فریبرز درتاج

Purpose: The aim of this research was comparison the development of ownership concept in preschool and elementary school children. Methodology: Present study in terms of purpose was applied and in terms of implementation was causal comparative. Research statistical population was all male and female children of preschool and elementary school of Pakdasht township in 2017-18 academic years. The research sample was 100 people (25 people in each grade) who were selected by random cluster sampling method. To collect data used from individually structured interview (31 questions) that the face and content validity of interview questions was confirmed by the educational sciences and psychology experts and its reliability was reported desirable by method of examiners. Data were analyzed by multivariate analysis of variance method in SPSS software version 19. Findings: The findings showed that there was a significant difference between the overall scores of the groups in the objective questions (P<0.05), but there was no significant difference between them in the descriptive questions (P>0.05). Conclusion: The results showed that preschool and first year elementary school children in compared to third and fifth year elementary school children do not have a good understanding and these children, unlike third and fifth year elementary school children, consider the first person who associates with the object as its owner.

Wisdom is one of the highest virtues and in a wide range of social activities, ultimately improves oneself and society. It is inherently involved in ethical behavior and the pursuit of social justice and equity for all. Moral intelligence is also one of the moral constructs that lead humans to perform great valuable actions. The purpose of this study was to explain wisdom based on the moral intelligence. For this purpose, a sample of 350 adults (220 females and 130 males) in the age range of 20 to 72 was selected by multistage cluster sampling method from different districts and communities. They answered the wisdom questionnaire of San Diego and the moral intelligence of Lennik and Kiel. Data were analyzed using structural equation modeling. The results of the analysis demonstrated that the model fits best for this purpose as the effect of moral intelligence and its dimensions on wisdom was confirmed. Based on the results of this study, it is suggested that social and educational settings and environments, in addition to conventional intelligence, can benefit from moral intelligence where wise people with high wisdom can contribute effectively to a better community development.

Purpose: The purpose of this study was to compare the effect of KWL educational strategy and conceptual mapping strategy on students' critical thinking. Methodology: This research was based on a quasi-experimental design with pre-test and post-test with two experimental groups and one control group. The statistical population consisted of all male students of the third grade high school of Miandoab in 2016-17. Three classes were selected through multistage cluster sampling. Two classes were randomly selected as experimental group and one class as control group. One of the experimental groups was taught in KWL and the other in a conceptual map. The control group was also trained in a conventional way. The pre-test and post-test data were used to collect data from the California Formation B Questionnaire. Findings: To analyze the data was used one-variable covariance analysis. The findings of the study showed that education through the Kwl strategy and conceptual mapping strategy is effective on critical thinking students (P <0.001). It was also determined that the effectiveness of KWL strategy on students' critical thinking was more than conceptual mapping strategy (p <0.001). Conclusion: Based on this study, both cognitive strategies and metacognitive strategies reinforce students' thinking. However, due to the findings of this research and related studies, it is better to use metacognitive strategies along with cognitive strategies because using metacognitive strategies, students monitor their learning process and become more aware of complex issues and points and they get more aware. Based on these findings and previous research, it is recommended that modern educational methods such as KWL and concept maps be used in teaching