درخت حوزه‌های تخصصی

Purpose: In participatory approach to second language teaching and learning, students actively engage in their own learning process and collaborate with others (Cobb, 1994; Greeno, 1998) to achieve their goals. Also, collaborative learning has been shown to encourage the growth of student interdependence (Bruffee, 1999), responsibility (Totten, Sills, Digby, & Russ, 1991), interpersonal skills (Rymes, 1997), and cognitive and critical thinking skills (Johnson & Johnson, 1986). Methodology: Adopting a sociocultural perspective, the present study has attempted to explore the attitude of teachers and learners toward the effectiveness of the method. In so doing, 60 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. For fourteen sessions, the researcher in the control group class followed her regular teaching practice through the conventional book-based method of conducting an English class. In the experimental group class, however, the researcher adopted the participatory approach tasks and activities, in which she applied various participatory approach-based techniques, activities, role play, and problem solving activities, group work and collaborative tasks in the classroom instruction. Findings: Results of the comparison of the effects of the experimental participatory group and the control conventional group revealed that although the students in both groups improved their scores on the IELTS posttest, there was no statistically significant difference between the experimental group’s overall performance and that of the control group. Conclusion: Results of the interview with the students and teachers also revealed that both the students and the teachers had positive attitudes towards implementing the participatory approach and they were willing to use at least some of the tasks and activities in their future courses.

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.