درخت حوزه‌های تخصصی

Purpose: The purpose of the present research is to present a brain-based curriculum model focusing on interaction and motivation in the secondary school. Methodology: In order to achieve this goal, qualitative approach, field method and semi-structured in-depth interview techniques were used. The study population included prominent curriculum planning experts, researchers and faculty members and 15 people were interviewed based on the data saturation. The data collection tools included texts and semi-structured interviews, and the method of data analysis also included inductive thematic analysis (Attride-Stirling thematic networks). Findings: The results of the research showed that the curriculum design components included four dimensions: goals, content, teaching methods, and assessment methods, which affect students' interaction and motivation. Goals included indices of changing mental images, real learning environment, flexibility of brain-based curriculum, information storage during learning. Content included indices of development of brain ability, mechanism of brain function, cognitive learning, content understanding, triggering body and brain activity, teaching methods including practical learning, learning in the environment, cooperation in class activity, different learning style, getting students to take responsibility for learning, effectiveness of education, purposeful and conscious teaching, continuous information processing. Assessment method included self- assessment, understand the content easily, flexible learning, encouraging activities. The interaction included indices of sharing new experiences in learning; improving the brain ability; and discussing different topics. Stimulation of learning and motivation included the indices cognitive function of the brain, challenging and enjoyable learning. Conclusion: The results showed that the brain-based curriculum emphasizes on goals, content, teaching and assessment methods, which is designed with an emphasis on interaction and motivation.

Purpose: Cyber social networks and cyberspace are like a double-edged sword that brings favorable and unfavorable consequences. The advantages cannot prevent us from neglecting its dangerous disadvantages that disregard the ethical principles and community values. The present research has been carried out to explain the factors related to the implementation of cyber social network policies in Iran with the social responsibility approach. Methodology: The research is descriptive and also developmental-practical in terms of objective. Three researcher-made questionnaires including the questionnaires of related factors, social responsibility and the implementation level of social network policies were used to collect data. The validity of questionnaires was approved according to the opinion of professors and experts. As well, the reliability was confirmed using the Cronbach alpha. The statistical population of this study includes two categories: the first group consists of experts selected by purposive non-random sampling method; the second group consists of experts in the field of cyberspace, cyber social networks, media and general issues selected by quota sampling. Data analysis was performed using SPSS and AMOS. Findings: The research results showed that among the relationships between factors related to the implementation of cyber social network policies in Iran, the technical factor had been identified as the most important external factor and the structural factors as the most important internal factor. The implementation level of cyber social network policies and social responsibility is lower than moderate. Discussion: According to the results of the model fit analysis as well as the experts’ opinion, it can be concluded that the designed model is not sufficiently effective.

Purpose: Academic buoyancy is one of the effective variables in the academic field and learning environment of students. Therefore, the objective of this research was to design the academic buoyancy model based on life expectancy with the mediation of happiness in female high school students in Hamedan city. Methodology: The methodology of this research was correlational and SEM. The statistical population included all female students of the second secondary school in Hamedan city, and the statistical sample was selected based on the number of items used in the questionnaires as 370 people with the multi-stage cluster sampling method. Academic buoyancy (Hosseinchari and Dehghanizadeh, 2013), life expectancy (Hallajian, 2019), and Oxford happiness (Argyl et al., 1989) scales were used to collect data. For data analysis, a structural equation test was used in the PLS-3 software environment. Findings: The results showed that life expectancy has a direct and positive effect on academic buoyancy (β = 0.36, p <0.01) and happiness (β = 0.46, p < 0.01). Happiness also has a direct and significant effect on academic buoyancy (β = 0.34, p<0.01). Also, happiness has a significant mediating role in the relationship between life expectancy and academic buoyancy (β = 0.16, p<0.01). Conclusion: since life expectancy creates a more positive atmosphere, it can be effective in increasing the feeling of happiness, and happiness creates buoyancy in the academic environment, followed by an increase in academic buoyancy.

Purpose: Most couples face communication problems in their marital life. Disturbing relationships have devastating effects on their physical and social performance. Methodology: The purpose of this study was to compare the efficacy of communication imaging therapy (IMG therapy) with acceptance and commitment therapy (ACT) on the mental health of couples. Method: The research method was semi-experimental with pre-test, after-test, control and follow-up two months. The statistical population of this study consisted of all couples referring to counseling centers located in 6th district of Tehran in 1965-96. By using available sampling, 90 people were randomly selected and randomly assigned to three groups of 30 people. They responded to the Mental Health Questionnaire in three stages (Goldberg, 1972). The groups received 8 sessions of Ninety-minute training in association with treatment and admission therapy (ACT), and did not receive an interventional control. Findings: The results showed a significant decrease in the mental health score in the experimental group compared with the control group in the post-test and follow up stage. Since the implementation of the intervention training of communication imaging therapy therapy (EMG) with acceptance and commitment therapy (ACT) Mental health of couples is influential. Discussion: these couple therapy approaches can be used as a useful strategy for creating coherence and creating a conscious relationship to the interaction of mental elements to improve couples' relationships.

Purpose : The present study was carried out aiming to identify the challenges and opportunities of virtual teaching during the Coronavirus pandemic from the perspective of teachers. Methodology : The present study was applied in terms of its purpose and qualitative in terms of its implementation. The statistical population includes middle school and high school teachers in the city of Dehloran during the 2020-2021 school year. The sample size was determined 18 people based on the principle of theoretical saturation and purposive sampling was used. The study was conducted through semi-constructed interviews and data analysis was done based on thematic analysis. The credibility of the findings was assessed using face validity (Five academic experts including two sociology professors, one psychology professor, and two curriculum design professors) and Cohen’s kappa agreement coefficient was used for reliability, for which a value of 0.88 was obtained. Findings : Findings show that 23 open codes and 7 axial codes (a globalized approach, parents’ experiences, the lower psychological and economic cost of virtual teaching, the constant nature of virtual teaching, the adaptability of pillars of the education system, a selective teaching method, and teachers’ social status) were identified as opportunities of virtual teaching. Also, 24 open codes and 8 axial codes (infrastructural factors, economic challenges, ambiguity about roles, lack of technological skills, lost motivation in teachers and students, the risk of teaching, and teachers’ competencies) were identified as challenges of virtual education during the pandemic. Conclusion : Given the uncertainty of when the pandemic will be completely done with, the continuation of virtual teaching is necessary and those in charge of education must seriously pay attention to the present challenges to improve its quality.