Fostering critical thinking among senior High School students in Colombia has been an unfulfilled goal. This undesirable situation has multiple causes: “critical thinking” has become a mere slogan and its meaning and scope have not been clearly specified despite being widely used in the different levels of the education system. Furthermore, the strategies designed to teach critical thinking lack creativity, reinforce rote learning and the sheer repetition of logic rules besides misallocating the goal of reasoning and argumentation by focusing only on rhetorical persuasion. Textbooks and core literature in critical thinking suggest that a critical thinker is someone who always has plenty of arguments to defend her beliefs besides being ready to address even destructive criticism. By contrast, critical rationalism emphasizes the importance of a humble approach, acknowledges error, and portrays a critical thinker as someone who is ready to test her most beloved theories against experience and to reject them in the light of the facts that contradict her beliefs and certainties. We consider that a pedagogical approach enriched with fallibilism might be central for a better education and endorse these views with the results of a case study conducted in Manizales, Colombia, which shows that teaching the basics of logic and argumentation by using the central tenets of critical rationalism fosters critical thinking among senior High School students

Since there is no astronomy course in the Iranian public education system, the question arises as to what content of astronomy and with what structure is presented in the textbooks? To investigate this issue, content analysis method has been used and all textbooks of elementary and junior High Schools have been examined by census method. Texts have been described and analyzed by Merrill study method, images by emphasis method method and also the relationship between text and image by communication method. The results show that the content of astronomy is organized and distributed in a multidisciplinary manner among elementary and junior High School courses, with the share of experimental science courses being 45. 4% and the share of social studies being 26. 8%. Although most of the content of astronomy is presented theoretically in textbooks, in the meantime, in the course of experimental sciences and in the ninth grade, more emphasis has been placed on the method of work. In the elementary School, the image was used almost twice as much as in the secondary School, and in 38. 2% of the pictures, the emphasis technique was used.

This study set out to evaluate a rather newly developed textbook entitled "Prospect I". The textbook is developed as the main text for the nationwide application at the First grade of High School English courses by the Iranian ministry of education. To this end, a researcher-made questionnaire was developed and pilot tested. Bartlett's test of Sphericity, Keiser-Meyer-Olkin sampling adequacy measure, exploratory factor analysis and factor loadings, and Cronbach's Alpha measure of internal consistency were all run on the pilot study data, and the results verified acceptable levels of validity and reliability for the questionnaire. The validated questionnaire was given to 188 High School English teachers chosen based on convenience sampling procedure from seven provinces of the country. Moreover, 146 teachers sat for a semi-structured interview. The questionnaire and interview data analyses results revealed that the participating teachers were not satisfied with several aspects of the text including layout and design, the exercises and activities, the integration of the four skills, teachers book, grammar, vocabulary, language functions, and the proposed teaching methodology of the text.

The present analytical-inferential research sought to design a model of religious identity curriculum in the First grade of High School. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

The purpose of this study was to investigate the effect of Taekwondo martial arts on emotional intelligence of boys in the 3rd district of Tehran. The present study is a experimental study that was carried out in a pretest-posttest design with a control group. The statistical population of this study is all the students of the First grade secondary School in District 3 of Tehran, among which 30 students were divided into two groups. The non-random sampling method was available, so that at First all High Schools in First grade were selected by High School and all 30 High School students were selected, 15 of them volunteered to participate in taekwondo training courses, Experiments were performed and 15 other students were assigned to the control group, after which both groups responded to the emotional intelligence questionnaire. The experimental group received Taekwondo training for two months, and the control group did not receive any training. At the end, both groups responded to the emotional intelligence questionnaire in the post-test phase and a total of 60 questionnaires were analyzed. An emotional intelligence questionnaire was used to collect information. For analyzing the data, descriptive level of central incidence and dispersion indices and inferential level of covariance and variance analysis were used. The results of this study showed that taekwondo combat sport education has an effect on emotional intelligence in First grade boys.The purpose of this study was to investigate the effect of Taekwondo martial arts on emotional intelligence of boys in the 3rd district of Tehran. The present study is a experimental study that was carried out in a pretest-posttest design with a control group. The statistical population of this study is all the students of the First grade secondary School in District 3 of Tehran, among which 30 students were divided into two groups. The non-random sampling method was available, so that at First all High Schools in First grade were selected by High School and all 30 High School students were selected, 15 of them volunteered to participate in taekwondo training courses, Experiments were performed and 15 other students were assigned to the control group, after which both groups responded to the emotional intelligence questionnaire. The experimental group received Taekwondo training for two months, and the control group did not receive any training. At the end, both groups responded to the emotional intelligence questionnaire in the post-test phase and a total of 60 questionnaires were analyzed. An emotional intelligence questionnaire was used to collect information. For analyzing the data, descriptive level of central incidence and dispersion indices and inferential level of covariance and variance analysis were used. The results of this study showed that taekwondo combat sport education has an effect on emotional intelligence in First grade boys.

Textbook evaluation is one of the most essential components in improving the curriculum that takes place during the development of the student curriculum. Can help programmers and developers of a program in a practical and logical way. In this article, the book of social studies of the First year of High School (1399) is reviewed. The authors of the book are Ahmad Rajabzadeh, Hassan Maleki and Mohammad Mehdi Naseri. The five chapters of the book include: the formation of social life, the social system, the family system, the economic system and the political system. In all chapters, goals, questions, chapter overviews and activities are seen. Students have difficulty reading it. As a result, in terms of book form, book cover design, typography and page layout, print quality, binding and cut, and sources were examined. The content of the book, the uniformity of the text, the logical coherence of the content, the critical approach and the shortcomings were also reviewed.

The purpose of the study was to determine High-School First grander students' life-skills in Takab Township. The research method was descriptive survey. The statistical included all the First grade students which added up to 1270 people, out of which 100 people was chosen as the sample size. The sampling method was random stage sampling. To gather the data the life skills standard questionnaire which included problem solving, empathy, creative thinking, decision making, coping with emotions and stress, critical Hinking, effective communication, self-awareness, interpersonal relationship. The face and content validity was confirmed by experts and according to cronbach’s alpha coefficient , the questionnaire’s reliability was 0.85.Data analysis was accomplished in two levels of descriptive statistics and inferential statistics.(T test for a single mean, t test for independent). Findings showed that First-grade students’ enjoyment in decision making skill, problem solving, critical thinking and interpersonal relationship was average and in other skills was less than average. Student’s Highest level of enjoyment was in critical thinking skill and their lowest level of enjoyment was in creative thinking skill. There is a significant difference between male and female students in Effective Communication skill and the average scores of girls were more than boys.

Background and purpose: The increasing prevalence of overweight and obesity in children and teenagers is a serious health concern which could result in physical, mental and social disorders in next years. Several factors contribute to overweight and obesity. This study aimed to determine the factors affecting overweight and obesity among High School students in Amol (north of Iran) in 2013.Material and Methods: In this descriptive-analytical study, 381 High School students in Amol were randomly selected. Data was collected in a questionnaire containing open and closed questions including three sections: demographic variables, contextual variables and dependent variables. The validity and reliability of the questionnaire were also confirmed. The obtained BMI (Body Mass Index) was divided into four categories: underweight, normal, overweight and obese. Data was then analyzed in SPSS.Results: In this study the BMI of the students showed that 76 (20.1%) were underweight, 215 (56.7%) were normal, 63 (16.6%) were overweight, and 25 students (6.6%) were obese. There was a significant relationship between High BMI and the time spent using computer (P= 0.041). No significant relationship was found between High BMI and sex, parent’s educational background, place of residence, type of School (private or state), consumption of fast food, having exercise, going for walk, and time spent watching television (p>0.05).Conclusion: The results showed that almost a quarter of the students with High BMI were not influenced by any social or behavioral factors. However, further intervention programs should be designed for all student groups to reach more accurate conclusions.

Background & Aims: Today, organizations are facing a competitive environment that is accompanied by amazing developments in which changes are constantly taking place, and markets do not have a fixed situation, and the political and legal frameworks often change and go along with these management developments. Organizations are faced with complexity, the speed of communication has increased, and organizations are required to examine and respond to customer requirements. In the meantime, large organizations with traditional structures do not have the necessary strength and flexibility to align with these changes, and for their survival, they are forced to change their structure or equip themselves with tools that can face and align with global developments. To obtain in this framework, education is one of the most basic necessities of a society in order to harmonize with these changes. Because education is an important part of individual and social activities. As UNESCO has announced in its global report, almost one out of every five people living today is a teacher or serves as a teacher in the formal education system and is in charge of educating the new generation. In this connection, many thinkers have identified a solution to this problem in the preparation of human resources. Therefore, efficient human resources can be considered the most important capital of an organization. Therefore, any process that improves the capability of human resources according to the type of work and activity is a capital-increasing process, the result of which is directly reflected in the quality and quantity of the system, which with the help of empowering human resources it is obtained. It can be said that the main capital in the education system of any country is its human resources, which become effective in the development of the society through knowledge, restraints and specialized motivations of their jobs. Teachers play an important role. Therefore, today, Schools that equip their educational system with such precious capital, show more competitive advantage among their peers, because the excellence of Schools in a close competition depends on skill, creativity, and independence. Knowledge and ability of teachers are dependent. In this connection, the present research was conducted with the aim of explaining the cultural and psychological empowerment of the First year secondary School teachers in Tehran. Methods: The research method was part of mixed research in terms of data collection. In the qualitative part, the statistical population included university experts, including managers and senior experts in education, and in the quantitative part, it included all the teachers of the First year of High School in Tehran in the academic year 2021-2022. The sample size in the qualitative part with theoretical saturation (10 people) and in the quantitative part is estimated to be 300 people based on Morgan's table, and for the selection of the sample in the qualitative part, purposive sampling was used and in the quantitative part, stratified random sampling was used. The data collection tool was an interview in the qualitative part and a researcher-made questionnaire with 144 questions and 17 components based on a 5-option scale in the quantitative part. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire at 0. 86. Confirmatory factor analysis using smartpls3 software was used to analyze the data. Results: The results showed that psychological cultural empowerment included organizational culture, organizational structure, organizational monitoring system, organizational reward system, organizational management systems, and its consequences include improving interpersonal ability, management and leadership ability, and the ability to create events. Conclusion: In the current research, two dimensions of psychological and cultural empowerment of secondary School teachers were pointed out and it was stated that today's teachers need more cultural and psychological empowerment because they are responsible for educating a generation that is supposed to be the future builder of the country. For this purpose, they must First have such ability so that they can transfer it to the students. In this research, it was found that when it comes to the psychological and cultural empowerment of teachers. It means mental and emotional empowerment, knowledge, and overall empowerment. Ensuring the health and mental health of teachers through the implementation of personality, mental and emotional tests and planning to prevent them from developing mental disorders are ways to ensure their mental health. Also, special attention should be paid to the intrinsic and psychological characteristics of teachers and their behavior, sense of acceptance of responsibility, appropriate social behavior and ability to adapt to the educational environment should be evaluated. It is in this way that one can have confidence in the ability of teachers and know that they are suitable options for educating students. In addition, teachers should be empowered in terms of knowledge and have an understanding of the logical relationships of phenomena and the interpretation of information, and be familiar with philosophical and scientific Schools and their views, as well as a detailed understanding of tasks, tasks and educational phenomena of the School or the educational system of the society to better understand the work environment. Perceptual ability is also one of the other factors of psychological and cultural ability. It is imperative for teachers to have the power of analysis to diagnose problems correctly and to have the ability to make correct judgments about behaviors and the cause of those behaviors, as well as the ability to integrate different ideas and methods to achieve goals. In the current research, various factors affecting the psychological and cultural ability of teachers were also pointed out and it was determined that the organizational culture governing the education system and Schools determines the degree of flexibility, adaptability, participation, and independence of teachers. A favorable organizational culture based on participation guarantees the psychological and cultural ability of teachers. In addition, the flexible organizational structure, decentralization, and the degree of risk-taking of the educational institution affect the ability of teachers. Of course, one should not neglect the rules and regulations, supervision and control of communication skills and mutual relations, value creation and wealth creation, welfare facilities, the number of salaries and wages, rewards and appreciation, and attention to satisfaction and respect. These cases determine the cultural and psychological ability of teachers. In general, it can be said that the practical components of cultural-psychological empowerment among teachers include the promotion of interpersonal competence, management, and leadership competence, and the ability to create events.