RESEARCH IN HISTORY EDUCATION
Year:2020 | Volume:1 | Issue:3|Papers Count:6

The aim of this study was to investigate the effect of exploratory teaching method in history course on metacognitive skills. In this research, the quasi-experimental method and pre-test and post-test design were taken from the control and experimental groups. The statistical population included all male and female students of Shahreza high schools in Isfahan who were selected from different schools of Shahreza high schools by cluster random sampling method and then selected by controlling the demographic variables of control and experimental schools. Finally, 56 people were in the experimental group and 56 people were in the control group. To collect data, metacognitive skills questionnaires were used in 4 areas of metacognitive skills including metacognitive awareness, metacognitive strategy, planning and self-examination. The reliability of this questionnaire was calculated to be 0.93 using Cronbach's alpha test. In the present study, SPSS 17 statistical software was used to analyze the data obtained from the questionnaire at both descriptive and inferential levels. The results showed that the method of teaching history exploration has a significant effect on metacognitive skills (metacognitive awareness, metacognitive strategy, planning and self-examination).

Since sustainability and promotion is important for any society and any political system, it is necessary to pay attention and apply the right models for the success of societies and political systems. In this regard, if each individual of the Islamic society wants to have a desirable individual and social behavior, the best model for them is the behavior and training of the Alawite tradition. The aim of this study was to investigate the characteristics of desirable social behavior in Alavi education and biography by descriptive research method and collecting information in a library and documentary manner. In response to these questions, what are the characteristics of desirable social behavior in Alawite upbringing and life? And what was the approach of his behavior as a trainee of the school of prophecy in different periods of social life? It should be said that the achievement of the present article is that Imam Ali (AS) socio-political behavior was not separate from his spiritual and moral behavior and education and Imam Ali (AS) social and political behavior originated from his spirituality, morality and faith, justice and abstinence Oppression and complete compatibility between action and thought were the prominent features of that Imam's education and social behavior. At the same time, the Imam paid attention to the personal and social dimensions of human personality and did not separate the two, so in his personal and social life, he considered both dimensions together and correctly. In Imam Khomeini's biography, the purpose of educating people was to acquaint them with their duties and responsibilities, to create unity and empathy between people and to avoid divisions and correct shortcomings and to achieve the desired and final perfection of individuals and society.

To identify, children need to know where they came from, what their past is, and what legacies they left behind. Only with the knowledge of their history can children understand the relationships of the present world, know that today was formed yesterday and learn today to build the future. By recognizing history in its true place, preschoolers can be interested in the subject and encourage them to read history books and actively participate in the acquisition and collection of historical data, linking them to the past and earlier generations held fast. This study seeks to help convey, learn, and attract more and more child audiences to the concepts of history by introducing successful strategies. Applying attractive practical solutions to archeology can be in addition to preserving cultural heritage, familiarizing children with national and ethnic identities, and communicating with the child's audience and historical concepts.

islam expressed great interest in the and of islam as it shone in the arabian peninsula. Many of the verses of the Holy Quran and Prophet Prophet ( PBUH) emphasize the acquisition of sciences and the use of reason and thought. The principle was made by Muslims. Following the conquests out of the Arabian peninsula, they became acquainted with the culture and civilization of the conquered regions, thus confronting the new world along with applied sciences. they felt that they were beginning to learn the sciences first. in the islamic realm. In the early deployments there was no special event, for most were in new conquests. At the time of his reign, when partly governed by political stability, attempts to translate the other UN texts by some Umayyad and the Umayyad Dynasty of Yazid, Marwan Marwan, Abdel-Aziz and some of his people interested in translating the political sciences. The translation period was translated into, which consisted mostly of the translation of the courts, administrative documents, trade, CIA, and some books. The move came in translation-texts and documents-as a prelude to the formation of the translation movement in the era. this study tries to explain and study the historical texts of-analytic historical texts in the era to translate texts; this movement paved the way for the translation movement in the era.

History is a collection of cultural, natural, social, economic, and political events that have occurred in the past and place of human life and in relation to their heritage. For the survival and continuation of culture and civilization, every society must pass on its legacy to future generations, and to preserve its identity. But the non-objective nature of history and interval of time between past and present and the difficulties encountered in teaching this lesson have made it difficult for learners. Therefore, this study was conducted with the aim of overview the situation of history education in schools, using written resources and descriptive-analytical method. According to the findings, there are challenges in the three sections of content, teaching methods, and history evaluation methods that need attention.

The article by Aileen Fyfe (this issue) raises a number of important issues about academic identity and the importance of the disciplinary community in the creation and maintenance of that identity. It also discusses some of the additional difficulties faced by interdisciplinary disciplines; lack of recognition (and thus institutional support), isolation of individual academics in ‘ foreign’ communities and a general anxiety and lack of self-confidence by the practitioners in that discipline as to the worth of their field. Finally, the article hints at the dangers these difficulties pose for the sustainability of the discipline – as lack of a clear identity and an institutionally marginal existence can make developing and attracting future practitioners difficult. In Fyfe’ s article, the focus was on the history of science. This article explores some of the many similarities, and differences, that exist for individuals in the field of economic history. For many economic historians, locating themselves within their discipline is still a major issue.