درخت حوزه‌های تخصصی

Purpose: The present study was done to introduce an efficient tool in the field of moral behavior. Material & Method: method of the study was correlational, its approach was test developing and its population was students of Islamic Azad University- Astara and Karaj branches. The study was conducted in three stages according to topic and was sampled in three steps. First, 328 students of Astara university were selected by the multistage sampling, in the second step 42 students of that university were selected by the available method and in the third step 277 students of Karaj university were selected by the multistage sampling. Findings: Data were analyzed by the principal component analysis, Pearson correlational coefficient and confirmatory factor analysis after collecting data by the questionnaire. Three factors structures of the moral behavior styles were extracted using principal component analysis in the first step of the research and named as people-oriented, task-oriented and self-centered. Then, using the Pearson correlational coefficient revealed that scores of the extracted components have acceptable test-retest reliability. In addition to concurrent validity, using confirmatory factor analyzing showed that the three factors structure of the moral behavior styles has acceptable fit whit the collected data, in the third step. Discussion: Totally, in the base of results concluded that three components moral behavior styles inventory has acceptable psychometric properties.

Purpose: The purpose of this study was to design and validation of a desirable model for developing critical thinking in the first-grade high school curriculum based on the upper documents of education in Iran. Methodology: This research is an evaluation study which the field research has been used in doing that. In this study, three methods were used to collect data. With reviewing the literature review of the research, the components of common critical though by various theorists and researchers were specified then, the national curriculum was analyzed with respect to the components of critical though. In the next step, the proposed model was designed and validated according to the components emphasized in the upper documents. A researcher-made questionnaire was used for validation. The research community consists of all curriculum practitioners who are as permanent members in Iranian Student Planning Association (500 people). In this research, simple random sampling method was used for sample selection and Morgan table was used to determine the sample size (217 ones). Findings: In addition to descriptive statistics, Chi-square method with an acceptable error rate of 0.05 was used for data analysis. The results of the research indicate that all the hypotheses and the appropriateness of the proposed model have been confirmed by specialists. Discussion: According to the results of the research Reviewing the objectives, content, learning activities and evaluation practices in Iranian first-grade high school education system with emphasis on developing the critical thinking in students can be proposed.

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.