درخت حوزه‌های تخصصی

Purpose: The purpose of the present study was to present a predictive model of MOOC at Payam-e-Noor University based on the components of management and professional competence. Methodology: The research method was by purpose, applied; in terms of data type, (quantitative); in terms of data collection method or nature, and the research method was non-experimental - correlation. The statistical population of this study was 900 faculty members of Payam Noor University in Tehran. Due to the different nature of Payame Noor University, 270 people were selected as the subjects using Cochran formula and simple random sampling. The research tool consisted of a researcher-made questionnaire with 37 questions related to MOOC and two standard questionnaires of 20 and 15 questions for management variables (Wiele & Boselie Questionnaire, 2002) and professional competence (Molaeinejad questionnaire, 2012). The reliability and validity of the questionnaire were confirmed by Cronbach's alpha and reliability coefficient (MOOC, management and scientific / professional competence) of 0.7. Structural equation modeling (confirmatory factor analysis) was used to analyze the data. Findings: The results showed that the components of management, scientific / professional competence, were effective factors on the implementation of the music in Payam-e-Noor University. Conclusion: With the presence of mock-ups, it facilitates the access of institutions and organizations to inclusive learning and facilitates the virtual learning process. In the field of MOOC management, the university can be effective in providing MOOCs courses by preserving and developing fair behavior and speech.

Purpose: The purpose of this study was to design an integrated social education curriculum model in elementary school. Methodology: The research method was a mixed (qualitative-quantitative) type of sequential-exploratory design. The statistical population consisted of 85 teachers and educational experts in the qualitative section and 830 teachers of social sciences in the quantitative section in the academic year of 2019-2020. The sample size was 40 and 263, respectively. Cluster sampling was selected. The instrument used in the qualitative part was interviews and document summaries, which extracted 70 codes and 18 themes using the content analysis sequential modeling method, and in the quantitative section, the tool used a researcher-made questionnaire. Using the factor analysis method, the extracted concepts were analyzed and analyzed into 21 sub-categories and 10 main categories. Findings: The results showed that with respect to features such as attention to learners 'educational knowledge, revision of curriculum content formulation and emphasis on flexibility components, interdisciplinary understanding, learners' abilities, and implementation of upstream education curriculum documents, modifying content-organizing approaches from subject-based approaches to integrated approaches can reinforce the elementary curriculum integrated curriculum. Conclusion: interdisciplinary and logical curriculum integration are essential in the academic and personality development of learners because Can knock Wit to lead learning transfer.

Purpose: The Purpose of the present study was Examining the effectiveness of problem solving skills training on psychological Hardiness and cognitive emotion regulation strategies of high school students in Tehran. Methodology: Method of research was an applied one in terms of purpose and a quasi-experimental in terms of data collection with pretest-posttest, control group, random assignment of subjects. Statistical population included all female students studying in Tehran in 1396-97. Forty students were assigned through convenience sampling. That is 40 students were split into two groups, assigning 20 to each, one group as control and the other as experiment group. The experiment was trained problem solving (8 sessions, lasting 90 minutes each); the control group received no treatment(training). To collect data, the Psychological Hardiness Scale (Kobasa,1979) and cognitive emotion regulation strategies (Garnefski et al, 2001) were used. Data analysis based on the data obtained from the questionnaires through SPSS-v22 was done at 0.05 significance level in two parts, descriptive and inferential (Covariance analysis). Findings: The Results showed that problem solving skills training affected on adolescent’s psychological hardiness and cognitive emotion regulation strategies (p<0.001). Conclusion: Therefore, Problem solving skills training can be used as an effective intervention to improve psychological hardiness and cognitive emotion regulation strategies in high school students.

Purpose: Epistemological beliefs mean what people believe about the nature of knowledge and knowing that can be related to areas such as learning and theory of mind.The purpose of the present study was to investigate the growth of epistemological beliefs in 9-year-old girl children. Methodology: This was a qualitative grounded theory study. The study population consisted of elementary third grade girl students in Babolsar city in 1397. A sample of 20 students through purposeful sampling method with Theoretical saturation was selected and the epistemological beliefs of these participants were examined in two stages over a period of one year. The research tool was in-depth interviews with emphasis on "draw, write, tell" technique which was used in both stages. Coding was also used to analyze the data. The validity of the findings was evaluated by triangulation method including expert review, continuous comparison of data and different methods of data collection. Findings: The epistemological beliefs of children emerged in five dimensions, including ' Ownership ', ‘Innateness’, ' Exactness', 'simplicity' and ‘pace’. Each of these dimensions was relatively complex, and developed over a period of one year, especially in dimension of ownership. Conclusion: Based on the findings, it can be said that the development of girl children's epistemological beliefs towards more complex beliefs can occur if necessary conditions are in instructional Environments. Therefore, it is suggested that providing children with appropriate learning environments such as constructive learning environments and opportunities to reinforce the power of reasoning and argumentation.