درخت حوزه‌های تخصصی

Purpose: Present study was conducted with the aim of the effects of teaching method of writing with brain-based learning on educational self-efficacy and written ability of female students in fifth grade of primary school. Materials & Methods: A quasi-experimental method with designing pre-test and post-test with unequal control group was used and to select the sample, the one-stage cluster sampling method was applied. The population of this study included all Esfarayen elementary school fifth grade female students in the academic year of 94-95 that their number was 483 people. The current sample consisted of 30 people who were randomly assigned to two experimental and control groups. Findings: Examining and analyzing of obtained scores, using covariance analysis showed between written language of the control group and the experimental group as well as between academic self-efficacy of experimental and control group there is statistically significant difference. Discussion: Accordingly, training writing with the method of brain-based learning was effective on written language of students. Therefore, it can then be concluded brain-based approach training had desirable effect and can be used practical.

Purpose: This research was conducted with the aim of studying the essential components of curriculum social education in the elementary period. Methodology: The statistical population of the study included upstream documents such as the Transformation Document and the National Curriculum, both fully analyzed and analyzed. The statistical population and the statistical sample are equal in this research. The sample was the subject of the research. The results of this research show that social education in upstream documents is not as good as the goals. In the goals, the cognitive dimension is considered more than two other dimensions. Functional dimension has been neglected. To succeed, a program requires full attention to all three dimensions (cognitive, emotional, and functional). Findings: According to the research findings, the essential components of social education are the sense of truth of truth; tendency toward goodness; tendency towards gamal; tendency to creativity; virtue; aestheticism; creativity and innovation; love and worship; an inherent tendency toward worship ; Perfectionism; desire for immortality; truthfulness; desire for goodness; human tendency towards absolute perfection and worship; human tendency toward absolute perfection and worship; nature and freedom; nature and authority; opposition to human humility against one's being with fitting ; The integrity of jihad and defense; nature and justice; the requirements of nature regarding the homework and social rights of individuals; The integrity of the building of the tomb and its pilgrimage; the nature of truth-seeking and realism and adherence to the right. Discussion: The essential components of social education are the reference to the universe for the subjection of science; the adherence to science; the innate nature of science to the outside world; the innate logic of thought through the compilation of the premises And deduction from it; the nature of love; the nature of the attenuation and the nature of the possibility; the subjection of nature; the nature of the hope and the rhya; the nature of the illness and the nature of the defect and the principle of the principle.