فاطمه احمدی

In order to study the formation of human’s perception, it is significant to determine what reconstructive reality perception is, how they are formed, and what are their positions in the categorization of intelligibilities and in the analysis and reconstruction of social theory. Relations between human beings and the ones between human beings and their surroundings fall under the category of reconstructive reality; therefore, it is important to understand what reconstructive realities are and how they can be reconstructed and ranked based on Allameh Tabatabai’s philosophy. Employing the descriptive analytical method, the present study focuses on the analysis of reconstructive reality perception in his philosophy, through which, moral and social systems can be shaped. Social theory does not discuss the truth of existence, instead, sheds light on the realm of accident. By introducing the reconstructive reality theory, Allameh Tabatabai links the scope of philosophy and wisdom in the Islamic tradition to the issues and possibilities of occurrence – and in the ratio of reconstructive reality that man provides. Assuming the power of human credibility, he introduces an abstract concept called society in his philosophy, and, in this sense, he creates a link between philosophy and sociology that has not been studied by many scholars. Society has not been seen as a real credible issue among Islamic philosophers. However, Allameh Tabatabai does not consider society as a truth rather speaks of it as a reconstructive reality perception, and this can be a turning point in the discussion of alternative social sciences.

This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control group. The statistical population is all the 7th-grade male students from middle school in Tabadakan region, Mashhad 2021-2022. From this statistical population, 70 students were selected by the convenience sampling who were in two classes. One of the classes was randomly selected as the experimental group and the other as the control group. The control group received training through the traditional approach, whereas the experimental group underwent training using the STEM method. The research tool was Hepner and Patterson's (1988) standard problem solving skill questionnaire. In order to develop lesson plan with STEM approach, the proposed standard framework (STE(A)M IN INTEGRATED LEARNING SCENARIO) was used. Data from questionnaires was analyzed using SPSS, with statistical indicators calculated and normality. Also, hypotheses investigated using Kolmogorov-Smirnov tests and covariance analysis. The significant values obtained for problem-solving skill (0.033) and its subscales, including Confidence (0.022), Approach-Avoidance style (0.046) and Personal Control (0.025), indicated that the STEM approach was helpful in improving learners' learning and strengthening their problem-solving skill. Also, this study showed that students generally have difficulty learning scientific concepts and problem solving skills, but hybrid approaches such as STEM can improve educational processes and learner performance in developing countries such as Iran. Therefore, the role of STEM approach in education becomes highlighted.