درخت حوزه‌های تخصصی

Purpose : The objective of this study was to compare effectiveness of reverse and cooperative learning methods on creativity and academic self-efficacy of female senior high school students. Methodology : This was a quasi-experimental study with pre-test and post-test design and the control group. The study population consisted of female senior high school students in Ahvaz during the academic year 2019-2020. The research sample was 90 people who were randomly selected from three classes of a school and two classes were selected as experimental groups (reverse and cooperative learning) and a class was selected as a control group. Each experimental group was trained in 10 sessions of 75 min by reverse and cooperative learning methods and the control group received no training. The research tools were Abedi (1993) Creativity Test Questionnaire and Morgan-Jinks (1999) Student Efficacy Scale. The data were analyzed by multivariate analysis of covariance and Bonferroni post hoc test using SPSS-22 software. Findings : The study results showed that experimental and control groups were significantly different in terms of creativity and academic self-efficacy (P <0.05). In other words, reverse and cooperative learning methods increased creativity and academic self-efficacy compared to the control group (P <0.05), but no significant difference was found between them in terms of creativity and academic self-efficacy (P> 0.05). Conclusion : Regarding the effectiveness of both learning methods and no significant difference between them, both reverse and cooperative learning methods can be used to increase creativity and academic self-efficacy.

Purpose : The purpose of this study was to provide a model for the development of children's education. Methodology : The research method was mixed (qualitative-quantitative). The statistical population in this study was all experts in the field of educational management and curriculum planning and training of working children. After the 11th interview, theoretical saturation took place. Validity was obtained through 4 experts and by two colleagues and reliability of the Copa formula (0.632). In order to conduct this research, in addition to documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions, components and indicators of the development of working children education, and in the quantitative data analysis section, the structural equation technique was used. Findings : As a result of qualitative analysis, 3 dimensions, 8 components and 43 indicators were identified. The dimensions of health-individual education, socio-cultural education and education of knowledge and academic and professional skills were identified as the main dimensions of the development of education of working children. Finally, all indicators were approved using structural equation technique and education of knowledge and academic skills. And vocational education with a coefficient of 0.858, health-individual education with a coefficient of 0.701 and socio-cultural education with a coefficient of 0.605 showed the most impact and importance in the model, respectively. The validity of the model was measured by 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.70, evaluation system with an average of 4.8 and executive mechanism with an average of 4.8) that all dimensions were approved. . Conclusion : Finally, a model with 5 dimensions (philosophy and purpose with an average of 4.8, theoretical foundations with an average of 4.9, executive principles with an average of 4.7, evaluation system with an average of 4.81 and executive mechanism with an average of 4.80) was designed and validated

Purpose : The aim of this study was to design and validate an extracurricular curriculum model in junior high school with a social harm prevention approach. Methodology : In this study, the methods of qualitative content analysis, documentary method and descriptive-inferential method were used. The samples for data collection were 20 experts in the field of education and 10 sources related to extracurricular activities in education who were selected by non-probability sampling method of snowball or chain. Data collection techniques were semi-structured individual interviews with extracurricular curriculum specialists and qualitative analysis of texts. The data obtained from the interviews were analytically coded and analyzed using SPSS software. Findings : The findings of this study identified the characteristics of extracurricular curriculum elements with social harm prevention approach for purpose, content, teaching learning strategies and evaluation, respectively, and the initial model of extracurricular curriculum with harm prevention approach. The model was approved after validation by exprts and experts and the implementation of adjustments. The results of this research can be used in the design of extracurricular curriculum in junior high school. Conclusion : According to the research findings, students who participate in extracurricular activities have more social adjustment.