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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Philosophical Mentality,Philosophy for Children,Thinking and Media Literacy
- چکیده:
- چکیده انگلیسی: Background: Media literacy is one of the essential skills needed by learners in the twenty-first century. Teaching this skill requires adopting methods that stimulate thinking and reasoning among learners. This study aims to analyze the effect of P4C on students’ philosophical mentality and learning in a school course entitled Thinking and Media Literacy. Methods: This study used a quasi-experimental method employing the pretest-posttest control group design. The research population consisted of all male students studying in the tenth grade at a school in Arak, Iran, in 2018-19 academic year. The sample comprised 44 students, selected by cluster sampling, and assigned to two experimental and control groups. Data collection was performed using a philosophical mentality questionnaire and a researcher-made learning test. For data analysis, descriptive statistics, mean, frequency and standard deviation were used. Covariance analysis was applied for inferential statistics using SPSS version 23. Results: The statistical results showed that in terms of learning outcomes, the mean score in the P4C group (M=18.06, SD=1.6) was higher than in the conventional group (M=15.7, SD=1.6). There was a significant difference between learning outcome scores in the experimental and control groups (p <0.001). In addition, the mean score of philosophical mentality in the experimental group (M=146.3, SD=8.7) was significantly higher than that in the control group (M=131.8, SD=11.7), (p <00.1). Conclusion: Considering the findings of this study, it is suggested that the prominent principles in P4C programs be used in teaching the Thinking and Media Literacy course.
- انتشار مقاله: 23-01-1399
- نویسندگان: Marmar Khanmohammadi,Mohammad Seifi,Faezeh Nateghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Background : Nowadays, educational systems need schools that provide continuous learning and new opportunities for people to experience life in the information society by using information and communications technology. This study aimed to compare the fluidity, recalling power, educational attainment motivation and educational attainment of students in smart and ordinary schools in physics 1. Methods : This was a causal-comparative study, the subjects of which included 56 high school boys of Arak District 2. Abedi creativity test, Herman educational attainment test and a researcher-made test were used to assess groups. Face validity of tests was confirmed by 5 experts in physics and 5 in education and training field. To assess the reliability exam fluidity, the correlation coefficient (0.95) was used. Two methods were used to test the reliability of the achievement motivation test including Cronbach’s alpha (0.87) and split-half. In split-half method, the Spearman-Brown correlation coefficient formula (0.72) was used. Test-retest method was used to determine the reliability of the tests. The correlation coefficient between the results obtained from two tests was 0.96. Data were analyzed using SPSS statistical software version 20 and descriptive statistics, two-sample t-parametric tests at 95%. Results : Findings showed that there is a significant difference between the mean scores of the fluidity of the experimental group (38.14) and the control group (41.71) (P = 0.027). Moreover, there was a significant difference between the mean recalling scores of the experimental group (4.42) and the control group (5.80) (P = 0.002). However, there was no significant difference between the mean scores on educational attainment in experimental group (39.18) and control group (41) (P = 0.09). Furthermore, no significant difference was observed between the mean score of educational attainment (12.23) and the control group (13.25) (P = 0.395). Conclusions : Creativity, recalling power of students in traditional classroom physics 1 was more than the smart classroom at the end of the school year. Moreover, there was no significant difference between the two classes regarding the educational attainment and the achievement motivation.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mostafa Ghane Ardekani,Faezeh Nateghi,Mohammad Bagher Negahban,VG Talawar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Motivation,Smart Schools,Educational achievement,Creativity,Physics,Reminder
- چکیده:
- چکیده انگلیسی: Introduction: Nowadays, educational systems need schools that provide continuous learning and new opportunities for people to experience life in the information society by using information and communications technology. This study aimed to compare the fluidity, recalling power, educational attainment motivation and educational attainment of students in smart and ordinary schools in physics 1. Methods: This was a causal-comparative study, the subjects of which included 56 high school boys of Arak District 2. Abedi creativity test, Herman educational attainment test and a researcher-made test were used to assess groups. Face validity of tests was confirmed by 5 experts in physics and 5 in education and training field. To assess the reliability exam fluidity, the correlation coefficient (0.95) was used. Two methods were used to test the reliability of the achievement motivation test including Cronbach's alpha (0.87) and split-half. In split-half method, the Spearman-Brown correlation coefficient formula (0.72) was used. Test-retest method was used to determine the reliability of the tests. The correlation coefficient between the results obtained from two tests was 0.96. Data were analyzed using SPSS statistical software version 20 and descriptive statistics, two-sample t-parametric tests at 95%. Results: Findings showed that there is a significant difference between the mean scores of the fluidity of the experimental group (38.14) and the control group (41.71) (P= 0.027). Moreover, there was a significant difference between the mean recalling scores of the experimental group (4.42) and the control group (5.80) (P= 0.002). However, there was no significant difference between the mean scores on educational attainment in experimental group (39.18) and control group (41) (P=0.09). Furthermore, no significant difference was observed between the mean score of educational attainment (12.23) and the control group (13.25) (P=0.395). Conclusion: Creativity, recalling power of students in traditional classroom physics 1 was more than the smart classroom at the end of the school year. Moreover, there was no significant difference between the two classes regarding the educational attainment and the achievement motivation.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mostafa Ghane Ardekani,Faezeh Nateghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Philosophical Mentality,Philosophy for Children,Thinking and Media Literacy
- چکیده:
- چکیده انگلیسی: Background: Media literacy is one of the essential skills needed by learners in the twenty-first century. Teaching this skill requires adopting methods that stimulate thinking and reasoning among learners. This study aims to analyze the effect of P4C on students’ philosophical mentality and learning in a school course entitled Thinking and Media Literacy. Methods: This study used a quasi-experimental method employing the pretest-posttest control group design. The research population consisted of all male students studying in the tenth grade at a school in Arak, Iran, in 2018-19 academic year. The sample comprised 44 students, selected by cluster sampling, and assigned to two experimental and control groups. Data collection was performed using a philosophical mentality questionnaire and a researcher-made learning test. For data analysis, descriptive statistics, mean, frequency and standard deviation were used. Covariance analysis was applied for inferential statistics using SPSS version 23. Results: The statistical results showed that in terms of learning outcomes, the mean score in the P4C group (M=18.06, SD=1.6) was higher than in the conventional group (M=15.7, SD=1.6). There was a significant difference between learning outcome scores in the experimental and control groups (p <0.001). In addition, the mean score of philosophical mentality in the experimental group (M=146.3, SD=8.7) was significantly higher than that in the control group (M=131.8, SD=11.7), (p <00.1). Conclusion: Considering the findings of this study, it is suggested that the prominent principles in P4C programs be used in teaching the Thinking and Media Literacy course.
- انتشار مقاله: 23-01-1399
- نویسندگان: Marmar Khanmohammadi,Mohammad Seifi,Faezeh Nateghi
- مشاهده