درخت حوزه‌های تخصصی

This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control group. The statistical population is all the 7th-grade male students from middle school in Tabadakan region, Mashhad 2021-2022. From this statistical population, 70 students were selected by the convenience sampling who were in two classes. One of the classes was randomly selected as the experimental group and the other as the control group. The control group received training through the traditional approach, whereas the experimental group underwent training using the STEM method. The research tool was Hepner and Patterson's (1988) standard problem solving skill questionnaire. In order to develop lesson plan with STEM approach, the proposed standard framework (STE(A)M IN INTEGRATED LEARNING SCENARIO) was used. Data from questionnaires was analyzed using SPSS, with statistical indicators calculated and normality. Also, hypotheses investigated using Kolmogorov-Smirnov tests and covariance analysis. The significant values obtained for problem-solving skill (0.033) and its subscales, including Confidence (0.022), Approach-Avoidance style (0.046) and Personal Control (0.025), indicated that the STEM approach was helpful in improving learners' learning and strengthening their problem-solving skill. Also, this study showed that students generally have difficulty learning scientific concepts and problem solving skills, but hybrid approaches such as STEM can improve educational processes and learner performance in developing countries such as Iran. Therefore, the role of STEM approach in education becomes highlighted.

Open Soft Software brings about a powerful learning environment, and it transforms the learning and teaching process in which students deal with knowledge in an active and self-directed way. However, over-reliance on conventional methods, lack of awareness, skills, knowledge, among others, are factors militating against the adoption of OSS for learning. This study examines the self-efficacy in the use of open-source software for instruction among undergraduate pre-service teachers in Lagos State. The population for this study were pre-service teachers in all universities in Lagos State. Purposive sampling technique was used to select the universities from where the student samples were drawn based on public universities that are on campus. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypothesis with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant . The findings indicated that undergraduates have low self-efficacy in the use of open-source software for instruction. Also, significant difference exists between male and female pre-service teachers’ self-efficacy on OSS for instruction in Lagos State. This study concluded that most pre-service teachers in Lagos State did not have the skills necessary to use OSS for learning. Therefore, the study recommended that government should organise training for pre-service teachers on the use of OSS for learning. Key words: Self-efficacy, Open-Source Software, ICT, Gender and Constraints

This study aimed to evaluate the effectiveness of social skills training on enhancing self-determination and working memory in individuals with visual impairments. A randomized controlled trial design was used, involving 40 participants with visual impairments, randomly assigned to an intervention group (n = 20) and a control group (n = 20). The intervention group underwent ten 60-minute sessions of social skills training over four months, while the control group received no specific intervention. Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI), and working memory was measured using the Working Memory Questionnaire (WMQ). Data were collected at pre-intervention, post-intervention, and a four-month follow-up. Analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests were conducted using SPSS version 27. Participants in the intervention group showed significant improvements in self-determination from pre-intervention (M = 45.25, SD = 6.34) to post-intervention (M = 58.43, SD = 5.27) and at the four-month follow-up (M = 55.37, SD = 5.82). Similarly, working memory scores improved from pre-intervention (M = 39.18, SD = 7.24) to post-intervention (M = 51.22, SD = 6.05) and were maintained at follow-up (M = 48.76, SD = 6.50). The ANOVA results indicated significant main effects for self-determination (F(2, 76) = 41.52, p < .001, η² = 0.53) and working memory (F(2, 76) = 38.19, p < .001, η² = 0.50), as well as significant time x group interaction effects (self-determination: F(2, 76) = 32.35, p < .001, η² = 0.46; working memory: F(2, 76) = 31.88, p < .001, η² = 0.45). The findings demonstrate that social skills training is significantly effective in enhancing self-determination and working memory in individuals with visual impairments. These improvements were sustained over a four-month follow-up period, suggesting the potential of such interventions to positively impact cognitive and social functioning in this population.