RESEARCH IN ELEMENTARY EDUCATION
Year:2019 | Volume:1 | Issue:1|Papers Count:7

The purpose of this study was to investigate the effectiveness of educational selfregulatory education on academic self-regulation and mindfulness in elementary school students in Sirjan city in 1918. The current study is a pre-test, post-test with control group. In this research, the self-regulation method was considered as independent variable and improvement of mindfulness and creation or increase of self-regulation as dependent variables. The statistical population of this study includes all primary school girls in the city of Sirjan, which has a total of 2547 students in 30 schools. The sampling method used in this research is multistage cluster sampling. In the first stage, among all primary school girls in Sirjan (30 schools), two schools were randomly selected from each school. 30 subjects (60 subjects in total) were randomly selected and tested and tested in two experimental and control groups. The research tools were two questionnaires: Self-Regulation Learning Strategies Questionnaire (MSLQ) (Pintrich and De Grote) and Freiburg's (FMI-SF) Mindfulness. The results of the research showed that self-regulation education increases the knowledge and self-regulation of knowledge in knowledge The students have a positive effect. There is a significant difference between self-regulation and mindfulness between the control and experimental groups, which indicates that self-regulation education has had a positive effect on the mind of knowledge.

The aim of the present study was conducted to investigate the effect of group problem solving training on reducing hostility and incompatible schemas elementary students. Research method in the form of cloud-based pseudo ago test-then matching along with a control group. The statistical community this research all elementary students in the city of Kerman, the second period of the school year were 97-1396, simple random sampling methods, sample size 30 (15 people as the control group and the experimental group used to 15 people). Beginning with the use of the extreme scale inhibition questionnaire – the initial hostility and conflict schema questionnaire yang elementary students that on the scale extreme harness – the initial hostility and incompatible schemas Yang scores were lower than the average of the sample selected and then as a research group to fashion 8 d problem solving group training sessions have taken place and at the end of the period again after the test was run on each of the two groups And the results using spss21 software on the surface and through significant covariance test 0. 05 one-way, case analysis. The results showed that a group problem solving training in reducing hostility and conflict of the effective initial schema.

One of the areas that causes the teachers’ job satisfaction increase is learning and, in particular, the tendency towards lifelong learning. The aim of this study was to measure the relationship between the tendency towards lifelong learning and the job satisfaction of the female teachers of primary schools in Gomishan. This research is a quantitative research with descriptive-correlational method. The statistical population of this study consisted of all the 125 female teachers teaching in primary schools of Gomishan in academic year of 2017-2018. Using systematic random sampling, 86 subjects were selected. Among the seven components of the lifelong learning tendency, the four components (self-management, meta-learning, innovation, and data gathering capability) had a positive and significant relationship with job satisfaction while the other three components (decision-making, self-regulation and self-control) did not show the significant relationship with Job satisfaction. Among the components showing the tendency toward lifelong learning, the highest mean belonged to the innovation component (2. 91), and the least mean belonged to the data gathering capability (2. 35).

The present study was conducted to investigate the role of peers in identity and identification process of primary school children aged 7 to 12 from Student – Teachers’ point of view, using a descriptive correlational method. The statistical population is composed of 300 students of Fatemeh al-Zahra University in Yazd. Sample size with Cochran formula is 169 and included 50 subjects. In this study, two simple random cluster sampling methods were used. The data gathering tool was a research made questionnaire with formal and reliable reliability. Correlation test results showed that there is a meaningful relationship between social factors (school, peers, and media) and identity. (sig = 0. 001). Among these, there is the strongest relationship between peers and identity r = 0. 499). Therefore, the school with a correlation coefficient of r = 0. 417 is in the next rank, and the media with the correlation coefficient of 0. 299 is the weakest relationship With identity. The results of the regression test showed that all three agents of the school, peers and the media can predict the variability of identity. For one standard deviation of school change, 0. 210 standard deviation occurs. Also, for one standard deviation of peer change, 0. 317 standard deviation occurs as well as 0. 200 standard deviation occurs for one standard deviation of the media change.

The main purpose of this study was to design a curriculum model for teaching experimental science in primary school based on Gardner's multiple intelligence theory. The research method is qualitative content analysis, which includes the following steps: the definition of the analysis unit, the data reduction, the use of deductive categorization system, the reformulation of the classification system and a deductive coding scheme based on the data and their qualitative reporting. The research area in this study includes all available books and articles on teaching experimental science, Gardner's multiple intelligence theory, and primary school. The data were analyzed during three stages of open, axial, and selective coding. The initial and final models were formed included the dimensions of need, goals, content, retention-learning methods, teacher's role, evaluation, space, materials and resources, school factors, tacit learning and program results and outcomes. In this regard, based on the conceptual model presented, the need has influenced on goals and the content has been influenced by the needs and objectives. Content affects the role of teacher, retention-learning methods and evaluation. Strategies have also been influenced by processes that include space, materials and resources, and conditions involving school factors and tacit learning of students.

tudents’ academic performance is greatly influenced by their ability to solve a problem, because success in school depends on the abilities that understanding and speeding in doing homework and students’ perception of the form of the problem and the way to solve it are the most important. The purpose of this study is to examine the amount of attention to the steps of the problem solving in the science textbook of the sixth grade in years 2018 and 2019. In this study, a quantitative content analysis method was used to analyze the text and pictures of the textbook. Moreover, Shannon's entropy method was used to analyze the importance of problem solving. The coding method was used to calculate reliability. The analysis showed that all steps of the problem solving in texts and pictures (the problem, data collecting, hypothesis making, hypothesis testing and the result) have been noticed in the sixth science textbook. The results also confirmed that among the steps of the problem solving, data collecting and conclusion steps were the most and least important.