JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2011 | Volume:10 | Issue:38|Papers Count:14

The Use of concept maps as academic assessment tools has been in the focus of attention of researchers and educators for decades. The aim of this paper is introducing and validating the methods of concept maps as academic assessment tools. Techniques for drawing and completion of the concept maps (free and guided) were introduced here and indicators of content validity, criterion validity, discriminative validity and interrator reliability of these methods were investigated. The research sample consisted of 221 second grade high school students of Tabriz from 8 classes in 2008-2009. academic year. Findings generally showed that concept map-based tests have high content validity. These tests also have different values of correlation with the average value of .50 with a multiple test. All concept map-tests could distinguish correctly the differences between the grades of high achiever and low achiever students. Also the results showed that all concept map-tests have high interrator reliability. Comparing the four test methods showed that the guided completion method has the highest content validity and the interrator reliability. On the other hand, the free drawing method has the highest criterion validity and dis-criminative validity, comparing to other three methods.

The purpose of this study was to examine the effects of a visualization-based teaching method on the 8th grade students' attitudes towards mathematics and their problem solving performance, in particular problems related to generating figural patterns in algebra. In the first place, a theoretical framework was designed for teaching and learning with and without emphasis on the visualization, based on findings of research and fieldwork. The sample consisted of a school and two classes that were selected through random sampling method. Each of the classes contained 30 students and they were considered as the experimental and control groups. Teaching and learning with and without emphasis on visualization, have been considered as independent variables. Students' problem solving performance and their attitudes have been considered as dependent variables. Both experimental and control groups were exposed to independent variables for 15 weeks (two 90-minute-sessions per week). Three hypotheses have been tested in this study. The homogeneity of students' performance in problem solving in pretests was shown by Kolmogorov-Smirnov test. Analysis of the results showed that teaching with a focus on visualization has a significant impact on the students' attitude towards mathematics. However, just relying on the visualization in mathematical problem solving-especially in the non-geometric patterns such as generating figural pattern-does not have significant effect on problem solving performance. On the other hand, those students who were taught with a focus on visualization, could better understand the relation among the components of the general terms of sequences.

The study on body image has been grown over the recent few decades. Previous studies have investigated body image effects on psychosocial functions. Based on this, the objective of the present study was to investigate the relationship among body image, adjustment and academic achievement of students. The research sample included 400 high school male and female students who were selected by cluster sampling. The required data was gathered using Physical Self-Description Questionnaire and Bell Adjustment Inventory. Also, the mean scores of students were used as an indicator of academic achievement. The data were analysed by descriptive and inferential statistics indicators. Results indicated that there is significant relationship between body image and adjustment, whereas there was not any significant relationship between body image and academic achievement. Also, the results showed that there is a significant difference in body image of male and female students. However, there was not any significant difference in adjustment of both male and female students. In general, findings demonstrated that positive body image increases adjustment and better adjustment with situation influences considerably the adolescents' academic achievement.

In this study, we compared Iran's career and technical education curriculum with similar curricula in two developed countries (America & Canada) and two developing countries (Pakistan, Morocco), using Beredy's method. Our aim was using the experiences of other countries for promoting Iran's career and technical education curriculum. Results of the comparison indicated that the above mentioned countries have included topics of Iran's career and technical education in more than one subject matter. Information technology education and giving the right of selection to students were common features of the curriculum of these countries.In the two mentioned developed countries, the subject matters related to career and technical education is instructed based on the need to lifelong learning skill and technology literacy. Curriculum goals are using and evaluating technologies. The pedagogy component of these curricula focus on technology process (Designing & problem solving), and not on content, so theory assessment is integrated with practical assessment.In the two mentioned developing countries, the related courses for middle level school (6-9) are planned according to national needs and curricula implementation capability. Getting knowledge and skill in information technology, home economy and business affairs are common objectives and content in these countries' curricula. Also, they focus on active teaching methods and student's assessment is both practical and theoretical.Findings suggested that we could determine a name and rational for career and technical education curriculum based on modern life and work needs. In order to instruct technology literacy and necessary skills of life, it is better the curriculum be divided into two optional parts as "technology education" and "life skill education". Also, these curricula could focus on instruction of designing and problem solving.

Little attention is paid to student's psychological aspects, when planning educational environment. According to the environmental psychologists, the environment in educational settings should be planned in such a way that could facilitate learning and make it more enjoyable. The increasing need for developing educational settings along with increasing population as well as the inadequacy of existing settings is one of the main problems that needs attention. Unfortunately, most educational settings in our country do not meet the standards as far as children and adolescent's psycho-logical needs are concerned. This could have negative effects on their social and behavioral functions, as well as their attitude and insight towards education. The purpose of the present study was to investigate and evaluate the standards set by the organization for renovation, development and equipping schools and approved by the Iranian national management and planning organization. These standards are now the only criteria for architects and planners of educational settings. Evaluating and improving such criteria is of utmost importance, since creating interest in students towards the educational environment is one of the influential factors in student's attitude towards the school environment and eventually their educational achievement.The research method of this study was a descriptive causal-comparative one. The research population consisted of all female high school students in Isfahan (from both standard and non-standard high schools). Four educational districts were randomly selected from five educational districts. The results showed that there is significant differences between student's attitudes in standard and non-standard high schools, concerning the use of color in classes, in the sense that students in standard high schools had positive attitude towards the high school setting and classes.

This Study attempts to evaluate social studies curriculum of Iran's teacher training centers from the critical thinking perspective. Using cluster sampling method, a sample of 313 students and 33 Instructors were selected from among 2020 students and 53 instructors of 4 provinces of Fars, Bushehr, Hormozgan and Isfahan in 2008-2009 academic year. Based on Facione's model, two scales were used: California Critical Thinking Skill Test (CCTST) containing 5 subscales and California Critical Thinking Disposition Inventory (CCTDI) containing 7 subscales. The reliability of CCTDI and CCTST CCTST were determined using Cronbach's alpha and Kuder Richardson–20, respectively. Also, the content of 10 specialty textbooks were analyzed.Findings indicated the weakness of social studies' students and instructors of Iran's teacher training centers according to their whole points on dispositions and critical thinking skills and its' subscales. Also, the differences between frequency of dispositions and critical thinking skill components were investigated.

Within the last two decades, the efficiency and effectiveness of technical and vocational training colleges as well as applied-science universities have been under question. Given the fact that the efficiency and effectiveness of associate degree courses are pertaining to the extent to which the graduates are employed in the labor market as well as creating jobs and the quality of services presented in the workplace, the functions of associate degree courses should be basically focused on the job market. On the other hand, the orientation and attitude of society is directed towards higher education and the issues of graduates' employment in this degree and the skills which lead to such employment are disregarded. During the past few decades, the politicians and educational planners have designed and implemented new mechanisms to enhance efficiency and effectiveness of associate degree trainings, however it seems that such efforts have not been much influential. Accordingly, in this article the establishment of entrepreneurial training colleges was proposed. Necessary grounds for graduates to continue their studies along with productive employment could be provided through such combinative approach. It seems that providing the grounds for creativity, innovation, entrepreneurship and development of skills leading to employment not only does not reject the functions of associate degree to enter the high levels of higher education, but also it could result in more capabilities and potentials to access the higher education. Therefore, new dimensions of entrepreneurial training colleges was presented and discussed in this article.