University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Optimizing the virtual education of physics course with a cognitive approach from the perspective of educational experts Optimizing the virtual education of physics course with a cognitive approach from the perspective of educational experts 1 32 28218 10.22108/nea.2024.136115.1855 FA Delavar Mohammad Master's student in Physics Education, Faculty of Basic Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. Fatemeh Ahmadi Associate Prof, Department of Physics, Faculty of Basic Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. Farideh Hamaidi Associate Prof, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran. Journal Article 2022 12 18 The results of numerous researches show that students do not easily communicate with physics lessons and the learning process of this lesson in schools has become a challenge for teachers and learners. The use of new teaching approaches is currently receiving a lot of attention from educational experts, and one of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is done when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we saw challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. This research was conducted with a qualitative approach and phenomenological method, and its statistical population is physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done with a purposeful method and the data was collected using a semi-structured in-depth interview that continued until the limit of information saturation and then analyzed based on the model of Colaizzi (1978). The researches of this research are divided into nine categories that include opportunities, challenges and solutions to solving physics problems, as well as teaching models, teaching methods, teaching methods and techniques, appropriate homework and evaluation systems, class management solutions and solutions to strengthen students' cognitive strategies for virtual physics education. Finally, using the obtained results, the best models, methods, teaching and evaluation techniques were introduced to optimize virtual physics classes with a cognitive approach, which can be used by physics teachers as well as basic science teachers. Introduction Numerous researches findings show that students do not easily communicate with the physics lessons which makes this lesson a challenge for teachers and learning in schools. The use of new teaching approaches is currently receiving a lot of attention from educational experts. One of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is taking place when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we face challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. In this research, we want to know what opportunities and limitations exist for virtual teaching of physics and what are the solutions to solve its challenges? What cognitive models are suitable for teaching physics in virtual space? What methods, means, and techniques should be used to teach physics in a virtual class? This study intends to develop a suitable model based on the cognitive approach for the virtual education of a physics topic. In this optimal model, things like how to face the challenges of online education, time management in the classroom, how to use experiments in teaching, introducing the best models, appropriate teaching methods and techniques for physics lessons, paying attention to individual differences, How to use group interactions, we discuss how to use new homework systems and how to strengthen the cognitive learning strategies of learners. Method This research was conducted with a qualitative approach and a descriptive phenomenological method, and its statistical population were all physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done purposefully and using two methods of criterion-based and snowball sampling. Based on the criterion-based method, first, one of the professors was selected as the starting point of the interview, who, while having high experience in education, had a relevant academic degree and was willing to participt in conducting the interview. Then, based on snowball sampling, the next interviewees were introduced by the initial interviewee. The sample volume based on the information saturation process was completed in the sixth interview; but to validate the findings, the interviews continued until the seventh person. The tool used in data collection was a semi-structured qualitative interview of general guidance type. To analyze the data obtained from the interviews, Colaizi's seven-step method (1978) was used. Guba and Lincoln's (1994) reliability criterion was used to measure the validity and reliability of the data. In this criterion, the validity of the data was determined by using the methods of believability through the self-review of the researchers and reliability by the precise guidance of the flow of data collection and their alignment. In addition, the text of the interviews was provided to the expert for re-coding. After re-extracting the themes by this expert and comparing them with the initially extracted themes, the alignment of the researchers' and the subject expert's attitudes was established. Result and Discussion The findings of this research showed that saving in the management of financial, human, and time resources, familiarizing teachers and students with technology, creating educational networks between teachers and strengthening educational justice, transferring the experiences of teachers in certain areas, Increasing self-confidence and self-expression of students in class is one of the most important advantages of virtual space. Also, the proposed solutions for improving the quality of virtual physics education are as follows: empowering teachers to use new teaching methods, assignments, and evaluations such as using work folders, further strengthening collaborative activities, the possibility of using virtual educational environments, familiarizing teachers With technology, among the most important suggestions to reduce these restrictions were expressed. The next part of the research is teaching and evaluating patterns, methods, and techniques that are needed for the virtual physics class with a cognitive approach. The most important of these findings states that in choosing educational methods, phenomenon-oriented, reverse, context-oriented, and research-oriented educational methods should be used. Also, educational models of the information processing family were the most recommended for physics virtual education. Also, strengthening the spirit of teamwork through creating group participation, paying attention to the individual differences between students and individual education, using the gamification approach, Giving the learner enough opportunity to review and reflect on the educational content, and using mental imagery are among the most important virtual teaching techniques in physics. Conclusion The challenges of using virtual education, its advantages, and disadvantages are one of the most important concerns in the field of education today. Therefore, it can be said that in courses such as physics that require interactive education, problem-solving, experiments, and experience, students and teachers have experienced more challenges during the Pandomy era. In this research, the advantages, limitations, and suggestions to solve the limitations of the virtual space were first introduced, and then the models, methods, teaching, and evaluation techniques required for use in the virtual physics class with a cognitive approach were introduced. Appreciation This article was supported by the Scientific Research Staff under the number 100/17257/D The results of numerous researches show that students do not easily communicate with physics lessons and the learning process of this lesson in schools has become a challenge for teachers and learners. The use of new teaching approaches is currently receiving a lot of attention from educational experts, and one of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is done when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we saw challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. This research was conducted with a qualitative approach and phenomenological method, and its statistical population is physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done with a purposeful method and the data was collected using a semi-structured in-depth interview that continued until the limit of information saturation and then analyzed based on the model of Colaizzi (1978). The researches of this research are divided into nine categories that include opportunities, challenges and solutions to solving physics problems, as well as teaching models, teaching methods, teaching methods and techniques, appropriate homework and evaluation systems, class management solutions and solutions to strengthen students' cognitive strategies for virtual physics education. Finally, using the obtained results, the best models, methods, teaching and evaluation techniques were introduced to optimize virtual physics classes with a cognitive approach, which can be used by physics teachers as well as basic science teachers. Introduction Numerous researches findings show that students do not easily communicate with the physics lessons which makes this lesson a challenge for teachers and learning in schools. The use of new teaching approaches is currently receiving a lot of attention from educational experts. One of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is taking place when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we face challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. In this research, we want to know what opportunities and limitations exist for virtual teaching of physics and what are the solutions to solve its challenges? What cognitive models are suitable for teaching physics in virtual space? What methods, means, and techniques should be used to teach physics in a virtual class? This study intends to develop a suitable model based on the cognitive approach for the virtual education of a physics topic. In this optimal model, things like how to face the challenges of online education, time management in the classroom, how to use experiments in teaching, introducing the best models, appropriate teaching methods and techniques for physics lessons, paying attention to individual differences, How to use group interactions, we discuss how to use new homework systems and how to strengthen the cognitive learning strategies of learners. Method This research was conducted with a qualitative approach and a descriptive phenomenological method, and its statistical population were all physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done purposefully and using two methods of criterion-based and snowball sampling. Based on the criterion-based method, first, one of the professors was selected as the starting point of the interview, who, while having high experience in education, had a relevant academic degree and was willing to participt in conducting the interview. Then, based on snowball sampling, the next interviewees were introduced by the initial interviewee. The sample volume based on the information saturation process was completed in the sixth interview; but to validate the findings, the interviews continued until the seventh person. The tool used in data collection was a semi-structured qualitative interview of general guidance type. To analyze the data obtained from the interviews, Colaizi's seven-step method (1978) was used. Guba and Lincoln's (1994) reliability criterion was used to measure the validity and reliability of the data. In this criterion, the validity of the data was determined by using the methods of believability through the self-review of the researchers and reliability by the precise guidance of the flow of data collection and their alignment. In addition, the text of the interviews was provided to the expert for re-coding. After re-extracting the themes by this expert and comparing them with the initially extracted themes, the alignment of the researchers' and the subject expert's attitudes was established. Result and Discussion The findings of this research showed that saving in the management of financial, human, and time resources, familiarizing teachers and students with technology, creating educational networks between teachers and strengthening educational justice, transferring the experiences of teachers in certain areas, Increasing self-confidence and self-expression of students in class is one of the most important advantages of virtual space. Also, the proposed solutions for improving the quality of virtual physics education are as follows: empowering teachers to use new teaching methods, assignments, and evaluations such as using work folders, further strengthening collaborative activities, the possibility of using virtual educational environments, familiarizing teachers With technology, among the most important suggestions to reduce these restrictions were expressed. The next part of the research is teaching and evaluating patterns, methods, and techniques that are needed for the virtual physics class with a cognitive approach. The most important of these findings states that in choosing educational methods, phenomenon-oriented, reverse, context-oriented, and research-oriented educational methods should be used. Also, educational models of the information processing family were the most recommended for physics virtual education. Also, strengthening the spirit of teamwork through creating group participation, paying attention to the individual differences between students and individual education, using the gamification approach, Giving the learner enough opportunity to review and reflect on the educational content, and using mental imagery are among the most important virtual teaching techniques in physics. Conclusion The challenges of using virtual education, its advantages, and disadvantages are one of the most important concerns in the field of education today. Therefore, it can be said that in courses such as physics that require interactive education, problem-solving, experiments, and experience, students and teachers have experienced more challenges during the Pandomy era. In this research, the advantages, limitations, and suggestions to solve the limitations of the virtual space were first introduced, and then the models, methods, teaching, and evaluation techniques required for use in the virtual physics class with a cognitive approach were introduced. Appreciation This article was supported by the Scientific Research Staff under the number 100/17257/D

https://nea.ui.ac.ir/article_28218_6dce702954e7b7e59c0a6620429ca5bd.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Relationship of Self-regulation model with the Students' Academic Performance: The Mediating role of Engagment and Academic Bouyancy Relationship of Self-regulation model with the Students' Academic Performance: The Mediating role of Engagment and Academic Bouyancy 33 54 28052 10.22108/nea.2023.136456.1863 FA Zohreh Kord Master's Student in Educational Psychology, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Manigah Shehni Yailagh Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Alireza Hajiyakhchali Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Journal Article 2023 01 15 This research was conducted with the aim of investigating the relationship between self-regulation and the academic performance of students with the mediating role of engagment and academic bouyancy. The research was of the descriptive-correlating type. The samples included 322 students (163 girls, 159 boys) randomly selected from among all the students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and the academic performance collected data were analyzed using the structural equation modeling method and SPSS and AMOS softwares. Results showed that the proposed model had a good fit with data. Findings indicated that the direct effect of academic self-regulation on academic performance, academic engagment and academic bouyancy is a positive and significant relationship. In addition, the direct effect of academic engagment with academic performance and academic bouyancy with academic performance was also positive and significant. Also, the results of indirect paths showed that academic self-regulation has a positive effect on academic performance through academic engagment and academic bouyancy. Accordingly, when a person incorporates himself/herself in the learning process, he/she can learn better and deeper. In addition, a person with high academic talent will maintain his/her self-confidence in the face of academic challenges and obstacles and will try to overcome the challenges well and achieve success. Therefore, the educational institutions, universities and educational instructors are advised to use this model for improving students' academic performance. Introduction process of self-regulation works as the activation of various aspects of thinking, emotion and behavior in order to achieve the desired goals of the individual (Azadi Dehbidi and Foulad Cheng, 2018). In daily academic life, learners face various challenges, obstacles and special pressures, which are a threat to their self-confidence, motivation and their academic performance. Some learners succeed in dealing with them and others do not have acceptable success in this field. Therefore, educational researchers should pay attention to understanding of how to adapt to academic challenges. Therefore, it is necessary for educational institutions, universities, and education instructors to obtain the necessary information about this. To reach this level of awareness requires extensive research in this field. Therefore, this research was conducted with the aim of investigating self-regulation with academic performance of students with the mediator role of engagment and academic bouyancy. Method This research is of the correlation type through structural equation model. In this research, the statistical population includes all students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. 322 students (including 163 female students and 159 male students) formed the sample of this research and were selected using multi-stage random sampling method. Finally, by removing outlier data, 297 questionnaires were analyzed. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and academic performance. The reliability coefficient using Cronbach's alpha in this research for academic self-regulation questionnaire, academic engagment questionnaire and vitality questionnaire was obtained as 0.71, 0.92 and 0.90 respectively. Data analysis was done with the help of structural equation modeling method and using SPSS and AMOS software.. Findings Results of the present study showed that the coefficients of academic self-regulation paths with academic engagment (p=0.001, b=0.63), academic self-regulation with academic bouyancy (p=0.001, b=0.28), academic self-regulation with Academic performance (p=0.001, b=0.11), academic engagment with academic performance (p=0.001, b=0.17), academic bouyancy with academic performance (p=0.005, b=0.14)) is significant. Therefore, the path coefficients of all the variables were significant. Accordingly, all the direct hypotheses (1 to 5) were significant at the 99% confidence level and were confirmed. In addition, there is a significant level for the academic engagment variable as a mediating variable between academic self-regulation and academic performance (p=0.001, b=0.078) and academic bouyancy as a mediating variable between academic self-regulation and academic performance (p=0.003, b = 0.008) is significant. Discussion Results of the present study showed that academic engagment and academic bouyancy play a mediating role in the relationship between academic self-regulation and academic performance. A person's lack of self-regulation causes him to be unable to properly monitor and control his learning process, to make correct decisions when dealing with various issues; hence, it causes poor academic performance. Lack of high level of cognitive and metacognitive ability, lack of communication and participation with others and lack of sufficient motivation bring poor academic results for people. According to the socio-cognitive perspective, cognitive and motivational intrapersonal variables are effective on academic performance, therefore, learners need both cognitive skills and motivational beliefs for academic progress. According to this view, learners in the learning process can monitor, control and regulate the aspects of cognition, motivation, behavior and characteristics of their learning environment. Therefore, in the presence of self-regulation, people take control of the learning environment according to their cognitive and metacognitive capabilities and can improve their performance in learning. Now, despite the behavioral, cognitive and agent engagment and academic bouyancy, this relationship becomes stronger in people, because the learner's participation in the education process is considered as a key factor in learning. When a person engages himself in the learning process in terms of behavior, he can learn better and deeper. Such learners apply the necessary effort and persistence in dealing with assignments and ask for help from others if necessary; Because the educational environment for them is an active and dynamic environment in which the learner can actively try to solve his educational obstacles and problems. In fact, a person contributes to his learning by trying, paying attention and participating in the educational environment. In addition, in cognitive engagment, the learner engages in meaningful and deep cognitive processing of educational materials. Hence, the person achieves deep learning and finally the learner's academic performance improves. These learners try to get involved in their assignments, that is, they help themselves by using practice and organizing the material. As a result, they show better academic performance. Also, by asking questions and asking for help and presenting their opinions during teaching, learners appear as an active factor in learning and try to make the learning process more attractive and enjoyable for themselves. Also, a person who has high academic bouyancy maintains his self-confidence in dealing with academic challenges and obstacles and tries to overcome these challenges well and achieve success. Results show that increasing academic self-regulation in students and, as a result, more monitoring of students on their learning process, can bring positive results for their academic performance; Therefore, trying to grow and develop academic self-regulation among students is important. This research was conducted with the aim of investigating the relationship between self-regulation and the academic performance of students with the mediating role of engagment and academic bouyancy. The research was of the descriptive-correlating type. The samples included 322 students (163 girls, 159 boys) randomly selected from among all the students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and the academic performance collected data were analyzed using the structural equation modeling method and SPSS and AMOS softwares. Results showed that the proposed model had a good fit with data. Findings indicated that the direct effect of academic self-regulation on academic performance, academic engagment and academic bouyancy is a positive and significant relationship. In addition, the direct effect of academic engagment with academic performance and academic bouyancy with academic performance was also positive and significant. Also, the results of indirect paths showed that academic self-regulation has a positive effect on academic performance through academic engagment and academic bouyancy. Accordingly, when a person incorporates himself/herself in the learning process, he/she can learn better and deeper. In addition, a person with high academic talent will maintain his/her self-confidence in the face of academic challenges and obstacles and will try to overcome the challenges well and achieve success. Therefore, the educational institutions, universities and educational instructors are advised to use this model for improving students' academic performance. Introduction process of self-regulation works as the activation of various aspects of thinking, emotion and behavior in order to achieve the desired goals of the individual (Azadi Dehbidi and Foulad Cheng, 2018). In daily academic life, learners face various challenges, obstacles and special pressures, which are a threat to their self-confidence, motivation and their academic performance. Some learners succeed in dealing with them and others do not have acceptable success in this field. Therefore, educational researchers should pay attention to understanding of how to adapt to academic challenges. Therefore, it is necessary for educational institutions, universities, and education instructors to obtain the necessary information about this. To reach this level of awareness requires extensive research in this field. Therefore, this research was conducted with the aim of investigating self-regulation with academic performance of students with the mediator role of engagment and academic bouyancy. Method This research is of the correlation type through structural equation model. In this research, the statistical population includes all students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. 322 students (including 163 female students and 159 male students) formed the sample of this research and were selected using multi-stage random sampling method. Finally, by removing outlier data, 297 questionnaires were analyzed. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and academic performance. The reliability coefficient using Cronbach's alpha in this research for academic self-regulation questionnaire, academic engagment questionnaire and vitality questionnaire was obtained as 0.71, 0.92 and 0.90 respectively. Data analysis was done with the help of structural equation modeling method and using SPSS and AMOS software.. Findings Results of the present study showed that the coefficients of academic self-regulation paths with academic engagment (p=0.001, b=0.63), academic self-regulation with academic bouyancy (p=0.001, b=0.28), academic self-regulation with Academic performance (p=0.001, b=0.11), academic engagment with academic performance (p=0.001, b=0.17), academic bouyancy with academic performance (p=0.005, b=0.14)) is significant. Therefore, the path coefficients of all the variables were significant. Accordingly, all the direct hypotheses (1 to 5) were significant at the 99% confidence level and were confirmed. In addition, there is a significant level for the academic engagment variable as a mediating variable between academic self-regulation and academic performance (p=0.001, b=0.078) and academic bouyancy as a mediating variable between academic self-regulation and academic performance (p=0.003, b = 0.008) is significant. Discussion Results of the present study showed that academic engagment and academic bouyancy play a mediating role in the relationship between academic self-regulation and academic performance. A person's lack of self-regulation causes him to be unable to properly monitor and control his learning process, to make correct decisions when dealing with various issues; hence, it causes poor academic performance. Lack of high level of cognitive and metacognitive ability, lack of communication and participation with others and lack of sufficient motivation bring poor academic results for people. According to the socio-cognitive perspective, cognitive and motivational intrapersonal variables are effective on academic performance, therefore, learners need both cognitive skills and motivational beliefs for academic progress. According to this view, learners in the learning process can monitor, control and regulate the aspects of cognition, motivation, behavior and characteristics of their learning environment. Therefore, in the presence of self-regulation, people take control of the learning environment according to their cognitive and metacognitive capabilities and can improve their performance in learning. Now, despite the behavioral, cognitive and agent engagment and academic bouyancy, this relationship becomes stronger in people, because the learner's participation in the education process is considered as a key factor in learning. When a person engages himself in the learning process in terms of behavior, he can learn better and deeper. Such learners apply the necessary effort and persistence in dealing with assignments and ask for help from others if necessary; Because the educational environment for them is an active and dynamic environment in which the learner can actively try to solve his educational obstacles and problems. In fact, a person contributes to his learning by trying, paying attention and participating in the educational environment. In addition, in cognitive engagment, the learner engages in meaningful and deep cognitive processing of educational materials. Hence, the person achieves deep learning and finally the learner's academic performance improves. These learners try to get involved in their assignments, that is, they help themselves by using practice and organizing the material. As a result, they show better academic performance. Also, by asking questions and asking for help and presenting their opinions during teaching, learners appear as an active factor in learning and try to make the learning process more attractive and enjoyable for themselves. Also, a person who has high academic bouyancy maintains his self-confidence in dealing with academic challenges and obstacles and tries to overcome these challenges well and achieve success. Results show that increasing academic self-regulation in students and, as a result, more monitoring of students on their learning process, can bring positive results for their academic performance; Therefore, trying to grow and develop academic self-regulation among students is important.

https://nea.ui.ac.ir/article_28052_b6306647787d0e58a1892e4582f3debb.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Qualitative identification the roles of educational supervisors and their impact on improving the teaching-learning process Qualitative identification the roles of educational supervisors and their impact on improving the teaching-learning process 55 78 28051 10.22108/nea.2023.134827.1820 FA Nahid Naderibeni Associate Professor of Educational Management, College of Farabi, University of Tehran, Qom, Iran. Hosein Karami Ph.D. Student, University of Tehran, College of Farabi, Faculty of Management and Accounting, Iran. Mansuoreh Ghazavi Lecturer in Curriculum, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran. Journal Article 2022 08 21 The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process. Introduction The educational system is unimaginable without the monitoring process. Educational supervision is defined as efforts to improve the educational learning process to develop leadership skills, improve ability, solve problems, and overcome obstacles faced by teachers (Mestarihi, 2020). In most schools, educational supervision and guidance is the responsibility of educational counselors, and is considered as an administrative task that does not have much effect on the process of teachers' educational reform. As a result, the educational issues and problems of teachers remain unsolved and according to the evidence, educational leaders in the current frameworks and with current methods are not able to respond to the issues and problems of teachers and meet their needs (Izan, Qaderi and Shirbighi, 2018).The purpose of this research was to identify the roles of educational Supervisors and their influence in improving the teaching and learning process. Research question: What are the roles of educational leaders? And the research hypothesis includes examining the identified roles of educational leaders on the effectiveness of the teaching and learning process. In the research conducted in this field, the general role of different educational leaders in improving the teaching and learning process (Izan et al, 2019; Anderson et al, 2018 and Al-Eid, 2017) as well as the improvement of teachers' performance (e.g. Abedinia et al, 2019; Atia Ayad, 2023 and Mostarihi, 2020) are mentioned. In this research, it was tried to define the roles separately and then measure their effect in improving the teaching and learning process. Research Methodology Research method was of mixed exploratory type. In this regard, semi- structured interviews were conducted with 13 teachers and principals working in primary schools in Qom villages using purposeful sampling and according to the theoretical saturation approach. In order to experiment and analyze the data obtained from the interview, the method of thematic analysis was used. After implementing the interviews, data analysis was done through systematic coding by MAXQDA2020 software. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire on the roles of educational leaders and the questionnaire on the effectiveness of the teaching-learning process. Smart pls and SPSS software were used to analyze quantitative data. Findings The main categories identified include 1- Educational role, which includes educational planning, teacher assistance and guidance, conducting training courses, new teacher guidance, and rules and regulations training; 2- The procurement role was the second identified category includes facilities and facilities, educational supplies and tools, hardware infrastructure, software infrastructure and teaching resources and content; 3- The supervisory role was the next identified category includes performing one's duties in teacher evaluation, monitoring curriculum implementation, staff performance evaluation, and teacher performance evaluation; 4- The leadership role was the fourth category includes guidance and counseling, creating motivation, communicating with teachers, communicating with managers, and encouraging co-workers and 5- The developmental role was the last identified category includes attracting participation and cooperation, placing in the career path, assessing needs and determining educational priorities, preparing, implementing and directing research and curriculum development. These categories were developed on the themes and concepts extracted from the interviews. After extracting the secondary and main themes, in order to test the hypothesis of the research, a questionnaire on the role of educational leaders and a questionnaire on the effectiveness of the teaching and learning process were compiled and. According to the analysis of the results, the effect of educational role, leadership role, developmental role, supervisory and procurement roles on the improvement of the teaching and learning process is positive and significant, and 61% of the variance of the teaching and learning process is explained by the variables of the research model. Discussion and Conclusion Research results regarding the educational role variable are consistent with Findings of Hilliard (2015) and Ismail (2018). In other words, educational supervisors solve educational issues and problems of teachers and students by playing their educational role, improve the quality of teachers' performance, and improve the teaching and learning process. One of the most important roles of educational leaders is the role of leadership, which has a positive and significant effect on the effectiveness of the teaching and learning process. The results of this section are in line with the results of Gordon (2019), Abu Bakr (2015) and Bisong and Ejong (2008). The third role of educational leaders in this research is a developmental role. This role also helps the educational leaders of primary schools to contribute to the effectiveness of the teaching and learning process through the professional development of teachers, which is consistent with the research results of Mestarihi (2020).In the current situation in the teaching and learning process, the most active and dominant role for educational leaders is the organizational administrative (supervisory) role, and this is the legacy of the traditional method that has been manifested by educational leaders as an inspection role (Baharestan, 2009). One of the other important roles of educational leaders is the role of logistics, which has an impact on the effectiveness of the teaching and learning process. The results of Abu Bakr (2015), Wick et al. (2007) and Ismail (2018) also confirm this finding. The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process. Introduction The educational system is unimaginable without the monitoring process. Educational supervision is defined as efforts to improve the educational learning process to develop leadership skills, improve ability, solve problems, and overcome obstacles faced by teachers (Mestarihi, 2020). In most schools, educational supervision and guidance is the responsibility of educational counselors, and is considered as an administrative task that does not have much effect on the process of teachers' educational reform. As a result, the educational issues and problems of teachers remain unsolved and according to the evidence, educational leaders in the current frameworks and with current methods are not able to respond to the issues and problems of teachers and meet their needs (Izan, Qaderi and Shirbighi, 2018).The purpose of this research was to identify the roles of educational Supervisors and their influence in improving the teaching and learning process. Research question: What are the roles of educational leaders? And the research hypothesis includes examining the identified roles of educational leaders on the effectiveness of the teaching and learning process. In the research conducted in this field, the general role of different educational leaders in improving the teaching and learning process (Izan et al, 2019; Anderson et al, 2018 and Al-Eid, 2017) as well as the improvement of teachers' performance (e.g. Abedinia et al, 2019; Atia Ayad, 2023 and Mostarihi, 2020) are mentioned. In this research, it was tried to define the roles separately and then measure their effect in improving the teaching and learning process. Research Methodology Research method was of mixed exploratory type. In this regard, semi- structured interviews were conducted with 13 teachers and principals working in primary schools in Qom villages using purposeful sampling and according to the theoretical saturation approach. In order to experiment and analyze the data obtained from the interview, the method of thematic analysis was used. After implementing the interviews, data analysis was done through systematic coding by MAXQDA2020 software. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire on the roles of educational leaders and the questionnaire on the effectiveness of the teaching-learning process. Smart pls and SPSS software were used to analyze quantitative data. Findings The main categories identified include 1- Educational role, which includes educational planning, teacher assistance and guidance, conducting training courses, new teacher guidance, and rules and regulations training; 2- The procurement role was the second identified category includes facilities and facilities, educational supplies and tools, hardware infrastructure, software infrastructure and teaching resources and content; 3- The supervisory role was the next identified category includes performing one's duties in teacher evaluation, monitoring curriculum implementation, staff performance evaluation, and teacher performance evaluation; 4- The leadership role was the fourth category includes guidance and counseling, creating motivation, communicating with teachers, communicating with managers, and encouraging co-workers and 5- The developmental role was the last identified category includes attracting participation and cooperation, placing in the career path, assessing needs and determining educational priorities, preparing, implementing and directing research and curriculum development. These categories were developed on the themes and concepts extracted from the interviews. After extracting the secondary and main themes, in order to test the hypothesis of the research, a questionnaire on the role of educational leaders and a questionnaire on the effectiveness of the teaching and learning process were compiled and. According to the analysis of the results, the effect of educational role, leadership role, developmental role, supervisory and procurement roles on the improvement of the teaching and learning process is positive and significant, and 61% of the variance of the teaching and learning process is explained by the variables of the research model. Discussion and Conclusion Research results regarding the educational role variable are consistent with Findings of Hilliard (2015) and Ismail (2018). In other words, educational supervisors solve educational issues and problems of teachers and students by playing their educational role, improve the quality of teachers' performance, and improve the teaching and learning process. One of the most important roles of educational leaders is the role of leadership, which has a positive and significant effect on the effectiveness of the teaching and learning process. The results of this section are in line with the results of Gordon (2019), Abu Bakr (2015) and Bisong and Ejong (2008). The third role of educational leaders in this research is a developmental role. This role also helps the educational leaders of primary schools to contribute to the effectiveness of the teaching and learning process through the professional development of teachers, which is consistent with the research results of Mestarihi (2020).In the current situation in the teaching and learning process, the most active and dominant role for educational leaders is the organizational administrative (supervisory) role, and this is the legacy of the traditional method that has been manifested by educational leaders as an inspection role (Baharestan, 2009). One of the other important roles of educational leaders is the role of logistics, which has an impact on the effectiveness of the teaching and learning process. The results of Abu Bakr (2015), Wick et al. (2007) and Ismail (2018) also confirm this finding.

https://nea.ui.ac.ir/article_28051_c38d695ca639b55c59cc2d647d9de3d1.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Designing an Intrinsic Motivation model for the Teachers (Case Study: Teachers in the Department of Education in the city of Isfahan) Designing an Intrinsic Motivation model for the Teachers (Case Study: Teachers in the Department of Education in the city of Isfahan) 79 110 28531 10.22108/nea.2024.138172.1921 FA Hamideh Sadat Hosseini Ph.D. Student of Business Administration, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran. Ali Nasr Esfahani Associate Professor, Department of Management, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran. Ali Safari Associate Professor, Department of Management, Faculty of Administrative Sciences and Economics, University of Isfahan, Isfahan, Iran. Journal Article 2023 06 24 Learning is a complex process and intrinsic motivation is one of the most effective factors in teachers' performance and students' learning. It was attempted in the present study to recognize and consider this effective factor in the Department of Education by identifying effective factors on intrinsic motivation and its variables. This is a functional study through a mixed approach and the teachers in the department of education in the city of Isfahan are the statistical population of the study which continued in the qualitative part through purposive sampling and until reaching the saturation point of the interviews. The stratified random sampling appropriate to the sample size was used in the quantitative part. The results in the qualitative part revealed positive and negative effective factors, intrinsic motivation outcomes, and their aspects. The results of the quantitative part showed that positive organizational factors, positive management factors, positive external-organizational factors, negative organizational factors, and negative management factors significantly affect intrinsic motivation with 55%, 39%, 56%, 43%, and 39% respectively. Moreover, intrinsic motivation significantly affects organizational outcomes at 65% and personal outcomes at 64%. Introduction Intrinsic motivation is one of the most effective factors addressed in organizations since it considerably influences the staff's performance. Teachers working in the educational system are among the people whose performance is dramatically affected by intrinsic motivation. And because they are considered the most essential part of the schools and have direct communication with the students, can greatly influence the pathway of the upgrade and development of the students who bring about the future of every society; since the teachers with high intrinsic motivation increase their attempt to reach their defined purposes during the academic year. Investigating the research Literatue revealed that there is no model for intrinsic motivation in the previous studies. Moreover, there has not been any significant research regarding this important subject in the Department of Education. Hence, present study attempted to help the managers in the Department of Education recognize the reasons for the teachers' behavior and also effective factors on the considered managerial measures to improve their performance through investigating intrinsic motivation and its outcomes among the teachers. Material and Methodology It is functional in the case of purpose and descriptive-content analysis in the case of nature and method the data were collected through the survey method and it is mixed (qualitative-quantitative) in the case of method. In the qualitative part, all the expert teachers who were generally qualified and work in the department of education in the city of Isfahan and teach at Farhangian University too and know enough about the subject of the study were selected as the statistical population. Purposive sampling was used up to reaching the saturation point and the subjects were interviewed and the research model was designed according to the achieved results. All the teachers in the city of Isfahan were considered as the statistical population in the quantitative part and the sample size was calculated through a stratified sampling method appropriate to the sample size. A questionnaire was designed according to the research model by the researcher and it was administend after designing the research model. Discussion and Results After reviewing the findings in the qualitative part of the study, the components such as alignment of the teachers' purposes with education, respect, and dignity in the working environment, interesting working environment, suitable promotion system, intimate relationship with the colleagues and the teachers' mental hygiene were achieved and these components were categorized as the organizational factors which positively influence the intrinsic motivation. The next identified group includes being recognized by the superior, perceived organizational support, constructive working competition, and the manager's empowering behavior which were grouped as the managerial factors that positively influence the intrinsic motivation. The other category, too, includes the positive attitude of the society toward the job and respect, and social standing which were categorized as the managerial factors that positively influence the intrinsic motivation. Other than these components, some other factors were also identified that negatively influenced intrinsic motivation which include not giving a realistic image of the job, undesirable performance evaluation system, the incongruity between the job and the employed, and organizational injustice which were categorized as the organizational factors which negatively influence the intrinsic motivation. The other group was identified as the managerial factors that negatively influence intrinsic motivation and it includes inappropriate education, lack of participation in organizational decision-making and not operationalizing the managers' promises. In addition, the components including intrinsic motivation and its outcomes were also identified as constant growth, performance improvement, and instructive working environment were categorized as the outcomes related to the organization; and innovation and creativity, consciousness, occupational achievement, organizational citizenship behavior, vocational competence, positive effects of the job on the teachers' lives, more attempt, receiving positive feedback from the students and parents, having effective communication with the students and sharing knowledge and experience were categorized as the related outcomes to the individual. The significant effect of all the identified factors on each other was investigated in the quantitative part. Conclusion It was attempted in the present study designed a model for the teachers' intrinsic motivation and then through quantitively investigating the identified factors in the present study, the type of relationship between the identified components was investigated too and it was revealed that great steps can be taken in the educational system and dramatic changes can be made through reinforcing intrinsic motivation and considering effective factors on it. Learning is a complex process and intrinsic motivation is one of the most effective factors in teachers' performance and students' learning. It was attempted in the present study to recognize and consider this effective factor in the Department of Education by identifying effective factors on intrinsic motivation and its variables. This is a functional study through a mixed approach and the teachers in the department of education in the city of Isfahan are the statistical population of the study which continued in the qualitative part through purposive sampling and until reaching the saturation point of the interviews. The stratified random sampling appropriate to the sample size was used in the quantitative part. The results in the qualitative part revealed positive and negative effective factors, intrinsic motivation outcomes, and their aspects. The results of the quantitative part showed that positive organizational factors, positive management factors, positive external-organizational factors, negative organizational factors, and negative management factors significantly affect intrinsic motivation with 55%, 39%, 56%, 43%, and 39% respectively. Moreover, intrinsic motivation significantly affects organizational outcomes at 65% and personal outcomes at 64%. Introduction Intrinsic motivation is one of the most effective factors addressed in organizations since it considerably influences the staff's performance. Teachers working in the educational system are among the people whose performance is dramatically affected by intrinsic motivation. And because they are considered the most essential part of the schools and have direct communication with the students, can greatly influence the pathway of the upgrade and development of the students who bring about the future of every society; since the teachers with high intrinsic motivation increase their attempt to reach their defined purposes during the academic year. Investigating the research Literatue revealed that there is no model for intrinsic motivation in the previous studies. Moreover, there has not been any significant research regarding this important subject in the Department of Education. Hence, present study attempted to help the managers in the Department of Education recognize the reasons for the teachers' behavior and also effective factors on the considered managerial measures to improve their performance through investigating intrinsic motivation and its outcomes among the teachers. Material and Methodology It is functional in the case of purpose and descriptive-content analysis in the case of nature and method the data were collected through the survey method and it is mixed (qualitative-quantitative) in the case of method. In the qualitative part, all the expert teachers who were generally qualified and work in the department of education in the city of Isfahan and teach at Farhangian University too and know enough about the subject of the study were selected as the statistical population. Purposive sampling was used up to reaching the saturation point and the subjects were interviewed and the research model was designed according to the achieved results. All the teachers in the city of Isfahan were considered as the statistical population in the quantitative part and the sample size was calculated through a stratified sampling method appropriate to the sample size. A questionnaire was designed according to the research model by the researcher and it was administend after designing the research model. Discussion and Results After reviewing the findings in the qualitative part of the study, the components such as alignment of the teachers' purposes with education, respect, and dignity in the working environment, interesting working environment, suitable promotion system, intimate relationship with the colleagues and the teachers' mental hygiene were achieved and these components were categorized as the organizational factors which positively influence the intrinsic motivation. The next identified group includes being recognized by the superior, perceived organizational support, constructive working competition, and the manager's empowering behavior which were grouped as the managerial factors that positively influence the intrinsic motivation. The other category, too, includes the positive attitude of the society toward the job and respect, and social standing which were categorized as the managerial factors that positively influence the intrinsic motivation. Other than these components, some other factors were also identified that negatively influenced intrinsic motivation which include not giving a realistic image of the job, undesirable performance evaluation system, the incongruity between the job and the employed, and organizational injustice which were categorized as the organizational factors which negatively influence the intrinsic motivation. The other group was identified as the managerial factors that negatively influence intrinsic motivation and it includes inappropriate education, lack of participation in organizational decision-making and not operationalizing the managers' promises. In addition, the components including intrinsic motivation and its outcomes were also identified as constant growth, performance improvement, and instructive working environment were categorized as the outcomes related to the organization; and innovation and creativity, consciousness, occupational achievement, organizational citizenship behavior, vocational competence, positive effects of the job on the teachers' lives, more attempt, receiving positive feedback from the students and parents, having effective communication with the students and sharing knowledge and experience were categorized as the related outcomes to the individual. The significant effect of all the identified factors on each other was investigated in the quantitative part. Conclusion It was attempted in the present study designed a model for the teachers' intrinsic motivation and then through quantitively investigating the identified factors in the present study, the type of relationship between the identified components was investigated too and it was revealed that great steps can be taken in the educational system and dramatic changes can be made through reinforcing intrinsic motivation and considering effective factors on it.

https://nea.ui.ac.ir/article_28531_e865b5d25db570a2834dd16833cd715b.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Explanation of Indicators for Improving the Quality of Evaluating Learners' Abilities in Technical and Vocational higher Education with Emphasis on Skill-oriented and Employability Explanation of Indicators for Improving the Quality of Evaluating Learners' Abilities in Technical and Vocational higher Education with Emphasis on Skill-oriented and Employability 111 134 28458 10.22108/nea.2024.137501.1901 FA Mahboobe Mohammad Shafi Ph.D. in Curriculum, Faculty of Education Sciences and Psychology, University of Isfahan, Isfahan, Iran. Mohammad Reza Neyestani Associate professor of Educational Planning , Faculty of Education Sciences and Psychology, University of Isfahan, Isfahan, Iran. Seyed Ebrahim Mirshah Jafari Professor in Curriculum, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran. Vida Taghvaei Associate professor, Department of Architecture, Tehran Dr. Shariati Girls College, Technical and Vocational University,Tehran, Iran. Journal Article 2023 04 27 The present study aimed to explaining the indicators of improving the quality of learners' in vocational and technical higher education by employing the employment approach. The research was done with an applied purpose and using an exploratory mixed methods research approach. The statistical population of the qualitative section consisted of curriculum experts, faculty members of technical and vocational universities and employers in Iran, among whom 18 participants were selected via a purposive sampling method. The statistical population of the research in the quantitative part included 571 teachers of Shariati Technical and Vocational University of Tehran in 2021, and 230 of them were selected by stratified sampling method. Research data were collected through the semi-structured interviewing technique and a researcher-made questionnaire. Content validity was used to determine the validity of the interview questions and the questionnaire and Cronbach's alpha coefficient. According to the research findings in the qualitative part, in order for the evaluators to be able to evaluate the capabilities of the learners in the most favorable way, it is necessary to perform performance tests, provide periodical feedback, emphasize practical work and group projects, surveys of the competent and relevant factors of the internship environment, evaluation based on all educational goals, continuous evaluation and evaluation by peer groups. Also, the results in the quantitative section revealed; the explained methods are effective in improving the evaluation quality. Therefore, based on the results of the research, it is necessary for the evaluation method in technical and professional higher education to have a different direction compared to other subsystems of higher education, and to be based on skill-oriented and employability. Introduction The purpose of this research is to explain the indicators of improving the quality of student evaluation in technical and vocational higher education with emphasis on skill-oriented and employability. Important technical and professional goals is achieved through quality curricula. One of the main factors affecting the quality of technical and professional higher education programs is the quality of evaluation in these programs. What makes the evaluation process sensitive in technical and vocational trainings is the emphasis of these trainings on learning the skills and techniques of doing work and professions, so the evaluation methods in this type of training are similar to the conventional methods used in other educational sub-systems is very different. Despite the importance of evaluating educational progress in higher technical and vocational education and its effect on educational quality, no detailed studies have been conducted in this field yet. In fact, in the research literature, in the technical and vocational higher education evaluation system, there is still no specific approach, model, and method for evaluating students' performance (Ho, Ho, and Tran, 2020, Ojusamson, Liniyan, Ogunjeboy, and Eduga, 2020). Therefore, due to the importance of the quality of higher technical and vocational education curricula and its importance in employment and provision of human resources needed by the society, and considering that the quality of evaluation methods remains elusive, an effort has been made in this research. It is tried first to identify the indicators of improving the quality of student evaluation in technical and vocational university, and then determine how effective these indicators have been in improving the quality of student evaluation methods in technical and vocational university. Research Methodology This research is an applied research based on the goal. In carrying out different parts of this research, both quantitative and qualitative approaches were used, and the research approach is a combination of exploratory type. The participants of the research in the qualitative part included faculty members of Shariati Technical and Vocational University of Tehran, curriculum experts and employers in 2019, among which 18 of them were selected using the purposeful and snowball sampling method. These people included 7 faculty members of Tehran Shariati Technical and Vocational University, 6 curriculum specialists and 5 employers. The statistical population of this research, in the quantitative part, included all of the teachers at Shariati Technical and Vocational University of Tehran in 2018-2019 (including 571 people), through using Cochran's formula, 230 of them were selected as statistical sample size. A semi-structured interview was used to collect information in the qualitative section in order to explain the indicators of improving the quality of the learners' evaluation. In the quantitative part of the research, a researcher-made questionnaire was used in order to determine the effect of indicators on improving the quality of technical and vocational university evaluation methods. Content validity was used to determine the validity of the interview questions and the questionnaire, and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. Research Findings According to the research findings in the qualitative part, the most important indicators of improving the quality of student evaluation in technical and vocational higher education are paying attention to performance tests, providing periodical feedback to correct students' performance, emphasizing practical work and group projects, survey of the competent and relevant factors of the internship environment, evaluation based on all educational goals, learning assessment based on the roles and duties of students in learning groups, and evaluation by student groups. Also, the findings in the quantitative section revealed that explained methods are effective in improving the quality of performance evaluation of learners. Discussion Since the main goal of a technical and vocational university is job creation and skill-oriented, the course evaluation method should also be in line with the realization of these goals. The evaluations that are used in technical and professional education should be able to measure the ability and skills of the students in achieving the competencies needed to do the work. Based on the results of the research findings and the views of the interviewees, in order for evaluators to evaluate the performance of technical and vocational students in a favorable manner, it is necessary to perform performance tests, provide periodical feedback, emphasize practical work and projects in a group, conduct a survey of competent and relevant factors of the internship environment for evaluation, evaluation based on all educational goals, and evaluation through peer groups. The results of this research are in line with some of the research findings of Shaykh al-Islami (2012) and Amini et al. (2011) regarding the importance of assigning importance to students' working groups, continuous evaluation and providing feedback to learners' performance. In his research, Amin Bidakhti (2017) mentions evaluation based on competence and performance as an effective factor in improving the quality of technical and professional education, which is in line with the current research. Also, it is consistent with the research of Kadkhodaei et al. (2016) regarding the necessity of evaluation by peers, evaluation based on work group and performance evaluation. Fathi Azar (2017) in his research indicated the use of sufficient and diverse evidence for judgment, functional evaluation and continuous evaluation and presenting a clear picture of learners' performance, which is in line with the present research. Also, it is in line with the research of Baqerzadeh and Uzra (2014) regarding the practical aspect of evaluation and providing useful and constructive feedback. The present study aimed to explaining the indicators of improving the quality of learners' in vocational and technical higher education by employing the employment approach. The research was done with an applied purpose and using an exploratory mixed methods research approach. The statistical population of the qualitative section consisted of curriculum experts, faculty members of technical and vocational universities and employers in Iran, among whom 18 participants were selected via a purposive sampling method. The statistical population of the research in the quantitative part included 571 teachers of Shariati Technical and Vocational University of Tehran in 2021, and 230 of them were selected by stratified sampling method. Research data were collected through the semi-structured interviewing technique and a researcher-made questionnaire. Content validity was used to determine the validity of the interview questions and the questionnaire and Cronbach's alpha coefficient. According to the research findings in the qualitative part, in order for the evaluators to be able to evaluate the capabilities of the learners in the most favorable way, it is necessary to perform performance tests, provide periodical feedback, emphasize practical work and group projects, surveys of the competent and relevant factors of the internship environment, evaluation based on all educational goals, continuous evaluation and evaluation by peer groups. Also, the results in the quantitative section revealed; the explained methods are effective in improving the evaluation quality. Therefore, based on the results of the research, it is necessary for the evaluation method in technical and professional higher education to have a different direction compared to other subsystems of higher education, and to be based on skill-oriented and employability. Introduction The purpose of this research is to explain the indicators of improving the quality of student evaluation in technical and vocational higher education with emphasis on skill-oriented and employability. Important technical and professional goals is achieved through quality curricula. One of the main factors affecting the quality of technical and professional higher education programs is the quality of evaluation in these programs. What makes the evaluation process sensitive in technical and vocational trainings is the emphasis of these trainings on learning the skills and techniques of doing work and professions, so the evaluation methods in this type of training are similar to the conventional methods used in other educational sub-systems is very different. Despite the importance of evaluating educational progress in higher technical and vocational education and its effect on educational quality, no detailed studies have been conducted in this field yet. In fact, in the research literature, in the technical and vocational higher education evaluation system, there is still no specific approach, model, and method for evaluating students' performance (Ho, Ho, and Tran, 2020, Ojusamson, Liniyan, Ogunjeboy, and Eduga, 2020). Therefore, due to the importance of the quality of higher technical and vocational education curricula and its importance in employment and provision of human resources needed by the society, and considering that the quality of evaluation methods remains elusive, an effort has been made in this research. It is tried first to identify the indicators of improving the quality of student evaluation in technical and vocational university, and then determine how effective these indicators have been in improving the quality of student evaluation methods in technical and vocational university. Research Methodology This research is an applied research based on the goal. In carrying out different parts of this research, both quantitative and qualitative approaches were used, and the research approach is a combination of exploratory type. The participants of the research in the qualitative part included faculty members of Shariati Technical and Vocational University of Tehran, curriculum experts and employers in 2019, among which 18 of them were selected using the purposeful and snowball sampling method. These people included 7 faculty members of Tehran Shariati Technical and Vocational University, 6 curriculum specialists and 5 employers. The statistical population of this research, in the quantitative part, included all of the teachers at Shariati Technical and Vocational University of Tehran in 2018-2019 (including 571 people), through using Cochran's formula, 230 of them were selected as statistical sample size. A semi-structured interview was used to collect information in the qualitative section in order to explain the indicators of improving the quality of the learners' evaluation. In the quantitative part of the research, a researcher-made questionnaire was used in order to determine the effect of indicators on improving the quality of technical and vocational university evaluation methods. Content validity was used to determine the validity of the interview questions and the questionnaire, and Cronbach's alpha coefficient was used to estimate the reliability of the questionnaire. Research Findings According to the research findings in the qualitative part, the most important indicators of improving the quality of student evaluation in technical and vocational higher education are paying attention to performance tests, providing periodical feedback to correct students' performance, emphasizing practical work and group projects, survey of the competent and relevant factors of the internship environment, evaluation based on all educational goals, learning assessment based on the roles and duties of students in learning groups, and evaluation by student groups. Also, the findings in the quantitative section revealed that explained methods are effective in improving the quality of performance evaluation of learners. Discussion Since the main goal of a technical and vocational university is job creation and skill-oriented, the course evaluation method should also be in line with the realization of these goals. The evaluations that are used in technical and professional education should be able to measure the ability and skills of the students in achieving the competencies needed to do the work. Based on the results of the research findings and the views of the interviewees, in order for evaluators to evaluate the performance of technical and vocational students in a favorable manner, it is necessary to perform performance tests, provide periodical feedback, emphasize practical work and projects in a group, conduct a survey of competent and relevant factors of the internship environment for evaluation, evaluation based on all educational goals, and evaluation through peer groups. The results of this research are in line with some of the research findings of Shaykh al-Islami (2012) and Amini et al. (2011) regarding the importance of assigning importance to students' working groups, continuous evaluation and providing feedback to learners' performance. In his research, Amin Bidakhti (2017) mentions evaluation based on competence and performance as an effective factor in improving the quality of technical and professional education, which is in line with the current research. Also, it is consistent with the research of Kadkhodaei et al. (2016) regarding the necessity of evaluation by peers, evaluation based on work group and performance evaluation. Fathi Azar (2017) in his research indicated the use of sufficient and diverse evidence for judgment, functional evaluation and continuous evaluation and presenting a clear picture of learners' performance, which is in line with the present research. Also, it is in line with the research of Baqerzadeh and Uzra (2014) regarding the practical aspect of evaluation and providing useful and constructive feedback.

https://nea.ui.ac.ir/article_28458_0b065503a0909467915d3847763b8178.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 The effect of gamification on problem solving performance, motivation and engagement in mathematics Course of 4th grade elementary school female students in Shahin Shahr district of Isfahan province The effect of gamification on problem solving performance, motivation and engagement in mathematics Course of 4th grade elementary school female students in Shahin Shahr district of Isfahan province 135 156 28371 10.22108/nea.2024.137476.1902 FA Mohadeseh Bateni university of esfahan Esfijani Esfijani Education department, Facultu of Education and Psychology, University of Isfahan 0000-0002-7003-3188 Negin Barat Dastjerdy Education department, Facultu of Education and Psychology, University of Isfahan Journal Article 2023 04 28 Nowadays, improving the quality of education and training is considered a very important necessity, due to several reasons such as budget reduction, lack of suitable educational facilities, low level of knowledge and skills of graduates, extensive content of books, monotony in the classroom and lack of motivation of students. . This study was aim to investigate the effects of gamification on problem solving performance, motivation and learners' engagement in mathematics lesson of fourth grade female students in Shahin Shahr district of Isfahan in 1400-1401.The data collection tool included a researcher-made test to measure students' problem solving in the mathematics lesson of fractions in the fourth grade of elementary school and the motivation and learning questionnaire of Ho et al. (2016) with three scales of surface motivation, deep motivation and progress. Also, Reev's questionnaire (2013) was used to measure academic engagement with three levels of causal, cognitive, emotional, and behavioral engagement. Descriptive and inferential statistics were used to analyze the data and the data were analyzed using SPSS-23 software. The results of multivariate covariance analysis showed that gamification was effective on problem solving performance, types of motivation and academic involvement of fourth grade elementary students. (p<./.5). According to the obtained results, it can be said that gamification has a positive effect on the performance of problem solving, surface , progress and deep motivation, as well as on the types of academic engagement, behavioral, cognitive, emotional and agent engagement of fourth grade students in mathematics. Nowadays, improving the quality of education and training is considered a very important necessity, due to several reasons such as budget reduction, lack of suitable educational facilities, low level of knowledge and skills of graduates, extensive content of books, monotony in the classroom and lack of motivation of students. . This study was aim to investigate the effects of gamification on problem solving performance, motivation and learners' engagement in mathematics lesson of fourth grade female students in Shahin Shahr district of Isfahan in 1400-1401.The data collection tool included a researcher-made test to measure students' problem solving in the mathematics lesson of fractions in the fourth grade of elementary school and the motivation and learning questionnaire of Ho et al. (2016) with three scales of surface motivation, deep motivation and progress. Also, Reev's questionnaire (2013) was used to measure academic engagement with three levels of causal, cognitive, emotional, and behavioral engagement. Descriptive and inferential statistics were used to analyze the data and the data were analyzed using SPSS-23 software. The results of multivariate covariance analysis showed that gamification was effective on problem solving performance, types of motivation and academic involvement of fourth grade elementary students. (p<./.5). According to the obtained results, it can be said that gamification has a positive effect on the performance of problem solving, surface , progress and deep motivation, as well as on the types of academic engagement, behavioral, cognitive, emotional and agent engagement of fourth grade students in mathematics.

https://nea.ui.ac.ir/article_28371_5d70cae1e4f036a2694b9f84a23d60c1.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Identifying and Evaluating the Components of Virtual Instruction During Corona Virus Epidemic in Bu Ali Sina University Identifying and Evaluating the Components of Virtual Instruction During Corona Virus Epidemic in Bu Ali Sina University 157 178 28224 10.22108/nea.2024.138233.1924 FA Haniy Chegni M.A. in Educational Technology, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Hamadan, Iran. Seyed Rasul Emadi Associate Professor, Department of Educational Sciences, Faculty of Human Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran. Journal Article 2023 07 10 The present study was conducted to identifying and evaluating the components of virtual instruction during corona virus epidemic in Bu Ali Sina University. The research method was a combination of sequential exploratory types. The target population in the qualitative part of the statistical population included experts in the field of educational technology at Bu Ali Sina University, and the sample was also using the purposeful sampling method. 13 experts were selected using the purposeful sampling method. In this section, a semi-structured interview tool was used to collect research data. In the quantitative part, a researcher-made questionnaire was designed and implemented based on the data extracted from interviews with experts, and the statistical population included all university students (11083 people), using the Morgan and Karjesi table, 373 people were selected as a sample and the questionnaire was compiled based on the items extracted from the qualitative stage with 4 components (educational design, content, evaluation, and support and management) and 18 items were distributed among them. The formal and content validity of the research questionnaire was confirmed by the professors and experts of virtual education, and its reliability was obtained through Cronbach's alpha of 0.94. The qualitative content analysis method was used to analyze the data in the qualitative part. And in the quantitative part, descriptive statistics including frequency, mean and standard deviation, and inferential statistics including one group t-test were used. The findings showed that the effectiveness of the virtual instruction is lower than average (p< 0.01). Introduction With the emergence of new technologies and the creation of virtual education centers, e-learning and education for several reasons such as reducing the cost of education, ease of attending online classes, variety of courses, time to choose courses, reducing travel costs and flexibility has found a new place in education, especially in higher education (Hadullo et al, 2018). For efficient use of e-learning programs and educational goals, there is an important need to systematically measure the success and effectiveness of the e-learning system (Jethro et al, 2012; Jung, 2010). Although, there are various methods to evaluate virtual education, the integration of virtual assessments may be the most challenging part in virtual education (Hamid et al, 2020). For this reason, according to the undeniable capabilities of this environment, it should not be considered as the solution to all the problems of the educational system, including access to higher education. Therefore, despite the excitement, possibilities and attractions that the use of virtual education creates, using it without analyzing whether the held virtual courses have the necessary effectiveness or not, may cause the failure of this course (Safdari et al, 2021). The purpose of this research was to identify and evaluate the components of virtual education in Bu Ali Sina University during the Corona epidemic and seeks to answer the following questions: - What are the components of virtual education in Bu-Ali Sina University? - Do the components of virtual education in Bu-Ali Sina University have a normal distribution? - What is the effectiveness of the virtual education components in Bu-Ali Sina University according to the students Point of views? Methodology The research method was a sequential exploratory type. The target population in the qualitative part of the statistical population included specialists and experts in the field of educational technology in Bu-Ali Sina University, and the statistical sample was also selected using the purposeful sampling method of 13 experts. In this section, semi-structured interview was used to collect research data. In the quantitative part, a researcher-made questionnaire was designed and implemented based on the data extracted from the interviews with experts Statistical population included all university students numbering 11083 subjects, using the Morgan and Karjesi table, 373 people were selected as a sample. The questionnaire made based on the items extracted from the qualitative stage with 4 components (educational design, content, evaluation and support and management). This tool with 18 items were distributed among students. The fsce and content validity of the questionnaire was confirmed by the experts of virtual education, and its reliability was obtained through Cronbach's alpha at 0.94. The qualitative content analysis method was used to analyze the data in the qualitative section. And in the quantitative part, descriptive statistics including frequency, mean and standard deviation and inferential statistics including Kolmogorov-Smirnov test, one sample t-test were used. Data analysis was done using Spss version 22 software. Results The analysis of the content of the virtual education model at Bu- Ali Sina University had four components: 1- educational design, 2- content, 3- evaluation and review, and 4- management and support, which are presented in Figure 1. Figure 1. The components of virtual education in Bu Ali Sina University (source: research findings) The results of the Kolmogorov-Smirnov test showed that the distribution of virtual education components is normal (p>0.05). The effectiveness or the success rate of the virtual education components was compared with the criterion mean according to the students. Considering that the rating range of the questionnaire was from 1 very low to 5 very high, the score 3 was set as a criterion for the components. One sample t-test was used to compare the mean of the components. Table 1. The results of the one sample t-test to compare the mean of virtual education components p df t Statistical Mean Standard Deviation Observed Mean Indicator Variable 0.001** 372 4.49 3 0.84 2.80 Virtual training course 0.001** 372 3.56 3 0.86 2.84 Effectiveness of virtual education design component 0.935 372 0.08 3 0.88 2.99 Effectiveness content component 0.001** 372 5.98 3 0.90 2.71 Effectiveness of evaluation and review component 0.001** 372 6.71 3 0.97 2.66 Effectiveness management and support component **p < 0.01 The results of Table 1 showed that the effectiveness of the virtual training course and the components of design, evaluation, management and support are lower than the criterion mean (p<0.01), but the mean of the content component of the virtual training course is not significantly different from the criterion average (p>0.05). Discussion and Conclusion The present study was conducted with the aim of identifying the components of virtual education in Bu Ali Sina University during the corona virus epidemic, and the results of this study are consistent with the findings of Mahdavinasab et al. (2019), Hadullo et al. (2018), Park and Lim (2018), Safdari et al. (2021), Esmaeeli et al. (2017). In the explanation of the results, it can be said that one of the factors of the low quality of virtual education in the current research is due to the necessary infrastructure and facilities, which has caused dissatisfaction in access and optimal support. Therefore, it is possible to strengthen the virtual education centers in universities by equipping the appropriate resources and budget and create the necessary support for it. Of course, it is important to mention that the experience of virtual education in Bu Ali Sina University is comprehensively related to the Corona era, and the trial and error experience for this approach probably influenced the results, and the results of this study cannot be generalized to other centers. In order to improve the virtual education system, it is suggested to create the necessary infrastructure in universities for the development of virtual education. With the advancement of technology, the use of various types of media in education has become popular and inevitably in the future, the use of virtual education will cover all levels of education, so it is suggested that the high advantages of virtual education should be used to create a positive attitude towards this field, and for the above Improving the quality of virtual education, teams consisting of experts in psychology and educational sciences, educational technology, management and information technology engineering in universities should supervise the process of designing and implementing virtual education. Acknowledgments: We are grateful to the professors and students of Bu- Ali Sina University who participated in this research. The present study was conducted to identifying and evaluating the components of virtual instruction during corona virus epidemic in Bu Ali Sina University. The research method was a combination of sequential exploratory types. The target population in the qualitative part of the statistical population included experts in the field of educational technology at Bu Ali Sina University, and the sample was also using the purposeful sampling method. 13 experts were selected using the purposeful sampling method. In this section, a semi-structured interview tool was used to collect research data. In the quantitative part, a researcher-made questionnaire was designed and implemented based on the data extracted from interviews with experts, and the statistical population included all university students (11083 people), using the Morgan and Karjesi table, 373 people were selected as a sample and the questionnaire was compiled based on the items extracted from the qualitative stage with 4 components (educational design, content, evaluation, and support and management) and 18 items were distributed among them. The formal and content validity of the research questionnaire was confirmed by the professors and experts of virtual education, and its reliability was obtained through Cronbach's alpha of 0.94. The qualitative content analysis method was used to analyze the data in the qualitative part. And in the quantitative part, descriptive statistics including frequency, mean and standard deviation, and inferential statistics including one group t-test were used. The findings showed that the effectiveness of the virtual instruction is lower than average (p< 0.01). Introduction With the emergence of new technologies and the creation of virtual education centers, e-learning and education for several reasons such as reducing the cost of education, ease of attending online classes, variety of courses, time to choose courses, reducing travel costs and flexibility has found a new place in education, especially in higher education (Hadullo et al, 2018). For efficient use of e-learning programs and educational goals, there is an important need to systematically measure the success and effectiveness of the e-learning system (Jethro et al, 2012; Jung, 2010). Although, there are various methods to evaluate virtual education, the integration of virtual assessments may be the most challenging part in virtual education (Hamid et al, 2020). For this reason, according to the undeniable capabilities of this environment, it should not be considered as the solution to all the problems of the educational system, including access to higher education. Therefore, despite the excitement, possibilities and attractions that the use of virtual education creates, using it without analyzing whether the held virtual courses have the necessary effectiveness or not, may cause the failure of this course (Safdari et al, 2021). The purpose of this research was to identify and evaluate the components of virtual education in Bu Ali Sina University during the Corona epidemic and seeks to answer the following questions: - What are the components of virtual education in Bu-Ali Sina University? - Do the components of virtual education in Bu-Ali Sina University have a normal distribution? - What is the effectiveness of the virtual education components in Bu-Ali Sina University according to the students Point of views? Methodology The research method was a sequential exploratory type. The target population in the qualitative part of the statistical population included specialists and experts in the field of educational technology in Bu-Ali Sina University, and the statistical sample was also selected using the purposeful sampling method of 13 experts. In this section, semi-structured interview was used to collect research data. In the quantitative part, a researcher-made questionnaire was designed and implemented based on the data extracted from the interviews with experts Statistical population included all university students numbering 11083 subjects, using the Morgan and Karjesi table, 373 people were selected as a sample. The questionnaire made based on the items extracted from the qualitative stage with 4 components (educational design, content, evaluation and support and management). This tool with 18 items were distributed among students. The fsce and content validity of the questionnaire was confirmed by the experts of virtual education, and its reliability was obtained through Cronbach's alpha at 0.94. The qualitative content analysis method was used to analyze the data in the qualitative section. And in the quantitative part, descriptive statistics including frequency, mean and standard deviation and inferential statistics including Kolmogorov-Smirnov test, one sample t-test were used. Data analysis was done using Spss version 22 software. Results The analysis of the content of the virtual education model at Bu- Ali Sina University had four components: 1- educational design, 2- content, 3- evaluation and review, and 4- management and support, which are presented in Figure 1. Figure 1. The components of virtual education in Bu Ali Sina University (source: research findings) The results of the Kolmogorov-Smirnov test showed that the distribution of virtual education components is normal (p>0.05). The effectiveness or the success rate of the virtual education components was compared with the criterion mean according to the students. Considering that the rating range of the questionnaire was from 1 very low to 5 very high, the score 3 was set as a criterion for the components. One sample t-test was used to compare the mean of the components. Table 1. The results of the one sample t-test to compare the mean of virtual education components p df t Statistical Mean Standard Deviation Observed Mean Indicator Variable 0.001** 372 4.49 3 0.84 2.80 Virtual training course 0.001** 372 3.56 3 0.86 2.84 Effectiveness of virtual education design component 0.935 372 0.08 3 0.88 2.99 Effectiveness content component 0.001** 372 5.98 3 0.90 2.71 Effectiveness of evaluation and review component 0.001** 372 6.71 3 0.97 2.66 Effectiveness management and support component **p < 0.01 The results of Table 1 showed that the effectiveness of the virtual training course and the components of design, evaluation, management and support are lower than the criterion mean (p<0.01), but the mean of the content component of the virtual training course is not significantly different from the criterion average (p>0.05). Discussion and Conclusion The present study was conducted with the aim of identifying the components of virtual education in Bu Ali Sina University during the corona virus epidemic, and the results of this study are consistent with the findings of Mahdavinasab et al. (2019), Hadullo et al. (2018), Park and Lim (2018), Safdari et al. (2021), Esmaeeli et al. (2017). In the explanation of the results, it can be said that one of the factors of the low quality of virtual education in the current research is due to the necessary infrastructure and facilities, which has caused dissatisfaction in access and optimal support. Therefore, it is possible to strengthen the virtual education centers in universities by equipping the appropriate resources and budget and create the necessary support for it. Of course, it is important to mention that the experience of virtual education in Bu Ali Sina University is comprehensively related to the Corona era, and the trial and error experience for this approach probably influenced the results, and the results of this study cannot be generalized to other centers. In order to improve the virtual education system, it is suggested to create the necessary infrastructure in universities for the development of virtual education. With the advancement of technology, the use of various types of media in education has become popular and inevitably in the future, the use of virtual education will cover all levels of education, so it is suggested that the high advantages of virtual education should be used to create a positive attitude towards this field, and for the above Improving the quality of virtual education, teams consisting of experts in psychology and educational sciences, educational technology, management and information technology engineering in universities should supervise the process of designing and implementing virtual education. Acknowledgments: We are grateful to the professors and students of Bu- Ali Sina University who participated in this research.

https://nea.ui.ac.ir/article_28224_f1fca2be23949b9e2fe656b5ce3c9ce9.pdf

University of Isfahan New Educational Approaches 2423-6780 18 2 2024 02 20 Identifying the desirable features of science education curriculum based on cognitive neuroscience from the perspective of primary school teachers Identifying the desirable features of science education curriculum based on cognitive neuroscience from the perspective of primary school teachers 179 202 28503 10.22108/nea.2024.140303.1998 FA Saied Dadashzadeh Assistant Professor of Curriculum, Department of Educational Sciences, Farhangian University, Tehran. Iran. Journal Article 2024 01 03 This research was conducted with the aim of identifying the desirable feathures of the curriculum based on the findings of cognitive neuroscience in the teaching of experimental sciences in elementary school. Combined method (qualitative and quantitative) was used. In the qualitative part, the data related to cognitive neuroscience was collected by the method of taking notes and comparative content analysis. In order to determine content validity, the opinions of experts were used in two stages. The statistical population of the research were professors in the field of neuroscience, cognitive neuroscience, curriculum studies and science education. The sampling method was purposeful. The research tool was a researcher-made questionnaire. In the quantitative part, descriptive-correlation method was used. The statistical population included 1256 primary school teachers in Tabriz city. Statistical sample was determined by using Morgan's table, 365 people and selected by one-stage random cluster method. Confirmatory factor analysis method was used to determine construct validity (validity of curriculum components). SPSS and PLS software were used for data analysis. The reliability of the curriculum model was obtained by Cronbach's alpha method at 0.97. In this research, in the form of ten curriculum elements in Acker's model, all the educational guidelines identified in the qualitative stage were confirmed. The results of this research can be used as a map to guide educational design in various fields of experimental science education, especially in the elementary school. Introduction science is an important subject in curriculum of all countries in the world. So, teaching it with traditional method will not be useful for students. Experimental science is a constructive subject which is full of activity and exploration. However, in most cases, its teaching is limited to memorizing formulas, relationships, scientific facts rather than meaningful learning. Therefore, if the goal of curriculum development is meaningful learning, meaning must first be defined in term of brain function. Students' brains need appropriate learning conditions. Meanwhile, there are many conditions that are not compatible with the normal functioning of the brain and cause students' mental and psychological disorder. Recently the importance of the impact of cognitive neuroscience findings in education has attracted the attention of the researches. Although cognitive neuroscience focuses on human cognition and has the potential to connect the brain and education, but what neuroscience and cognitive neuroscience provide are largely descriptive rather than prescriptive. Therefore, the use of this science in education will be useful for teachers when it is related to curriculum design and educational methods at a level of precise analysis, and within the framework of behavioral theories. In the review of most of the researches, it is also observed that the appropriate curriculum is not used in the effect of brain-based learning. As a result, to take advantage of brain-centered principles and strategies, preparing a suitable curriculum is considered an effective step in education and meaningful learning. Hence, the main question of the research will be, what are the characteristics of the curriculum elements based on the findings of neuro-cognitive sciences in the teaching of experimental sciences in elementary school? Methodology The research method is mixed (qualitative and quantitative). The type of sampling and comparative content analysis made the qualitative design of the study while the descriptive-correlation made the quantitative aspect. The statistical population for collecting primary data was scientific texts in the field of neuro-cognitive sciences. Experts in the field of neuroscience and neurocognitive sciences made the statistical population to determine the content validity of the first questionnaire, while experts in curriculum planning and science education selected to determine the content validity of the second questionnaire. Sampling method in the selection of texts included authentic books, Iranian and foreign scientific research articles. The time range of publication of the studied texts was between 2000 and 2020. The research instrument was a researcher-made questionnaire. The first questionnaire contained components and guidelines that were prepared by studying the texts related to cognitive neuroscience. The second questionnaire contained propositions and guidelines taken from neurocognitive sciences in the qualitative stage, which was used to determine the features of the curriculum elements. The statistical population in the quantitative part was 1256 elementary schools teachers in Tabriz city. Morgan's table was used to determine the statistical sample. The statistical sample size was determined to be 365 people. One-stage random cluster sampling method was used. Findings The results of this research in the qualitative part determined the characteristics and basic guidelines in the curriculum elements. In the first stage, 116 semantic units were extracted and determined as educational guidelines by studying texts and comparative content analysis. In order to determine the content validity of educational guidelines, in the second step, the opinions of neuroscience and neurocognitive experts were used, and as a result, 99 were approved. In the third stage, in order to determine the compliance of the guidelines with the characteristics of the curriculum elements, the opinions of science education and curriculum planning experts were used, and consequently, 70 educational guidelines were finally approved. In order to determine the appropriateness of the curriculum in science education from elementary school teachers’ point of view, the results of the findings in the quantitative part of the research indicated that all the coefficients of the model reached statistical significance with a confidence level of more than 99%. Therefore, the appropriateness of the features of the curriculum elements and as a result the presented model was confirmed from school teachers’ point of view. Discussion and conclusion: What has been introduced in this study under the title of curriculum model based on brain cognitive processes describes education from a neuro-educational point of view and is considered as a plan to guide educational design in experimental sciences. In the logic of using this program, experience and interaction with the environment affect the growth and complexity of neural networks. Therefore, it is necessary to create conditions similar to real events in education and also use appropriate information and stimuli from the surrounding environment. In this context, the preparation of educational goals related to the life experiences of the learners and the application of the learnings in solving the problems of the surrounding environment and life in this research are in line with the study of Talkhabi (2007), Kardan (2017), Nozohori Pahrabad (2018) and Ziaee et al. (2023). As a new paradigm in education, the brain-centered approach helps learners to have a deeper understanding of the content and long-term learning (AkhavanTafti & Sadat Kadkhodaie, 2016). In the learning process, what is important is gaining knowledge and meaningful learning of course materials. The information that the brain determines for attention, storage and retrieval is likely to be much more important than meaningless information (Aghazadeh, 2015). Therefore, the use of various senses for observation and discovery strategy that engages students with the skills of guessing, hypothesizing, designing experiments and analyzing the results is the focus of this program in the teaching and learning activities. Assessment tools should have appropriate criteria for observing and measuring learning activities and process skills of science lessons so that appropriate feedback can be provided to learners. Acknowledgment: In this study, author would like to thank the efforts of all the professors, teachers and other executive agents of the departments and schools for their cooperation in the different stages of the research. This research was conducted with the aim of identifying the desirable feathures of the curriculum based on the findings of cognitive neuroscience in the teaching of experimental sciences in elementary school. Combined method (qualitative and quantitative) was used. In the qualitative part, the data related to cognitive neuroscience was collected by the method of taking notes and comparative content analysis. In order to determine content validity, the opinions of experts were used in two stages. The statistical population of the research were professors in the field of neuroscience, cognitive neuroscience, curriculum studies and science education. The sampling method was purposeful. The research tool was a researcher-made questionnaire. In the quantitative part, descriptive-correlation method was used. The statistical population included 1256 primary school teachers in Tabriz city. Statistical sample was determined by using Morgan's table, 365 people and selected by one-stage random cluster method. Confirmatory factor analysis method was used to determine construct validity (validity of curriculum components). SPSS and PLS software were used for data analysis. The reliability of the curriculum model was obtained by Cronbach's alpha method at 0.97. In this research, in the form of ten curriculum elements in Acker's model, all the educational guidelines identified in the qualitative stage were confirmed. The results of this research can be used as a map to guide educational design in various fields of experimental science education, especially in the elementary school. Introduction science is an important subject in curriculum of all countries in the world. So, teaching it with traditional method will not be useful for students. Experimental science is a constructive subject which is full of activity and exploration. However, in most cases, its teaching is limited to memorizing formulas, relationships, scientific facts rather than meaningful learning. Therefore, if the goal of curriculum development is meaningful learning, meaning must first be defined in term of brain function. Students' brains need appropriate learning conditions. Meanwhile, there are many conditions that are not compatible with the normal functioning of the brain and cause students' mental and psychological disorder. Recently the importance of the impact of cognitive neuroscience findings in education has attracted the attention of the researches. Although cognitive neuroscience focuses on human cognition and has the potential to connect the brain and education, but what neuroscience and cognitive neuroscience provide are largely descriptive rather than prescriptive. Therefore, the use of this science in education will be useful for teachers when it is related to curriculum design and educational methods at a level of precise analysis, and within the framework of behavioral theories. In the review of most of the researches, it is also observed that the appropriate curriculum is not used in the effect of brain-based learning. As a result, to take advantage of brain-centered principles and strategies, preparing a suitable curriculum is considered an effective step in education and meaningful learning. Hence, the main question of the research will be, what are the characteristics of the curriculum elements based on the findings of neuro-cognitive sciences in the teaching of experimental sciences in elementary school? Methodology The research method is mixed (qualitative and quantitative). The type of sampling and comparative content analysis made the qualitative design of the study while the descriptive-correlation made the quantitative aspect. The statistical population for collecting primary data was scientific texts in the field of neuro-cognitive sciences. Experts in the field of neuroscience and neurocognitive sciences made the statistical population to determine the content validity of the first questionnaire, while experts in curriculum planning and science education selected to determine the content validity of the second questionnaire. Sampling method in the selection of texts included authentic books, Iranian and foreign scientific research articles. The time range of publication of the studied texts was between 2000 and 2020. The research instrument was a researcher-made questionnaire. The first questionnaire contained components and guidelines that were prepared by studying the texts related to cognitive neuroscience. The second questionnaire contained propositions and guidelines taken from neurocognitive sciences in the qualitative stage, which was used to determine the features of the curriculum elements. The statistical population in the quantitative part was 1256 elementary schools teachers in Tabriz city. Morgan's table was used to determine the statistical sample. The statistical sample size was determined to be 365 people. One-stage random cluster sampling method was used. Findings The results of this research in the qualitative part determined the characteristics and basic guidelines in the curriculum elements. In the first stage, 116 semantic units were extracted and determined as educational guidelines by studying texts and comparative content analysis. In order to determine the content validity of educational guidelines, in the second step, the opinions of neuroscience and neurocognitive experts were used, and as a result, 99 were approved. In the third stage, in order to determine the compliance of the guidelines with the characteristics of the curriculum elements, the opinions of science education and curriculum planning experts were used, and consequently, 70 educational guidelines were finally approved. In order to determine the appropriateness of the curriculum in science education from elementary school teachers’ point of view, the results of the findings in the quantitative part of the research indicated that all the coefficients of the model reached statistical significance with a confidence level of more than 99%. Therefore, the appropriateness of the features of the curriculum elements and as a result the presented model was confirmed from school teachers’ point of view. Discussion and conclusion: What has been introduced in this study under the title of curriculum model based on brain cognitive processes describes education from a neuro-educational point of view and is considered as a plan to guide educational design in experimental sciences. In the logic of using this program, experience and interaction with the environment affect the growth and complexity of neural networks. Therefore, it is necessary to create conditions similar to real events in education and also use appropriate information and stimuli from the surrounding environment. In this context, the preparation of educational goals related to the life experiences of the learners and the application of the learnings in solving the problems of the surrounding environment and life in this research are in line with the study of Talkhabi (2007), Kardan (2017), Nozohori Pahrabad (2018) and Ziaee et al. (2023). As a new paradigm in education, the brain-centered approach helps learners to have a deeper understanding of the content and long-term learning (AkhavanTafti & Sadat Kadkhodaie, 2016). In the learning process, what is important is gaining knowledge and meaningful learning of course materials. The information that the brain determines for attention, storage and retrieval is likely to be much more important than meaningless information (Aghazadeh, 2015). Therefore, the use of various senses for observation and discovery strategy that engages students with the skills of guessing, hypothesizing, designing experiments and analyzing the results is the focus of this program in the teaching and learning activities. Assessment tools should have appropriate criteria for observing and measuring learning activities and process skills of science lessons so that appropriate feedback can be provided to learners. Acknowledgment: In this study, author would like to thank the efforts of all the professors, teachers and other executive agents of the departments and schools for their cooperation in the different stages of the research.

https://nea.ui.ac.ir/article_28503_7675b42b25702c9e1d6a4f5e04b7558c.pdf