NEW THOUGHTS ON EDUCATION
Year:2020 | Volume:15 | Issue:4 |Papers Count:13

The purpose of this study was to explain the philosophical approach of Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran to knowledge and critique its implications in education. Considering the importance of recognizing the document's approach to knowledge and the ambiguities in the document regarding this issue, it was necessary to conduct this research. The main question of this study: What is the product of the dominant knowledge approach in the document and what criticism does it have? This research was a fundamental one and used descriptive, content analysis, critical analysis and inference. First, using existing resources, knowledge approaches, and especially their product and their educational implications, were described. Then, by analyzing the qualitative content analysis of FRDE, the concepts, terms, and relationships between them were analyzed and then the document's inaccurate approaches were revealed and criticized. Findings of the research show that the dominant approach in the document's theoretical foundations is linear approach. But in the Strategic Transformation Document and the National Curriculum Document, simultaneous linear and intertwined approaches are considered. This is inconsistent with the theoretical foundations of the document. It is necessary to review the prevailing approach in light of its criticisms and to eliminate the inconsistencies in the process of writing the future document.

Considering the importance of critical thinking as one of the important outputs of higher education system, assessing this cognitive competency among students can provide valuable information. Therefore, the purpose of this study was to assessing paraphrasing competency as the first level of critical thinking based on Paul and Elder Framework (2012) among freshman, sophomore and graduate students. This research was carried out with a qualitative approach, with phenomenography method. Participants were educational psychology students of Alzahra University in the academic year of 2018-2019, in terms of their voluntary willingness to cooperate. The students were requested to read a text from a book entitled "Art of Loving" and then paraphrase the text with their own words. Students’ responses in two parts including written texts and opinions were analyzed based on content analysis method. The findings of the research indicated that in the process of paraphrasing, changing the sentence structure, meaning of vocabulary, exact repeating a sentence, changing the meaning of sentence, describing and deleting the sentence relating to the context of the text was observed. Students’ opinions during interviews revealed three attributes including translation in accordance with text, weakness of comprehension, and criticizing. Based on the research findings it can be concluded that participants’ performance with regard to paraphrasing was weak. Thus providing instructional opportunities for the betterment of this competency as a first level of critical thinking is recommended.

This study aimed to compare the effectiveness of computer-assisted cognitive remediation and multisensory method on improvement of reading performance of students with dyslexia, was carried out. The research methodology is an experimental study with pretest-posttest design with two experimental groups and one control group. The statistical population of this study consisted of all primary school dyslexic students in Rasht in 2014-2015 academic year that among them a sample of 45 students were selected by random sampling method and were assigned in both control and experimental groups randomly. Intelligence test (Wechsler, 2003) and the Formal Reading and Dyslexia test (Kormi Nouri & Moradi, 2008) were used to collect the data in this study. In this study, computer-aided cognitive remediation programs were trained to the first experimental group, during the first 11 sessions, multisensory education program, during the 9 session to the second experimental group, while the control group did not receive training in these areas. A comparison of average corrected two groups showed that computer-assisted cognitive remediation, compared with multisensory method on the components of the chain of words, rhymes, remove vocals, no words read and sign the letters (p<0/001) and on the component naming pictures have a greater impact, and the difference between two groups in reading performance of the other components is not significant. Multisensory and cognitive methods of computer software are effective for depth of learning and positive attitude in students with dyslexia.

The purpose of this study is to investigate the concept and functions of "contentment" in the book ‘ Mathnawi” and to deduce its implications for moral education. This study was conducted using a qualitative approach and using the reconstructed Frankena inference model. In the first part of the research, after a brief overview of the status and importance of the Mathnawi, the concepts of ethics and contentment, some of the basic characteristics of contentment are recognized in the form of realistic statements and educational principles, and under each principle, first, the Quranic or Hadith document is stated and then the main point of view of each principle is explained from the Mathnawi. Recognized propositions in this study include: contentment as a way to the “ Hayat tayyebeh” (Pure Life), a factor for maintaining self-esteem, a treasure for freedom of want, a factor to distinguish from envy, a tranquilizer of greed, a source of happiness and a factor for correlation between reliance to God, daily bread and internal satisfaction. In today's world, where consumerism and attachment to worldly attitudes are instilled to different societies by the capitalist system, it is necessary for our national education system to rely on influential religious teachings and ideas like Rumi, to put 'contentment' as an educational goal and nurtured a 'convincing and self-sufficient' generation.

This study aimed to investigate the psychological status and academic achievement of male and female sixth-grade students in the new structure of elementary education. Most recently, the sixth-grade was integrated into the elementary school, and as a result, nowadays there are two types of elementary schools (1-6th grades and 4-6th grades) in most cities in Iran. The target population was comprised of 464 male and female students studying at the sixth-grade of elementary schools in Kashan. The data collection tool utilized for this study was Student School Survey which included nine key components for analyzing students’ behaviors and attitudes. The results indicated that the combining factor (girls versus boys) and the structure factor (4-6th grade versus 1-6th grade) had a significant multivariate effect on dependent variables. The boys studying in 4-6th grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in 1-6th grade schools, and although the self-concept score of the first group was significantly lower, their score in ethics was significantly higher. With regard to girls however, those studying in 1-6th grade schools scored higher in the components of trust and social cohesion, positive attitude towards school, selfconcept and ethical orientation in comparison to their peers in 4-6th grade schools, and they were, of course, significantly more victimized by violent behaviors.

Self-knowledge as an educational method At first glance, the concept seems obvious. But the concept faces challenges in meaning. That is, precision in the sense of self is not a unified understanding of it and this can cause problems in practice in education. The purpose of this article is to analyze the concept of self as one of the basic methods of education in order to eliminate semantic challenges and create semantic unity in it. Conceptual analysis was used for this purpose. The results showed that with the common semantic elements that exist between different definitions and understandings of self, one can significantly achieve the semantic inconsistencies of this concept. Accordingly, three types of self-knowledge based on one's inner perceptions, one's outer perceptions, and one's inner and outer common perceptions were identified. In this way three types of self-knowledge separated into three relationships between: I and I, I and other, and I and other thing. Then it turned out that in all types of self, there are four essential elements: identifying agent, need for self, source of need, and interaction. It also turned out that there were always obstacles in self-knowledge such as intellectual disabilities, cognitive disabilities, distance between beliefs and practices and wrong living habits. Given the aforementioned elements, relationships, and barriers, a redefinition of selfknowledge has emerged that seems to be more comprehensive and precarious. The above definition will facilitate the transparency of the instructional work of educators in using self-knowledge.

The purpose of this study was to examine the role of learning environment perception's dimensions (contextual), dimension of self-regulation (cognitivemotivational) and social anxiety (cognitive-emotional) in learning second language. This research was descriptive (correlation). The statistical population of the study included all high school female students in Yazd in the academic year of 1396-97. Participants of the study included 305 third year high school students who were selected based on Cochran formula and cluster random sampling. Ryan and Connel's self-regulation scale, Watson's and Freid's social anxiety, and Fraser and et. al learning environment perception scale were used to measure the research variables. The results of step by step regression revealed that among components of learning environment perceptions, student's affiliation, justice and student's involvement, and among the dimensions of academic self-regulation, external regulation and identification predicted learning the second language positively and social anxiety predicted learning the second language negatively. Overall, findings of this study indicated that positive perception of learning environment, the promotion of selfregulation and the reduction of social anxiety of students through the creation of intimate and uncompetitive atmosphere could increase second language learning.

Suicide is a deliberate act that causes a person to die. The aim of this study was to discrimination of students with high and low suicide probability based on components moral intelligence, mindfulness and cell phone addiction. The method of this study was causal-comparative. The population consisted of all male and female students studying at Tabriz university in the 2018-2019 academic year that, 492 students were selected by multistage cluster sampling method. For data collection from the Lennick and Kiel moral intelligence, five facet mindfulness questionnaire (FFMQ), Savari cell phone addiction and suicide probability scale (SPS), were used. Data were analyzed using statistical test discriminant analysis. The results of the discriminant analysis, leading to a significant recognition function that according to this function acting with awareness and cell phone addiction had the highest ability to differentiate between two groups of students. Subsequent distinctive components the groups, were honesty, nonjudging of inner experience, forgiveness, describing, sympathy and observing. Also, the results of the discriminant analysis showed that all students with high suicide probability were correctly discriminated from other students with the highest percentage of detection (81/5%) and 80/6% of the two groups' students were properly classified according to the obtained function. The results of this reclassification indicated the ability of these variables in discriminating between students with different suicide probability levels.

The purpose of this paper is to explain the roles that values play in curriculum theory and curriculum development areas. To achieve this goal and to answer its related questions, analytical-explanatory method has been used. After the introduction, there is a discussion on the presence of values in education and other scientific fields. Then, in addition to introducing the views supporting the presence of values, the role of values has been investigated in curriculum theory in several aspects: the crystallize of values in the form of curriculum theories based on theological beliefs; the idea of balance between different values or concern for lack of aesthetic and ethical values; considering curriculum theorizing in the form of knowledge, reality and value oriented propositions; the emphasis on the interrelationship between descriptive and normative theories and the value aspect of the epistemological beliefs and attention to the values derived from ethical principles as a criterion for the desirability of curriculum theory. In the areas of curriculum development, two ideas have been proposed: criticizing of Tyler Rational in terms of the delay in paying attention to the role and place of values and from value free perspective to a value oriented view of curriculum conception as technology. In the final section, implications and results have been presented.

The purpose of this study was to investigate the causal relationship between Academic Buoyancy and Academic engagement with the role of mediator of academic self-efficacy in second grade students in Khorramabad city and compare the model in male and female groups. The population of the study consisted of all students of second grade students in Khorramabad city which were selected by randomized multistage cluster sampling method of 510 people. The instruments used in this study were academic Buoyancy, academic self-efficacy and academic engagement. AMOS 21 software was used to analyze the data, The proposed model was evaluated using structural equation modeling. The results of structural equation modeling showed that academic Buoyancy is either directly or indirectly related to academic engagement through academic self-efficacy. Also, academic Buoyancy with academic self-efficacy and academic self-efficacy were directly related to academic engagement. Also, the results of multivariate analysis showed that despite the similarity of girls 'and boys' Path charts, there was a significant difference between two groups in path coefficients. Based on the findings of the current study, it is suggested that the authorities, school administrators and teachers, with creating positive beliefs in themselves, and developing a positive, active, and educative school environment, Provide conditions for Self-efficacy, engagement and academic Buoyancy in students.