Marjan Kian, Yazdan Mansourian, Esmaeel Karamshahi,
Volume 4, Issue 34 (5-2017)
Abstract
The purpose of this study was to determine the role of sixth grade curriculum in encouraging students to study. Qualitative research method is in the form of analyzing qualitative content and basic theory as process, not as a product. The population of the study was all sixth grade elementary school textbooks in 2012-2013 and sixth grade elementary school teachers in Karaj. The informants were 9 textbooks by census method and 19 teachers from the sixth grade by purposeful sampling and observing theoretical saturation. The research tool is a semi-structured content analysis checklist and interview. The findings suggest that sixth-grade textbooks encourage students to directly and indirectly study. There are concepts in the textbook that asks students to study and collect information from a variety of sources. Teachers sometimes encourage students to study but they do not consider the process. Varied resources and materials that encourage students to study in elementary schools.
Jafar Bahadorikhosroshahi,
Volume 4, Issue 34 (5-2017)
Abstract
The aim of this study was the effect of teaching acceptance and commitment with self-criticism and perceived competence in students with experience of self-harm. Quasi experimental research design and pretest-posttest control group design. The population of male high school students in the academic year 2016-2017 was the city of Tabriz. To select a sample from a boys' school to two secondary school and purposive sampling of 26 students, according to advisor and teacher at the experience of self-harm were selected and randomly divided into two groups of 13 students (experimental group) and 13 students (control group) were included. To collect the data, Self-criticism questionnaire Thompso & Zuroff, perceived competence, Harter and training acceptance and commitment programs were. Data analysis was performed using multivariate analysis of covariance. Results showed that teaching acceptance and commitment on self-criticism and perceived competence influences students with the experience of self-harm. In fact, active learning and increased self-criticism reduces the perceived competence students with the experience of self-harm can result. Therefore, active education on self-criticism and improvement of competencies students with the experience of self-harm are recommended.
Doctor Mohamad Shahi, Doctor Saeid Zarghami-Hamrah, Doctor Ramezan Barkhordari, Doctor Akbar Salehi,
Volume 18, Issue 52 (3-2026)
Abstract
Aim: This research aimed to study the students' actions in the virtual technical and vocational training of the SHAD system, emphasizing the concepts of multistability and transparency.
Method: The method of this research was post-phenomenological.
Sample and Instruments: The lived experience of several students of girls' and boys' art schools in Malard city was analyzed using interviews.
Results: Factors such as sedimentation and digital distraction have been effective in strengthening multistability and have led to appropriate and inappropriate habits such as self-management and reducing learning time, and the various functions of the SHAD system have been emphasized. Regarding transparency, issues such as the normalization process; repetition and practice, and a sense of immersion; are reinforced by positive ambiguity. Identifying and overcoming distractions and communication strategies such as closing messages enhance focus.
Conclusion: The mediation of the SHAD system has expanded the temporal and spatial possibilities and the degree of freedom of action of the students. Increasing the efficiency of learning in the group to understand actions and the difference in the type of knowledge of the content presented has been in line with reducing multistability and increasing transparency.
