Background and Aim: The present research aimed at studying relationship between the Academic Hardiness in Science and Conceptions of Learning Science with the moderating role of Science Learning Self-Efficacy among second-year high school students in Khorramabad city.Methods: This study was a descriptive correlational research. The statistic population all the students, that 357 students were selected as the sample by applying simple random sampling method. To collect data, science Academic Hardiness Scale of Wong and Tsai (2016), Science Learning Self-Efficacy Questionnaire of Lin and Tsai (2013) and Conceptions of Learning Science Questionnaire of Lee, Johanson and Tsai (2008) were applied. The structural equation model was used to evaluate the relationships between variables. Results: Furthermore, the results of correlation coefficient and structural equation model showed that the Science Learning Self-Efficacy in Science has direct influence on the Conceptions of Learning Science and Science Academic Hardiness has direct effect on the Conceptions of Learning Science and Science Learning Self-Efficacy. Moreover, Science Academic Hardiness on the Conceptions of Learning Science by the moderating role of Science Learning Self-Efficacy has been indirect influence.Conclusion: In the general, the finding of the present study support the role that motivational and cognitive factors play in the determining the conception of learning science, which has useful implications for learners process of science learning.

Introduction: Teachers' beliefs are the essential factor in their practice. However, the source of many teachers' beliefs is their personal experiences from their experiences as students and teachers. The purpose of this study was to investigate the conceptions of Iranian teachers about the concepts of learning and teaching and examine its compatibility with contemporary scientific perspectives, especially cognitive science of learning. Methods: In this research, the phenomenological method was used, which examines various ways of understanding a concept or phenomenon from the perspective of a specific group of people. Participants in the study were 15 elementary school teachers whose beliefs about learning and teaching were examined through in-depth semi-structured interviews. Results: The results revealed that during the recent educational reforms, Iranian teachers have become more aware of the role of teachers in providing various experiences for students. At the same time, the differences and contradictions between student-centered and teacher-centered concepts are still unclear to teachers. They have interchangeably referred to these two approaches. Teachers are also unaware of the importance of the role of previous knowledge as an organizing framework for new experiences and information, pay little attention to the role of social factors in learning, consider the place of knowledge in mind, and despite the great emphasis on emotional factors they lacked scientific theories about it. In addition, teachers have a limited understanding of memory and attention despite the growing interest in incorporating cognitive psychology and cognitive neuroscience concepts in teacher education. Conclusion: According to previous findings, the belief system of Iranian teachers is also inconsistent and contains contradictory beliefs. A careful examination of the contradictions and the reasons for their formation will illuminate future interventions to improve the classroom.

The purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space and real space learners and these two groups were compared. Correlational research method was used in this study. The statistical population of this research included staff of professional and technical centers to be fitted that taught ICDL skill. The size of this population was approximately 18000 people due to the high volume that fitted the community of available sampling methods were used. In order to find this, based on Krejcie and Morgan table, 376 employees of the professional and technical centers who had been earlier taught ICDL skill and had the bachelor and Master degree were chosen as sample. The data collection tools were the Karami learning strategies and Conceptions of Learning, after confirming the validity and reliability were used. Data were analyzed using multiple regression test, two independent samples t test and Correlation coefficient. Results indicated that there was significant difference between cognitive and metacognitive, and conceptions of learning by virtual space and real space learners. Results indicated that learning as a duty, remembering and personal change was the meaningful predicting factors of cognitive and metacognitive approaches by virtual space and real space learners. As well as those who were trained in the virtual environment, the amount of cognitive and metacognitive strategies of more use.

The purpose of the present study was examining the structural relations of secondary students’ conceptions of and approaches to learning science. Statistical population were all of secondary students in Kerman city enrolled in science and mathematics courses. The sample consisted of 350 participants. The questionnaires (adopted fromLee, Johanson and Tsai, 2008) were validated employing CFA Method. Accordingly, cronbach’ s alph coefficient estimated to be. 80 for the conceptions of learning science questionnaire and. 73 for the approach to learning science questionnaire. The AVE validity coefficient for research variables also measured to be between. 51 to. 63. Results of six factors model of conceptions of learning science and four factors model of approaches to learning science revealed that the fit indexes of confirmatory factor analysis were favorable and relatively favorable and so these two instruments are acceptable measurment models among Iranian students. SEM analysis also revealed that “ increase of knowledge” was the strongest predictor for surface motive and “ understanding and seeing in a new way” was the strongest predictor for deep motive, but other variables of COLS were not directly significant predictors to surface strategy. Among the variables of higher level conceptions of learning science, only the direct effect of “ applying” on deep strategy was significant. The indirect effect of “ increase of knowledge” on surface strategy (mediated by surface motive) was stronger than the indirect effect of “ memorizing” on surface motive that mediated by the same mediator. The results showed that secondary students’ conceptions of science learning predict their approaches to learning science.