle on students' metacognitive knowledge and educational self-concept (p > 0. 05). The present study showed that reciprocal education and thinking cycle improve students' metacognitive knowledge and educational self-concept. Accordingly, students in the process of reciprocal education and the cycle of thinking, learn to become aware of the mental process through the teaching of behavioral, cognitive and metacognitive strategies, and in this way, improve the amount of metacognitive knowledge and educational self-concept.