Azam Karimi; Abbas Gholtash; Ali Asghar Machinchi
Abstract
purpose: The aim of this research was developing and validating a teaching metacognitive skills model based on quantum thinking in student teachers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population ...
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purpose: The aim of this research was developing and validating a teaching metacognitive skills model based on quantum thinking in student teachers.Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the books and articles related to metacognitive skills and quantum thinking in the last thirty years, which after reviewing them number of 50 cases (12 books and 38 articles) were selected as a sample by purposive sampling method. The research population in the quantitative section was student teachers of Farhangian University of Shiraz province in the academic years of 2020-1, which based on Cochran formula number of 100 people of them were selected as a sample by simple random sampling method. The research tool in the qualitative section was take noting of books and articles and in the quantitative section was a researcher-made questionnaire (33 items) whose psychometric properties were confirmed. Data were analyzed in the quantitative section by coding method in MAXQDA software and in the quantitative section by exploratory factor analysis and structural equation modeling in SPSS-23 and Smart PLS-3 software.Findings: The findings of the qualitative section showed that the teaching metacognitive skills model based on quantum thinking in student teachers had 129 indicators, 33 components and 8 categories, which categories were including macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners. Also, the findings in the quantitative section showed that 33 items in the 8 mentioned categories were placed; So that the factor load of all items and categories was higher than 0.70, the average variance extracted of all categories was higher than 0.60 and the cronbach and combined reliability of all categories was higher than 0.90. Other findings showed that the teaching metacognitive skills model based on quantum thinking in student teachers had a good fit and the effect of mentioned model on all eight categories of macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners were significant (P<0.05).Conclusion: Based on the results of present research, officials and planners of Farhangian University can use the identified and validated model of teaching metacognitive skills based on quantum thinking in student teachers to improve teaching, training and learning, which for this purpose use the components and categories extracted from the present study is necessary.
Mandana Farhanak; Ali Asghar Machinchi; Abbas Gholtash; Seyed Ahmad Hashemi
Abstract
Purpose: Educational systems are one of the most important social institutions, and for this reason, the quality of other social institutions depends to a large extent on how they function. Identifying talents and creating the necessary conditions for the flourishing of people in various fields and the ...
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Purpose: Educational systems are one of the most important social institutions, and for this reason, the quality of other social institutions depends to a large extent on how they function. Identifying talents and creating the necessary conditions for the flourishing of people in various fields and the balanced and balanced growth of human beings in various aspects of physical, intellectual, emotional, artistic, etc. is a responsibility that this system must fulfill. Today, the main task of educational systems is to adopt approaches and policies that are appropriate to current and future developments, both from a revolutionary and adaptive perspective, which plays an essential role in the quality of education and learning. Educational systems in every society and country have different functions; one of these functions is the growth and flourishing of students' talents, abilities and artistic and aesthetic capabilities. Regarded to the role of integrated curriculum of arts education in academic success and performance, the aim of this research was presenting of elements pattern of the integrated curriculum of arts education in Farhangian University students.Methodology: The type of research based on the aim was applied and based on the implementation method was exploratory from type qualitative. The research population was the documents and texts of the integrated curriculum of arts education and the curriculum experts of Farhangian University in 2020 year. The research sample were 20 documents and texts related to the title and 28 experts who were selected by purposive sampling method after reviewing the inclusion criteria and according to the principle of theoretical saturation. For data collection were used from take noting and semi-structured interviews methods, which its validity was confirmed by the triangulation method and its reliability was confirmed by the agreement coefficient method between the two coders (r=0.76). Finally, the data were analyzed by content analysis method with a deductive approach.Findings: Based on the theoretical foundations and research background, the elements of the integrated curriculum of art education were identified including four sections of aims, content and learning activities, teaching methods and evaluation. Also, based on the interviews, elements of the integrated curriculum of art education were extracted for all four sections. Finally, the identified elements of both sections of the theoretical foundations and research background and interviews were combined and based on designed elements pattern of the integrated curriculum of arts education in Farhangian University students.Conclusion: According to the elements pattern of the integrated curriculum of arts education in Farhangian University students based on theoretical foundations and research background and interviews, curriculum specialists and planners to improve the educational system can use it in designing the aims, content and learning activities, teaching methods and evaluation.
Seyedeh Zahra Nabavizadeh; Ali Asghar Mashinchi; Seyed Ahmad Hashemi; Sedigheh Mohammadjani
Abstract
Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative ...
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Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative in terms of implementation. The research population was descriptive evaluation experts in 1399. According to the inclusion criteria, 30 people were selected as a sample according to the principle of theoretical saturation and with targeted sampling and snowball sampling methods. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding methods in MAXQDA software.findings: The results showed that the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system had 129 concepts and 10 components in two dimensions of manpower and curriculum. Manpower had four components: teachers' ability, motivational factors, structural factors and factors related to students and the curriculum. Finally, the descriptive evaluation of Iran was compared with that of Germany and the United Kingdom, and its similarities and differences were expressed.Conclusion: According to the results of this study, for the successful implementation of descriptive evaluation in the Iranian primary education system, special attention should be paid to manpower and curriculum and sought to improve them by improving the relevant concepts.
