Hosein Abedinifar; Amin Ansari
Abstract
Background: Nowadays, the effect of active teaching method in real education is less questioned, traditional or face-to-face teaching method with issues such as passive learning and neglect of learner participation, ignoring differences and needs of learners, ignoring Problem solving and critical thinking ...
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Background: Nowadays, the effect of active teaching method in real education is less questioned, traditional or face-to-face teaching method with issues such as passive learning and neglect of learner participation, ignoring differences and needs of learners, ignoring Problem solving and critical thinking have been criticized and have been associated with important consequences such as academic burnout, decreased motivation, feelings of inefficiency, and so on.Objective and Method: In this article, using a quasi-experimental method, we examined the effectiveness of "WebQuest" as an alternative to the quality evaluation system of primary school. The number of 50 elementary school male students in one of Tehran schools in the first half of the 99th academic year - 98 students were selected as a statistical population. In this study, two main indicators of students' learning and retention in the two groups with a pre-test and two post-tests were examined.Results and Findings: Considering that the difference between the mean of control and experimental groups was calculated using t-test, it was found that training by WebQuest was effective. By analyzing the variance within and outside the group, the results obtained in t-test on the significance and non-significance of the difference between the means of the groups were analyzed. With the results of pre-test and post-test in two groups, it can be said that training with the help of WebQuest has been effective compared to the quality evaluation system.
Shima Ebrahimi; Faribasadat Panjtani
Abstract
The present study aims at evaluating two versions of the content of the coursebook Reading Persian, developed for the third grade of elementary school. The book was first published for the academic year 2012-2013, and it was then revised and updated for the academic year 2019-2020. The descriptive content ...
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The present study aims at evaluating two versions of the content of the coursebook Reading Persian, developed for the third grade of elementary school. The book was first published for the academic year 2012-2013, and it was then revised and updated for the academic year 2019-2020. The descriptive content analysis—developed by William L. Romey—and involvement coefficient were employed to analyze the book content. The analysis consists of gauging the involvement coefficient for the text components, including the questions and illustrations. The results show that in contrast to the older version of the book, published for the academic year 2012-2013, the newer version has failed to consider the adequate standards, and demanded writing a decent coursebook. As a result, it seems that revising the coursebook is a must to meet the expectations. Given that the illustrations of the two books failed to promote active learning strategies and interactive items, the book's authors are invited to include images that facilitate understating of the book content and encourage students' reflection. The results also indicate that the questions employed in the newer version of the textbook are more engaging and increase students’ level of involvement with the learning process.
roghaieh mohammadi; Marjan Kian; Majid ali asgari
Abstract
The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching ...
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The main goal of this study is to analyze the teachers attitude to the changes of the new curriculumof forth elementary level's reading and writing. The method of study that is used here is a type of quality methods which is called phenomenography. The investigated teachers were those which were teaching in Tehran zone 18 at forth elementary. Using qualitative research methods semi structured in depth interviews and purpose criterion sampling 15 cases of primary school teachers Tehran City were interviewed in deoth theoretical saturation was confirmed. Data were analyzed using coding techmiaues. the basis of the findings , that teachers atthtudes to the reading and writingcurriculum change could be grouped into four axis of teachers reaction, effective factors to their attitudes, positive spots and curriculum weakness. Teachers reaction in the acceptance ground is based on ability, sensibility and making variety through curriculum and unchangeability. Affective factors to the teachers attitude are including, teachers related factors, authorities unsuitable supports and schools conditions. Findings show that new curriculum is positive, in the case of, emphasis on ethical and cultural issues, new contents effrct with the real world and composition with other courses. The weak spots of this plan are, content change's challenging items, books unabsorbsbility for students and the loss of valuation techniques. Therefore recommended that, to increase the teachers information about the significance of this curriculum, with executing sessions and suitable training workshops, we keep the new curriculum safe in the implementing level to gain its intended goals.