In this research, the effectiveness of Computer-Assisted Instruction on Academic Achievement of Higher Primary School in Ahwaz City has been surveying. Two hounded students (boys and girls) randomly selected and in each school, two classes (50 students in each class and totally four classes), were divided with the same teacher in science subject. It has collected around 200 academic achievement scores in science subject in form of pre-test and post-test from two different groups (control and experimental group). Pre-achievement scores in science in previous semester and non-verbal intelligence scores have obtained as co-variates for the study. It has analyzed the results that has compared between two groups with respect to academic achievement in science subject. The results revealed that the Computer-Assisted Instruction software package has its effect on academic achievement in science subject of students in experimental group and scores of students in experimental group were higher than scores of students in control group. In addition, the results revealed that there is no significant difference between boys and girls in academic achievement scores in science of experimental group after implement the Computer-Assisted Instruction software package teaching method and both of two groups have higher scores in science subject.

In today's knowledge-oriented world, there are many problems that need to be solved in a structured and systematic way. In this regard, an effective solution is to use suitable algorithmic approaches and perspectives. Algorithm includes a set of processes and instructions that can be used to solve many Computer problems or real world problems in a regular and effective way. The use of algorithms in solving systematic problems saves time and money and provides new and valuable solutions. In fact, the algorithm is considered the beating heart of potentially powerful technologies such as artificial intelligence and today, instead of thinking about the future of algorithms, people consider the future to belong to algorithms. Although algorithms have relatively the same concept in different fields of implementation, but in order to achieve specific applications of the desired algorithm in different fields, we must take advantage of the approaches and perspectives of appropriate algorithms. Therefore, according to the importance of the subject, in this article, we intend to investigate the different dimensions of algorithmic perspectives and describe the common operational and practical classifications of important algorithms in Computer science and related technology-oriented fields.

The purpose of this article is to investigate job opportunities for graduates of mathematics, statistics and Computer science. By introducing skill courses related to these fields, suggestions are made to improve the employment status of graduates. These proposals provide the opportunity for students to increase their preparation for entering the labor market by acquiring some technical and specialized skills appropriate to their field. These skills can be a valuable advantage for graduates in the labor market. Moreover, learning such skills can pave the way for nurturing their creativity and entrepreneurial opportunities.

The idea that science is objective, or able to achieve objectivity, is in large part responsible for the role that science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to an epistemic relativism about science. The paper concludes with the realist suggestion that the best explanation of the success of the sciences is that the methods employed in the sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the sciences leads to the objective truth about the objective world.

The Abrahamic religions include the three monotheistic religions of Judaism, Christianity, and Islam. All of these religions consider Abraham as their ancestor, and they consider science to be the knowledge of the universe and humanity, which are divine revelations. The framework of science in the Abrahamic religions uses three basic concepts: 1) monotheism (as a fundamental principle, a single and all-encompassing Divine vision) 2) the universe (as a divine creation) 3) science (as an all-encompassing knowledge about the world as the sign of God). The purpose of writing this paper is to find the common principles governing science among Abrahamic religions, using a descriptive-analytical method based on library sources. The results of this research is an intellectual attempt to draw on the commonalities between various Abrahamic religions in the areas of constructive dialogue in the field of globalization, based on revelatory and spiritual teachings, to achieve the unification of the world, which is one of the divine promises and is rooted in the natural foundations of humanity.

The ability to read is one of the abilities effective in quality of life. From among the children with normal intelligence and more, dyslexic students have a significant lack of readability due to their age and their ability to intelligence. In any planning and designing a treatment plan for these people, diagnosis is a necessary first step. Early and timely recognition of this disorder is essential to prevent the negative consequences of impairment. The tool that is used for data gathering is an intelligent Computer game that designed and developed during this study. In this study, we looked for a method for predicting dyslexia that is not read-based, so that treatment with dyslexia can be initiated before they begin to teach. The purpose of this study was to develop an intelligent diagnostic system in the form of a Computer game based on artificial intelligent and supervised machine learning to predict dyslexia based on the cognitive differences of dyslexic children with other children. Games can provide a less stressful or a stress-free way for the children so that the child do not even realize that it is being measured. The intelligent diagnostic system was trained with the help of thirty students. The results of the study on performance of this intelligent system showed that the provided Computer game has the ability to predict dyslexia with a probability higher than 97%.

Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of Computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as Computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach., Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of Computer science in Birjand city has been investigated Methods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68. 5% in comparison to the traditional method. Conclusion: The present study shows that Computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use) and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.

Background: The rapidly expanding use of information technology (IT) in medicine and biomedicine has changed the medical education methods, So that information literacy, the ability to use Computer, is an essential skill for students. Knowing about the Computer literacy level of students and the level of their interest in learning information technology, help make the students to use Computers and information technology better.Objective: The aim of this study was to assess the level of Computer literacy amongst three classes of Kerman University's medical students. (Students accepted during 1998-2000).Methods: All students accepted during 1998-2000 (180 students) were studied in this cross -sectional research. The questionnaire was used before in similar research in America. Response rate was 74%. The internal consistency of the questionnaire was computed after the gathering and was 0.86.Results: 29.2 percent of the respondents were male and 70.8% were female. Most of them (65.6%) had personal Computer, 20.8% of them had passed at least an educational class on hardware, 43.2% on software class, and 9.4% on system design and analysis before accepting to university.In total, the students got 56% of Computer literacy score. The Computer literacy of males was significantly higher than females (P<0.01). Conclusions: In order to increase the level of Computer literacy among medical students, we would suggest formal inclusion of IT in undergraduate medical curriculum.