Jalal Karamad; Vahid Fallah; Laden Salimi
Abstract
Purpose: The aim of this study was to evaluate the effect of teaching narrative philosophy on epistemological beliefs and emotional self-awareness in adolescents.Methodology: In terms of purpose and research method, the research method was a quasi-experimental pre-test-post-test design with a control ...
Read More
Purpose: The aim of this study was to evaluate the effect of teaching narrative philosophy on epistemological beliefs and emotional self-awareness in adolescents.Methodology: In terms of purpose and research method, the research method was a quasi-experimental pre-test-post-test design with a control and follow-up group. The statistical population was 30 students who were matched in two experimental and control groups using stepwise cluster sampling. The experimental group spent 8 90-minute sessions teaching philosophy, and the control group remained on the waiting list. In order to collect data, Biles (2009) Epistemological Beliefs Questionnaire and Grant et al. (2002) used the emotional self-awareness questionnaire. The collected data were analyzed by descriptive and inferential statistics (repeated measures analysis of variance) using SPSS-V22 software.Findings: Findings showed that the method (teaching philosophy in a narrative method) had an effect on emotional self-awareness scores so that the experimental group (teaching philosophy in a narrative method) and compared to the control group increased emotional self-awareness scores.Conclusion: The results showed that teaching philosophy to narration is effective in epistemological beliefs in adolescents. Also, teaching philosophy according to narration is effective in adolescentschr(chr('39')39chr('39')) emotional self-awareness. Therefore, it is suggested that teaching philosophy be included in the studentschr(chr('39')39chr('39')) curriculum.
Social Sciences
zahra Sadeghloo; Ladan Salimi; Vahid Fallah
Abstract
Purpose: Considering the growing use of digital and non-digital games, the purpose of this study was designing a curriculum pattern of education based on non-digital game with a high-scope approach for student teachers.Methodology: The present study in terms of purpose was applied, in terms of time was ...
Read More
Purpose: Considering the growing use of digital and non-digital games, the purpose of this study was designing a curriculum pattern of education based on non-digital game with a high-scope approach for student teachers.Methodology: The present study in terms of purpose was applied, in terms of time was cross-sectional and in terms of implementation method was qualitative. The study population was the experts and specialists of curriculum and educational games, which according to the principle of theoretical saturation number of 14 people of them with the purposive sampling method were selected as a sample. Data were collected by semi-structured interview and analyzed by coding analysis method in MAXQDA software.Findings: The findings showed that the curriculum pattern of education based on non-digital game with a high-scope approach for student teachers had 79 concepts, 24 subcategories and 11 categories. In this pattern, for curriculum goals were identified 28 concepts, 9 subcategories and 4 categories including child's mental development (with 2 subcategories of improving cognitive skills and mental development), improving child's social and emotional skills (with 2 subcategories of emotional skills and personality and social skills), Improving motivation and readiness (with 2 subcategories of child preparation and child activity) and child's spiritual and cultural development (with 3 subcategories of spiritual growth, cultural growth and general growth and development), for curriculum content were identified 23 concepts, 6 subcategories and 3 categories including cognitive education (with 2 subcategories of academic education and mental skills), social and artistic subjects (with 2 subcategories of social skills and artistic education) and general education and development (with 2 subcategories of general subjects and physical growth), for curriculum teaching and learning methods were identified 18 concepts 5 subcategories and 2 categories including group and active methods (with 3 subcategories of education through games, group education and active methods) and individual and direct methods (with 2 subcategories of artistic method and cognitive method) and for curriculum evaluation were identified 10 concepts, 4 subcategories and 2 categories including passive methods (with 2 subcategories of observation and written methods) and active methods (with 2 subcategories of functional methods and group methods).Conclusion: The results of this study about the curriculum pattern of education based on non-digital game with a high-scope approach for student teachers can be used by curriculum experts and planners of Farhangian University to improve the game-based curriculum.
Social Sciences
Saber Salehnezhad Behrestaghi; Seyedeh Esmat Rasoli; ladan salimi
Abstract
Purpose: The current research was conducted with the aim of providing a model of moral responsibility based on online training for teenagers.Method: This research is fundamental-applied in terms of its purpose; And in terms of information data, this research is an exploratory combination that, while ...
Read More
Purpose: The current research was conducted with the aim of providing a model of moral responsibility based on online training for teenagers.Method: This research is fundamental-applied in terms of its purpose; And in terms of information data, this research is an exploratory combination that, while taking into account the opinions of education experts, investigated the dimensions, components and indicators of the variables in question and using the systematic data method. From the survey patterns, he collected research data in qualitative and quantitative stages. The statistical community in the qualitative part included the first group, academic experts: professors of the Islamic Azad University and Farhangian University and teacher training centers, and the second group, organizational experts: managers, assistants and educational and research experts of the education departments of Tehran. In order to determine the samples, non-probability targeted sampling method was used, and 20 people were considered as the sample size using the principle of saturation. In the quantitative part, the statistical population included all secondary school students (second period) of Tehran in the academic year of 2021-2022. Based on Cochran's formula, 383 people were selected as samples by cluster sampling method. In the qualitative part, the data collection tool was semi-structured interviews, and in the quantitative part, the researcher made a library method and a questionnaire. In the quantitative part, according to the research questions, descriptive and inferential statistical methods were used (tests such as exploratory factor analysis and sample t-test) through Spss-V22 and Lisrel-V8.8 software.Results: The results showed that ethical responsibility includes the components of ethical attitude in education, satisfaction with education, control and accountability. In addition, the factors affecting moral responsibility included culture, structure, teacher, and curriculum. Improving the quality of learning, moral transformation, were introduced as outcomes; Management, technological and behavioral mechanisms, including environmental, social and educational platforms and obstacles including technological and educational obstacles were introduced as the results of the research.Conclusion: The results of the analysis showed that among the 101 indicators (items) available, 18 main components could be identified;
