دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 New Educational Approaches, Vol. 19, Issue 1, No.39, Spring and Summer 2024 شناسنامه علمی: رویکردهای نوین آموزشی: سال نوزدهم، شماره اول، پیاپی 39، بهار و تابستان 1403 29268 10.22108/nea.2024.29268 FA Journal Article 2025 02 17 https://nea.ui.ac.ir/article_29268_f9342d46993709ef267f2bddce36d930.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 02 20 Designing and validating the sense of presence model in the learning management system of the E-Learning Center's Shahid Beheshti University طراحی و اعتباریابی الگوی حس حضور در سامانة مدیریت یادگیری مرکز آموزش الکترونیکی دانشگاه شهید بهشتی 1 30 27737 10.22108/nea.2023.136442.1861 FA ثریا خزائی دانشجوی دکتری فناوری اطلاع‌‌رسانی در آموزش عالی، گروه علوم تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران. محبوبه عارفی دانشیار برنامه‌‌ریزی درسی، گروه علوم تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران. اسماعیل جعفری استادیار برنامه‌‌ریزی درسی، گروه علوم تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران. اعظم اسفیجانی استادیار علوم تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران. Journal Article 2023 01 14 The sense of presence in E-learning environments is an important foreground in developing efficacy in that kind of learning-teaching environment. So, it is important to promote the presence sense of learners in an E-learning environment. In order to identify the field a sense of presence in Shahid Beheshti University's LMS and develop an optimistic model, it is used exploratory mixed method. It is used survey and phenomenology methods in qualitative and quantitative parts. In the qualitative part, it is determined the known three-dimensional components of the sense of presence (based on the analogical approach) and also new dimensions and components of the sense of presence (based on the inductive approach) through using the inductive-deductive qualitative content analysis method, as well as the focus group. The statistical population was all national and international studies from 2010 to 2021 and professionals and faculties at Shahid Beheshti University. It is chosen 75 articles and 9 faculties that constituted a focus group, based on purposive and convenience and criteria sampling. The data was analyzed by using MAXQDA and it presented a recommendation for developing an integrated model of presence sense. Quantitative data were collected by using a researcher-made questionnaire. The reliability of the questionnaire was 0.91 through Alpha's Cronbach and its validity is verified by the content validity index and ratio (CVI, CVR). The statistical population in the quantitative part were faculties and students at the learning center's Shahid Beheshti University and IT specialists that are chosen from 50 samples through convenience sampling in order to validate the internal model. It is used as a T-test of one sample. In the qualitative part, after refining the open codes, finally, the final components and dimensions of sense of presence include the feeling of being together, setting common rules among members, perceived self-efficacy, success in acquiring learning experiences, building capability in applying New knowledge, ability to influence others, learner's self-direction and learner's active engagement. the final dimensions of sense of presence include social presence, learning, cognitive, spatial, teaching, emotional, self-directed presence, and aesthetic presence. The result T-test one sample to evaluate the internal validity showed that the opinion's professionals regarding the developed model are higher than the mean by significant levels of 0.001 and 0.01 alpha levels. (p<0.01). so, the professionals evaluated the internal validity in developing model.<br /> <br /><strong>Introduction</strong><br />Learning in online environments with traditional diversity has many challenges. The instructors and learners are feeling disconnected (Simonson et al., 2019; Kruger-Ross & Waters, 2013). Seaton & Schwier (2014); Borup et al. (2012) showed that many learners experienced isolated feelings, disconnection, and separation from an organized classroom, which led to reducing academic satisfaction, and increasing dropout (Hill et al., 2009). The result of empirical studies on the sense of presence in a virtual environment led to presenting different models that the community of inquiry was a token account by designers in a virtual environment. As the community of inquiry framework 20 years ago, the limitation and weakness of the model is shown (Annand, 2011). in this period, it appeared a new and innovative study in online learning and presence. the present study is aimed at categorizing comprehensively the dimensions, components, and indexes that constitute the sense of presence in E-learning. the main research questions are:   <br /><br />What are the dimensions and components of the sense of presence model LMS of the E-learning center at Shahid Beheshti University?<br />Does the sense of presence model in LMS of the E-learning center at Shahid Beheshti University have internal reliability?<br /><br /> <br /><strong>Methodology</strong><br />In the qualitative part, it is used deductive and inductive qualitative content analysis to develop a conceptual sense of presence model and then a focus group to mediate the identified conceptual model. In the quantitative part, it is specified the reliability of the developed model through the survey method.<br />The statistical population included two parts in the qualitative section. The first part consisted of international and national studies and research from 2010 to 2021 years. It is chosen 75 articles based on a systematic search. In the second part, it is chosen 9 people including faculties and professionals at Shahid Beheshti University and its E-learning center participated in focus group meetings through a criteria-based purposive method.   <br />The statistical population was all faculties at the E-learning center, professionals, students, and Ph.D. graduates in the quantified part. 50 people were selected by purposive sampling method. It is used in the thematic analysis in qualified data in MAXQDA and one sample t-test to validate the model internally in quantified data.<br />      <br /><strong>Findings</strong>:<br />In the qualitative part, at first phase identified the effective indexes and components that create a sense of presence in three dimensions cognitive, social, and teaching presence based on selective analysis in international articles.           <br />In the second phase, the related components to three known dimensions in the sense of presence are categorized based on text analysis. حس حضور در محیط‌های الکترونیکی، پیش‌‌زمینه‌‌ای مهم در توسعۀ کارایی این نوع محیط‌های یاددهی- یادگیری است؛ از این رو، تلاش برای زیادکردن احساس حضور یادگیرندگان در محیط‌های یادگیری الکترونیکی اهمیت فراوانی دارد. بر همین مبنا، به‌منظور شناسایی زمینه‌‌های حس حضور در سامانة مدیریت یادگیری مرکز آموزش الکترونیکی دانشگاه شهید بهشتی و تدوین الگوی مطلوب، این پژوهش به روش ترکیبی اکتشافی انجام شد. در بخش کیفی پژوهش از روش پدیدارشناسی و در بخش کمی از روش پیمایشی بهره گرفته شد. در بخش کیفی با به‌کارگیری روش تحلیل محتوای کیفی از نوع استقرایی- قیاسی و همچنین گروه کانونی به شناسایی مؤلفه‌‌های سه بُعد شناخته‌شده از حس حضور (براساس رویکرد قیاسی) و همچنین ابعاد و مؤلفه‌‌های جدیدی از حس حضور (براساس رویکرد استقرایی) توجه شده است. در این راستا، جامعة آماری در بخش کیفی را پژوهش‌‌های داخلی و خارجی (2010 تا 2021) مرتبط با موضوع پژوهش و همچنین اساتید و متخصصان رشتة علوم تربیتی دانشگاه شهید بهشتی در حوزة یادگیری الکترونیکی تشکیل دادند. به این منظور، با استفاده از روش نمونه‌‌گیری هدفمند ملاک‌‌محور و هدفمند در دسترس، تعداد 75 مقاله به‌صورت پالایش سیستماتیک و نیز 9 نفر از اساتید مرتبط برای تشکیل گروه کانونی انتخاب شدند. داده‌‌های تحقیق با استفاده از نرم‌‌افزار MAXQDA تحلیل و براساس نتایج به‌دست‌آمده پیشنهادهایی برای شکل‌‌گیری الگوی تلفیقی حس حضور ارائه شد. در بخش کمی داده‌‌ها با استفاده از پرسشنامة محقق‌ساخته گرد‌آوری شد. برای پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 91/0 محاسبه و روایی محتوایی پرسشنامه با محاسبۀ دو شاخص نسبت روایی محتوا و شاخص روایی محتوا تأیید شد. جامعة آماری بخش کمی را نیز اساتید و دانشجویان مرکز آموزش الکترونیکی دانشگاه شهید بهشتی و متخصصان حوزة فناوری اطلاعات در آموزش تشکیل دادند که 50 نفر از ایشان به روش نمونه‌‌گیری در دسترس برای اعتباریابی درونی الگو انتخاب شدند. برای تحلیل داده‌‌های کمی از آزمون تی تک نمونه‌‌ای استفاده شد. در بخش کیفی پس از پالایش کدهای باز، مؤلفه‌‌ها و ابعاد نهایی حس‌‌ حضور شامل احساس باهم‌بودن، تنظیم قواعد مشترک میان اعضا، خودکارآمدی درک‌شده، موفقیت در کسب تجربیات یادگیری، ایجاد توانمندی در به‌کارگیری دانش جدید، توانمندی در اثرگذاری بر دیگران، خودراهبری یادگیرنده و درگیری فعال یادگیرنده شناسایی شد. در ادامه، ابعاد نهایی حس ‌‌حضور شامل: حضور اجتماعی، یادگیری، شناختی، فیزیکی، ‌آموزشی، عاطفی، خودگردانی و زیبایی‌‌شناختی هستند. نتایج آزمون تی تک نمونه‌‌ای برای ارزیابی اعتبار درونی الگو نشان‌دهندۀ آن بود که نظر متخصصان در رابطه با کل مدل طراحی‌شده با سطح معناداری 001/0 و در سطح آلفای 01/0 بیشتر از حد وسط بوده است (01/0 > p)؛ درنتیجه متخصصان اعتبار درونی الگوی طراحی‌شده را مطلوب ارزیابی کردند.<br /> <br />  https://nea.ui.ac.ir/article_27737_5c0ab17639166fdbf81e02b966a5b878.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Construction and Preliminary Validation of the Children's Academic Readiness Test to Enter Primary School in Afghanistan Country ساخت و اعتباریابی مقدماتی آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان در کشور افغانستان 31 52 29069 10.22108/nea.2024.141597.2035 FA محمدنعیم رسولی دانشجوی دکتری روان شناسی و آموزش افراد با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران احمد عابدی دانشیار، گروه روانشناسی وآموزش افراد با نیازهای خاص ، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایرا ن محمد عاشوری اصفهان، دانشگاه اصفهان، دانشکده علوم تربیتی و روانشناسی، گروه روانشناسی و آموزش کودکان با نیازهای خاص. Journal Article 2024 05 27 Background and purposes One of the most important programs in the education system for children is the assessment of readiness for primary school entry. The aim of this research was to develop and validate a readiness assessment test for children entering primary school in Afghanistan. This research was conducted using a descriptive and test-making method. The research tool was a readiness assessment test for children entering primary school, developed based on relevant articles. A total of 100 scientific research articles related to the topic were collected and reviewed from 15 reputable domestic and international sources such as SID, Magi ran, Iran doc, IraMedex, PubMed, Springer, ProQuest, Scopus, Elsevier, and Cochrane. Out of this number, 34 articles that met the research criteria were analyzed. The study population consisted of children aged 5 to 7 years entering school in Kabul, Afghanistan, with a cluster sampling method selecting 290 children (155 girls and 135 boys) for participation. The results of the research indicated that the school entry assessment test in Afghanistan consists of 10 components (numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, game recall, sentence and number repetition, visual-spatial reasoning, problem-solving, visual-motor skills). The results also showed that the assessment test has appropriate validity (structural validity and factor analysis) and reliability (Cronbach's alpha). Based on the psychometric results, the school readiness assessment test for children in Afghanistan can be used as a primary screening tool. <br /><strong>Introduction    </strong><br />Readiness for entering elementary school is the introduction to learning school subjects. This concept encompasses a set of prerequisite skills that make the learning path of reading, writing, arithmetic, acquiring social skills, and adapting to others in the school environment smooth for students (Ramadhini &Nasution2022). Readiness for entering elementary school is a multifaceted concept (Romanano et al 2010  ).covering various domains of growth such as well-being, physical growth, motor skills, socio-emotional growth, language and literacy skills in reading and writing, primary cognitive abilities in mathematics, and general knowledge ( Amin pour, Sh. (2013). Therefore, assessing the school readiness of children involves multiple skills considered essential for entering school. In a broad classification, these skills include language skills, comprehension, memory, mathematical ability, visual-spatial reasoning, cognitive skills, fine motor skills, processing speed, and attention control (Rasolian.et al  2020).<br />Various factors such as the quality of education received in the pre-elementary years ( Kerker et al 2023) .family well-being (Fadillah&Mariyati2022), emotional regulation (Harrington et al 2020) and child temperament (Valiant et al 202). can facilitate or pose challenges to children's attainment of these skills. Regardless, students' possession of these skills can be predictive of their success in school and academic progress (Fadillh&Tarigan2022). Moreover, one of the prerequisites for achieving international development is assessing the various dimensions of children's readiness to enter school in less privileged environments (Wolf et al 2017). This is because children's readiness for school entry can serve as a foundation for their future successes in various aspects of life and ensure the country's development (Meloy & Schachner 2019).<br />Considering that assessing school readiness in the pre-primary and early elementary stages is considered important but has received less attention in the educational system of Afghanistan, the lack of a school readiness assessment program for children entering school is one of the major challenges in the education system of this country. This is despite the increasing focus of developed countries on the crucial transition from the pre-primary to the elementary stage and the necessity of assessing students' readiness for school entry. Allocating substantial budgets to achieve this fundamental goal is also crucial. Therefore, given the absence of a standardized and culturally appropriate tool in Afghan society, the fundamental issue of this research is constructing and validating a school readiness assessment tool.<br />Research on the School Readiness Assessment Test for Children Entering Elementary School in Kabul, Afghanistan. Based on this, the research questions are as follows:<br />The readiness assessment test for children before entering elementary school in Kabul, Afghanistan. In other words, this research aims to discover the components of the readiness assessment test for children before entering school in Afghanistan, construct and investigate the validity and reliability of the readiness assessment test for children before entering school in Afghanistan. Methodology.<br />What are the components of the school readiness assessment test for children entering school?<br />To what extent is the validity of the school readiness assessment test for children entering school?<br />To what extent is the reliability of the school readiness assessment test for children entering school?<br /><strong> </strong><strong>Methodology</strong><br />Research Design and Data Sources: The current research, considering its objectives and nature, utilizes testing and psychometric methods. To achieve this, 100 scientific research articles related to the research topic were collected and reviewed from 15 reputable domestic and international sources such as SID, Magiran, Irandoc, Iranmedex, as well as PubMed, Springer, ProQuest, Scopus, Elsevier, and Cochrane. Out of this collection, 34 articles meeting the research criteria were selected and analyzed. These criteria included thematic relevance to the skills required for entering school, assessing cognitive and academic readiness skills in children before entering elementary school, and mentioning one or more prerequisite skills such as social, cognitive, or language skills.<br />Ultimately, ten components for diagnosing children's school readiness abilities and constructing a new test were identified by the research team. These components include numerical reasoning, attention and memory, picture completion (finding missing elements in a picture), quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills. A suitable number of questions were designed for each component. After reviewing the items by psychology and child education specialists from Iran and Afghanistan, they were finalized.<br />The study population consisted of all 5 to 7-year-old children entering elementary school in Kabul, Afghanistan. A total of 290 children, including 155 girls and 135 boys, were randomly selected from three districts (Districts 11, 13, and 15) of Kabul using cluster sampling and attended educational centers. The school readiness assessment test was then administered to the 290 participants, and the obtained data were subjected to statistical analysis.<br /><strong> </strong><strong>Results</strong><br />The results of the research indicated that the school entry assessment test in Afghanistan                   consists of 10 components (numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, game recall, sentence and number repetition, visual-spatial reasoning, problem-solving, visual-motor skills). The results also showed that the assessment test has appropriate validity (structural validity and factor analysis) and reliability (Cronbach's alpha).<br />The overall model evaluation indices indicate that the data fits the model. All the general model evaluation indices, in line with the predetermined desirable values, suggest the adequacy of the factorial model for the components of numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills. Subsequently, in Table 3, the factor loadings of each conceptual unit of these components are examined.<br /><strong> </strong><strong>Reliability of the School Readiness Assessment Test</strong><br />Results of the indicate that the reliability of the school readiness assessment test, using the Cronbach's alpha method, for all components including numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills, is above 0.70. Therefore, the mentioned test exhibits acceptable reliability. Additionally, the reliability of this test, using the split-half method, for the overall score and dimensions of numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills is also above 0.70. The mentioned school readiness assessment test demonstrates acceptable reliability.<br />Given these findings, in the present research, efforts were made to design, construct, and validate an entrance assessment test for Afghanistan. The results of the factor analysis revealed that the readiness assessment test for entering elementary school in Afghanistan comprises 10 factors, including numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills.<br /><strong> </strong><strong>Conclusion:</strong><strong> Readiness for entry into elementary school is the preamble to learning.</strong><br />This concept encompasses a set of prerequisite skills for children to learn reading, writing, math and social and communication skills. ((Ramadhini , &Nasution,2022) Readiness for entering elementary school includes various concepts( Romano et al , 2010 ) In this important research, an entrance assessment test for entering Afghanistan  was designed, constructed, and validated.<br /> Based on the psychometric results, the school readiness assessment test for children in Afghanistan can be used as a primary screening tool.These findings align perfectly with the research objectives.<br /> Readiness for entry into elementary school is the preamble to learning. This concept encompasses a set of prerequisite skills for children to learn reading, writing, math, and social and communication skills.<br />It isrecommended that the Ministry of Education of Afghanistan utilize this test for the elementary school entrance section. Moreover, by implementing this test, the Ministry of Education of Afghanistan can design and implement an early intervention program for children facing growth, motor, language, and learning challenges, among others.<br />This article is part of the doctoral dissertation of the first author in the field of Psychology and Child Education with Special Needs, approved with the ethics code (IR.UI.VEC.1041117) at the University of Isfahan. Throughout this research, ethical principles such as confidentiality and data integrity have been strictly adhered to based on ethical codes.<br /><strong>Role of each author:</strong> The conception and design of the idea, as well as the writing of this article, were carried out by the first author under the guidance and supervision of the second and third authors.<br /><strong>Financial support:</strong> This research was conducted without financial support from any institution or individual.<br /><strong>Conflict of interest:</strong> The authors declare that in reporting the research, there is full transparency, and there is no conflict of interest in its results. یکی از مهم‌ترین برنامه‌های نظام آموزشی برای کودکان برنامۀ سنجش آمادگی تحصیلی کودکان در بدو ورود به دبستان است. هدف پژوهش حاضر ساخت و اعتباریابی آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان در کشور افغانستان» است. این پژوهش با روش توصیفی و آزمون‌سازی انجام ‌شده است. ابزار پژوهش عبارت است از: آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان که بر اساس منابع مقاله‌ای به دست آمده و ایجاد شده است. برای این منظور، 100 مقالۀ علمی پژوهشی مرتبط با موضوع پژوهش از 15 منبع معتبر داخلی وخارجی همچون SID،Magiran ، Irandoc، Ira medex و همچنین، PubMed، Springer، ProQuest، Scopus، Elsevie و Cochrane جمع‌آوری و بررسی شدند که از تعداد مقاله‏های یادشده، 34 مقاله که معیار ورود به پژوهش را داشتند تحلیل و بررسی شدند. جامعۀ آماری شامل کودکان 5 تا 7ساله آمادۀ رفتن به مدرسه در شهر کابل بود که 290 نفر شامل 155 دختر و 135 پسر را در بر می‌گرفت. با روش نمونه‏گیری تصادفی خوشه‏ای، در سه ناحیه که شامل ناحیه‏های 11، 13 و 15 شهر کابل بودند، اعضای نمونه انتخاب شدند. یافته‌های پژوهش نشان داد آزمون سنجش ورود به دبستان در کشور افغانستان دارای 10 مؤلفه است. این مؤلفه‌ها عبارت‌اند از: استدلال عددی، توجه و حافظه، تکمیل تصاویر، استدلال کمی، بازیابی، تداعی بازی، تکرار جمله و عدد، استدلال دیداری - فضایی، حل مسئله، مهارت دیداری - حرکتی. نتایج پژوهش نشان داد آزمون سنجش آمادگی تحصیلی کودکان در کشور افغانستان دارای روایی (روایی سازه و تحلیل عاملی) و پایایی (آلفای کرونباخ 96/0) مناسب است. بر اساس نتایج روان‌سنجی آزمون سنجش تحصیلی کودکان در کشور افغانستان چنین استنباط می‏شود که از این ابزار می‏توان به ‌عنوان ابزار اولیۀ غربالگری و سنجش ورود به مدرسه استفاده کرد.<br />  https://nea.ui.ac.ir/article_29069_a0302dce60cf2fcf39354ac035cf78c4.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 The Effectiveness of Using the Reggio Emilia Approach on the Experimental Science Lesson for Third-Grade Elementary Students اثربخشی کاربست رویکرد رجیو امیلیا بر یادگیری درس علوم تجربی دانش‏آموزان پایۀ سوم ابتدایی 53 76 28647 10.22108/nea.2024.137952.1913 FA بتول سبزه استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. فرنگیس قلاوند دانشجوی کارشناسی ارشد آموزش ابتدایی، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. سید امیر قاسم تبار استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. Journal Article 2023 06 06 The current research aims<strong> </strong>to survey the effect of applying the Reggio Emilia approach on the learning of experimental sciences in the third grade of elementary school. This research was conducted as a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population of the study was formed by the third-grade students of Andimeshk City in the academic year 1402-1401. Among them, the third-grade students of Modares boys' primary school were selected and randomly 50 of them were placed in two experimental and control groups. The experimental group was inspired by the Reggio Emilia approach and the control group was trained with the usual method for 15 sessions. Data collection was done using a researcher-made test of the science lesson and functional checklist. Teachers and professors confirmed the validity of the tool and its reliability was obtained through Cronbach's alpha test of 0.865. The results of the multivariate covariance analysis showed that the Reggio Emilia approach increased the learning rate of third-grade elementary students in the science course in all three levels of facts (F=309.81; P=0.001), basic concepts and skills (F=150.67; P=0.001). P=0.001), the use of learning in new situations (F=144.26; P=0.001), and the whole (F=279.98; P=0.001) has significantly increased. Additionally, the effect size indicated that overall, 85% of the difference between the experimental and control groups is attributable to the experimental intervention, which was the implementation of the Reggio Emilia approach (p< .001). This study showed that by using the Reggio Emilia approach as an exploratory, formative, and constructivist approach, students' learning can increase in all three levels of learning (facts; basic concepts and skills; and applying what they have learned in new situations). Therefore, it is suggested to use and check the effectiveness of this approach for other courses and educational levels of the elementary school.<br /><strong>Introduction</strong><br />Science education has been an integral part of the elementary school curriculum since the 19th and 20th centuries, influenced by the work of scholars such as Whewell, Dewey, and Schwab (Matthews, 2018). A primary goal of science education is to foster scientific literacy for addressing real-world problems (Krajcik & Czerniak, 2014). Achieving this goal necessitates the cultivation of scientific ideas (knowledge acquisition), skills, attitudes, and a connection to the surrounding world (Harlen & Qualter, 2004). Researchers argue that methods like project-based learning, which align with constructivist principles, offer a promising approach to science education. These methods provide authentic inquiry experiences and can leverage technology to enhance learning (Barak & Dori, 2005 as cited in AL-Balushi & AL-Aamri, 2014). This study focuses on the Reggio Emilia approach, a constructivist and inquiry-based approach rooted in the theories and experiences of scholars like Dewey, Bruner, Vygotsky, and Piaget. The Reggio Emilia approach can serve as an effective method for transitioning from traditional, memorization-based teaching to meaningful and deep learning that aligns with the unique needs and abilities of learners in science education. Accordingly, this research aims to examine the impact of implementing the Reggio Emilia approach on third-grade students' science learning.<br /><strong>Methodology</strong><br />This study employed a quasi-experimental design with a pre-test-post-test and non-equivalent control group. The population of the study consisted of third-grade elementary students in Andimeshk city during the 2023-2024 academic year. From this population, Modarres Boys' Elementary School, with 100 third-grade students, was selected as the sample. Fifty students were randomly assigned to two groups: experimental (n=25) and control (n=25). The experimental group received instruction inspired by the Reggio Emilia approach, while the control group received traditional instruction for 15 sessions. For the experimental group, the first stage focused on initiating projects, followed by research, information gathering, classification, and finally, conclusion and documentation. Three lessons from the third-grade science textbook were selected for this study. Based on the science textbook's schedule, five sessions were allocated to each lesson. The first session of each lesson focused on initiating projects, while the second, third, and fourth sessions were dedicated to research and information gathering. The final session of each lesson was devoted to drawing conclusions and presenting documentation. To collect data, a researcher-made science learning achievement test (30 questions) was used. The test was designed based on the third-grade science textbook published in 2023. Test scores and the scoring of questions and performance were based on a five-point Likert scale (excellent: 5, good: 4, acceptable: 3, needs improvement: 2, very weak: 1). The validity of the instrument was confirmed by teachers and professors, and its reliability was determined using Cronbach's alpha, which yielded a coefficient of 0.865. Data analysis was conducted using SPSS software.<br /><strong>Findings</strong><br />Before conducting a multivariate analysis of covariance (MANCOVA), the assumptions underlying this test were examined. Results of the normality test for the research variables (level 1, 2, and 3 science learning) in third-grade students indicated that all variables, both pre-test and post-test, met the assumption of normality, with significance levels greater than 0.05. Therefore, the use of parametric tests for the present data was appropriate. The results of the MANCOVA showed that the Reggio Emilia approach significantly increased third-grade students' science learning at all three levels: facts (F = 309.81, p = 0.001), basic concepts and skills (F = 150.67, p = 0.001), application of learning to new situations (F = 144.26, p = 0.001), and overall (F = 279.98, p = 0.001). Additionally, the effect size indicated that 85% of the difference between the experimental and control groups was attributable to the experimental intervention, namely the implementation of the Reggio Emilia approach (p < 0.001).<br /><strong> </strong><strong>Discussion and Conclusion</strong><br />The findings of this study indicate that the Reggio Emilia approach can provide a conducive environment for science education, enabling students to acquire essential skills, concepts, and scientific facts through active and exploratory methods. Consequently, students can effectively apply these skills and experiences to novel situations and real-world contexts.<br />Based on these results, it is recommended that, in addition to the primary teacher, greater attention be paid to students themselves and the learning environment as two additional teachers when implementing this approach in schools. Given that parents and community members are considered valuable resources in the learning process, it is suggested that appropriate platforms be established for interaction and collaboration with them. This would encourage parents to shift their focus from their children's knowledge and memorization to supporting their children in acquiring necessary skills and observing learning in real-life contexts. Considering that the Reggio Emilia approach is based on a curriculum that evolves according to the specific conditions, needs, interests, and abilities of students, it is recommended that textbook content be derived from students' lives and that each subject be centered around projects and skills-based activities. These activities should be designed to be undertaken individually or in groups, appropriate to students' ages. This aligns with Malaguzzi's belief that every child has a hundred languages through which they can express their abilities.<br /> <br /><strong> </strong> هدف پژوهش حاضر بررسی تأثیر کاربست رویکرد رجیو امیلیا بر یادگیری درس علوم تجربی پایۀ سوم ابتدایی است. این پژوهش به روش شبه­آزمایشی با طرح پیش‌آزمون - پس‌آزمون و گروه کنترل نابرابر انجام شد. جامعۀ آماری پژوهش را دانش‌آموزان پایۀ سوم ابتدایی شهر اندیمشک در سال تحصیلی ۱۴۰۲-۱۴۰۱ تشکیل دادند که از میان آن‏ها دبستان پسرانۀ مدرس با 100 دانش­آموز پایۀ سوم به عنوان نمونه انتخاب شد و به طور تصادفی، ۵۰ نفر از آن‏ها در دو گروه آزمایش (۲۵ نفر) و کنترل (۲۵ نفر) دسته‏بندی شدند. گروه آزمایش با الهام از رویکرد رجیو امیلیا و گروه کنترل با روش‌ متداول به مدت 15 جلسه آموزش دیدند. جمع­آوری داده­ها با آزمون پژوهشگرساختۀ درس علوم انجام شد. روایی ابزار توسط معلمان و اساتید تأیید شد و پایایی آن از طریق آزمون آلفای کرونباخ 865/0 به دست آمد. تجزیه و تحلیل داده­ها با نرم­افزار SPSS انجام شد. نتایج تحلیل کوواریانس چندمتغیره نشان داد رویکرد رجیو امیلیا میزان یادگیری دانش‏آموزان پایۀ سوم ابتدایی در درس علوم را در هر سه سطح واقعیت‏ها (81/309F=؛ 001/0P=)، مفاهیم و مهارت­های اساسی (67/150F=؛ 001/0P=)، به­کارگیری آموخته‌های موقعیت‌های جدید (26/144F=؛ 001/0P=) و کل (98/279F=؛ 001/0P=) به طرزیمعنادار افزایش داده است. همچنین، ضریب اندازۀ اثر نشان داد در مجموع، 85 درصد تفاوت دو گروه آزمایش و کنترل به مداخلۀ آزمایشی، یعنی کاربست رویکرد رجیو امیلیا (001/0P<)، مربوط می‏شود. این مطالعه نشان داد با به‏کارگیری رویکرد رجیو امیلیا به عنوان رویکردی اکتشافی، تکوینی و سازنده­گرا، یادگیری دانش­آموزان ممکن است در هر سه سطح (واقعیت‌ها، مفاهیم و مهارت‌های اساسی و به‏کارگیری آموخته‌ها در موقعیت‌های جدید) افزایش یابد؛ از این رو، به ‏کارگیری و استفاده از این رویکرد برای آموزش اثربخش علوم تجربی به دانش­آموزان دورۀ ابتدایی پیشنهاد می‏ شود.<br />  https://nea.ui.ac.ir/article_28647_0aa758d28c0ef762fd33a7ce7991ae70.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Conceptual Model of Factors Affecting Mathematics Literacy Based on the Perspective of 9th Grade Students: A Qualitative Research مدل مفهومی عوامل مؤثر بر سواد ریاضی بر اساس دیدگاه دانش‌آموزان پایۀ نهم: یک پژوهش کیفی 77 98 28711 10.22108/nea.2024.142165.2054 FA نرگس یافتیان دانشیار گروه ریاضی، دانشکدۀ علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران. مریم شایان دانشجوی دکتری آموزش ریاضی، دانشکدۀ علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران. Journal Article 2024 07 17 This research was conducted to analyze the factors affecting the mathematical literacy of the 9th grade students. The data were collected with a qualitative approach and the use of semi-structured interviews. The research participants were among the 9th grade students of Isfahan city, who were selected using a purposeful approach and criteria-based sampling. In this research, theoretical saturation was achieved with 15 students. The qualitative data obtained from the interviews were analyzed using the process of open, axial and selective coding. To ensure the quality of the research and validation of the findings, several strategies were used such as continuous interaction with the participants as well as assessment, review and verification of the data by experts. Based on the viewpoint of ninth grade students, the identified categories and subcategories were classified into two general categories of external and internal factors. The internal factors including the subcategories of learning mathematics, math study, motivation, metacognition, problem solving skills and beliefs were classified and the subcategories of society, educational environment and family were placed under the external factors affecting the mathematical literacy of the 9th grade students. Finally, as a general finding of the research, the conceptual model of factors affecting students' mathematical literacy was formulated and presented.<br /><strong> </strong><strong>Introduction</strong><br />In the domain of student education, mathematical literacy has emerged as one of the fundamental competencies that has garnered international attention and become a subject of global discourse. In most educational systems, mathematical literacy is the ability to solve real-world problems using school mathematics (Ojose, 2011). Researchers have emphasized that possessing this skill is a tool for strengthening other 21st-century skills (Wulandari & Azka, 2018; Tanujaya et al., 2021; Abidin et al., 2021; Hidayati et al., 2020).<br />Since 2000, the Program for International Student Assessment (PISA), organized by the Organization for Economic Co-operation and Development (OECD), has been conducting tests to evaluate the mathematical, scientific, and reading literacy of 15-year-old students. The OECD defines mathematical literacy as an individual's ability to formulate, employ, and interpret mathematics in diverse contexts. This includes mathematical reasoning and the use of mathematical concepts, methods, facts, and tools to describe, explain, and predict phenomena (OECD, 2017; 2019; 2023).<br />Published reports on the results of PISA mathematical literacy assessments have prompted some researchers to conduct studies on factors influencing students' mathematical literacy. Findings from several studies indicate that in the domain of student education, factors such as academic skills and motivation (Cleary & Kitsantas 2017; Kitsantas et al. 2021), textbook content (Dewantara, 2020; Pakpahan, 2017; Suharyono & Rosnawati, 2020), mathematical interest and self-concept (Chu et al., 2016; Brown  & Stillman, 2017; Holenstein et al., 2021), gender (Magen-Nagar, 2016), teaching methods (Retnawati et al., 2018; OECD, 2013b; Fauzan, & Arnawa, 2020; Wentzel et al., 2017), teachers’ behavior (Magen-Nagar, 2016), emotional support from teachers (Wentzel et al., 2017), and school type and the facilities (Kartianom & Ndayizeye, 2017) impact students' mathematical literacy levels.<br />A review of existing national and international research on mathematical literacy reveals that numerous studies, primarily using quantitative approaches, have been conducted internationally to assess mathematical literacy and the factors influencing it at schools and universities. Iran's contribution to this research has been limited. Notably, no studies were found that examined factors affecting mathematical literacy from the students' perspectives. In light of contemporary global transformations and the emphasis placed by international communities on students' mathematical literacy skills, it is crucial to take proactive steps toward enhancing mathematical literacy. The present study, employing a qualitative approach, aimed to address this main research question: "What factors exert influence on mathematical literacy from the perspective of ninth-grade students?"<br /><strong> </strong><strong>Research Methodology </strong><br />The present study employed a qualitative approach, with data analyzed using open, axial, and selective coding methods. Participants were selected from among ninth-grade students in Isfahan city. A purposive sampling approach with criterion-based selection was utilized to choose research participants. Accordingly, students who were interested and active in solving challenging mathematical problems were selected to provide maximum rich information. Data were collected through in-depth semi-structured interviews, with theoretical saturation achieved after interviewing 15 students. The main framework of the interview questions revolved around exploring factors influencing the mathematical literacy of ninth-grade students.<br /><strong>Findings </strong><br />Based on the perspectives of ninth-grade students, the identified categories and subcategories were classified into two main groups: external and internal factors. Internal factors encompass subcategories such as learning mathematics, studying mathematics, motivation, meta-cognition, problem-solving skills, and beliefs. Each of these subcategories further comprised subcategories. For instance, the subcategory of beliefs included subcategories such as the importance of mathematics, the tangibility of mathematics, the value of learning mathematics, the need for intelligence in learning mathematics, the applicability of mathematics, and internal feelings towards mathematics. Similarly, the subcategory of problem-solving included subcategories like attitude towards problem-solving, problem formulation, use of problem-solving methods, backtracking, and the ability to understand problems.<br />External factors influencing ninth-grade students' mathematical literacy included subcategories of society, educational environment, and family. The research findings indicated that each of these subcategories also contained subcategories. For example, the subcategory of society encompassed secondary categories such as teachers, classmates, mathematics examinations, school, textbook content, and school environment. As a comprehensive finding of the study, a conceptual model of factors influencing students' mathematical literacy was developed and presented.<br /><strong> </strong><strong>Discussion and Conclusion </strong><br />Based on the findings, the value and status of mathematics in society and the impact of mathematical learning on learners' personalities were factors categorized under the societal category. The extent of parental involvement in monitoring their children's mathematical skills and the parents' educational levels were identified as influential family factors. The categories of society, educational environment, and family were recognized as external factors affecting ninth-grade students' mathematical literacy. A notable aspect of the findings is the identification of categories not previously found in global research. The value and status of mathematics in Iranian society and parental monitoring of children's mathematical skills, as subcategories of society and family respectively, are examples of such unique findings. It appears that the intense focus of Iranian families on students' success in the national university entrance exam (Konkur) leads to increased emphasis of families on monitoring their children's mathematics learning. In a society like Iran, where higher education is highly valued, such findings are not unexpected. The results suggest that strategies to enhance mathematical literacy should consider not only pedagogical approaches but also broader societal and familial factors. Future research could explore how these unique cultural and social aspects influence mathematical literacy development and how they might be leveraged to improve educational outcomes.<br />  پژوهش حاضر با هدف ارائۀ یک مدل مفهومی از عوامل مؤثر بر سواد ریاضی از دیدگاه دانش‌آموزان پایۀ نهم انجام شد. داده‌ها با رویکرد کیفی با استفاده از ابزار مصاحبۀ نیمه‌ساختاریافته جمع‌آوری شدند. شرکت‌کنندگان پژوهش از میان دانش‌آموزان پایۀ نهم شهر اصفهان بودند که با استفاده از رویکرد نمونه‌گیری هدفمند و به روش ملاک‌محور انتخاب شدند. در این پژوهش، اشباع نظری با 15 دانش‌آموز حاصل شد. داده‌های کیفی حاصل از مصاحبه‌ها با استفاده از فرآیند کدگذاری‌های باز، محوری و انتخابی، تجزیه‏وتحلیل شدند. به منظور حصول اطمینان از کیفیت پژوهش و اعتباریابی یافته‌ها از راهبردهایی متعدد مانند تعامل مستمر با مشارکت‌کنندگان و همچنین ارزیابی، بازبینی و تأیید داده‌ها توسط صاحب‏نظران بهره گرفته شد. بر اساس دیدگاه دانش‌آموزان پایۀ نهم، مقوله‌ها و زیرمقوله‌های شناسایی‏شده در دو دستۀ کلی عوامل بیرونی و عوامل درونی دسته‌بندی شدند. عوامل درونی شامل زیرمقوله‌های یادگیری ریاضی، مطالعۀ ریاضی، انگیزش، فراشناخت، مهارت حل مسئله و باورها طبقه‌بندی شدند و زیرمقوله‌های جامعه، محیط آموزشی و خانواده ذیل عوامل بیرونی مؤثر بر سواد ریاضی دانش‌آموزان پایۀ نهم قرار گرفتند. در نهایت، و به ‌عنوان یافتۀ کلی پژوهش، مدل مفهومی عوامل مؤثر بر سواد ریاضی دانش‌آموزان تدوین و ارائه شد.<br /> <br />  https://nea.ui.ac.ir/article_28711_70be8aab49eb776bf58f236d93fb49e6.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Determining the Teachers' Attitude towards "Mistake" and "Making Mistakes" in the Learning Process and Improving the Culture facing it (case study: elementary school students) تعیین نگرش معلمان به «اشتباه» و «اشتباه ‌کردن» در فرایند یادگیری و بهبود فرهنگ مواجهه با آن (مورد مطالعه: دانش‌آموزان دورۀ ابتدایی) 99 128 28827 10.22108/nea.2024.141691.2038 FA مظهر بابائی استادیار، گروه علوم ‌تربیتی، دانشگاه فرهنگیان، تهران، ایران. هدیه ازغ کارشناس،گروه علوم تربیتی، دانشگاه فرهنگیان، سنندج، ایران. Journal Article 2024 06 01 The purpose of this research was to identify the attitude of teachers towards mistakes and making mistakes in the learning process and to improve the culture of dealing with it in elementary school students. To achieve this goal, the interpretive paradigm, qualitative approach and phenomenological strategy of Van Manen and descriptive-analytical type were used. The field of research included the primary teachers of Kurdistan in the academic year of 2023-2024, who were selected by purposeful criterion-based sampling in 12 until reaching the saturation level. The research tool was a semi-structured interview conducted by the researcher and the data format was audio. Deductive-inductive technique was used to analyze the data. The findings were analyzed in two parts. In first part, teachers' attitudes and behaviors towards students' mistakes, which included five themes, four categories, and 55 concepts.In second part, teachers' strategies to improve the culture of making mistakes, including two themes and 22 concepts. The results showed that the attitude and perception of the teachers about making mistakes is not very favorable and they rarely consider it as a natural part of the learning process. Therefore, it is necessary to pay attention to promoting the culture of making mistakes by holding training courses on the culture of facing mistakes for teachers. In this regard, providing a supportive atmosphere in creating a culture of making mistakes in schools has a significant role in the education of students and improving the quality of the educational system.<br /><strong>Introduction</strong><br />Making mistakes is one of the facts of life which most modern organizations that consider themselves as learning organizations cannot escape from it (Amini and Ebrahimi Gamsari, 2019). A research titled " Comperision of affective learning and error- orientated motivation between students with and without learning disabilities " conducted by Beshrpour et al. (2015) showed that students with learning disabilities have poor performance in using affective learning and error-oriented motivation compared to normal students. In another study conducted by Kucharska (2020) titled "The Power of Mistakes: Continuous Learning Culture and Technology", findings showed that all employees make mistakes and hide mistakes; Therefore, the findings encourage learning organizations to be "mature" and develop internal mechanisms to support learning from mistakes. Hence, the aim of the current research is to identify the attitude of teachers towards mistakes and making mistakes of students in the learning process and the culture of facing it in students; Therefore, this research aims to design, analyze and answer following questions:<br /><br />What are the factors affecting the culture of facing mistakes among elementary teachers in Kurdistan province in the academic year 1402-1403?<br />From the perspective of elementary teachers in Kurdistan province in the academic year 1402-1403, what solutions can be offered to improve the culture of facing mistakes among teachers?<br /><br /><strong> </strong><strong>Methodology</strong><br />The current research was carried out with an interpretive paradigm, a qualitative approach, and a phenomenological strategy of the Van Manen type. The statistical population of the research included all primary teachers of Kurdistan province in the academic year of 1402-1403. Sampling was done purposefully. The sample size was based on information saturation process that a total of 12 people were selected in Sanandaj, Marivan, Saqqez and Baneh until the saturation level was reached. The research tool for collecting information was a semi-structured interview by the researcher. The validity of the research was as follows: Reviewing and rethinking documents and transcription in research by researchers, adaptation by members, peer review and collaborative research.<br /><strong> </strong><strong>Findings</strong><br />Table 1: Attitudes and solutions of teachers in the face of students making mistakes<br /><br /><br /><br /><br /><strong>category</strong><br /><br /><br /><strong>Concept</strong><br /><br /><br /><br /><br />Teachers' perception of "mistake" and "making mistakes"<br /><br /><br />Failure to achieve educational goals<br /><br /><br /><br /><br />Part of the learning process<br /><br /><br /><br /><br />How teachers react to students' mistakes<br /><br /><br />The difference between the statements and what was taught<br /><br /><br /><br /><br />Find the cause of the error<br /><br /><br /><br /><br />Encouraging and supportive<br /><br /><br /><br /><br />Encourage learning from mistakes<br /><br /><br /><br /><br />Anger and indignation<br /><br /><br /><br /><br />Punishment and condemnation<br /><br /><br /><br /><br />Factors affecting the way teachers deal with students' mistakes<br /><br /><br />Not emotional<br /><br /><br /><br /><br />The level of study and knowledge of the teacher<br /><br /><br /><br /><br />Student ability level<br /><br /><br /><br /><br />Consequences of students making mistakes<br /><br /><br />Lack of perfectionist mentality<br /><br /><br /><br /><br />An opportunity to grow and learn<br /><br /><br /><br /><br />Strengthen risk tolerance<br /><br /><br /><br /><br />Decreased self-confidence<br /><br /><br /><br /><br />Reduced concentration and motivation<br /><br /><br /><br /><br />How the teacher's perception and his methods of dealing with students' mistakes affect their educability<br /><br /><br />Creating a safe space<br /><br /><br /><br /><br />Valuing learning from mistakes<br /><br /><br /><br /><br />Encouragement to experience and error<br /><br /><br /><br /><br />Teachers' strategies to encourage students to create opportunities for growth and learning from mistakes<br /><br /><br />Establish proper communication<br /><br /><br /><br /><br />Right view toward mistake<br /><br /><br /><br /><br />Creating a safe environment for learning<br /><br /><br /><br /><br />Provide constructive feedback<br /><br /><br /><br /><br />How to improve the culture of confronting students making mistakes in schools<br /><br /><br />Creating self-confidence in students<br /><br /><br /><br /><br />Empowering teachers and executive staff<br /><br /><br /><br /><br />Teaching critical thinking skills<br /><br /><br /><br /><br /><strong> </strong><strong>Discussion and conclusion</strong><br />In response to the first research question, five themes, four categories and 55 concepts were obtained. Some teachers have positive and constructive ideas about making mistakes and they see it as an opportunity to learn and as a stepping stone to progress and achieve success. While some teachers have a negative idea about it and consider making mistakes as a sign of student's lack of understanding, or lack of ability. With these perceptions, teachers may react differently to students' mistakes. In this context, the teacher's attitude, his awareness and experience of the impact of mistakes on progress and success in dealing with students' mistakes are very important. In this regard, the results of the findings of Nasrasafhani et al. (2022) are in line with these findings. They showed that learning from mistakes increases the productivity of human resources in the organization.<br />Also, in response to the second research question, findings were obtained in two themes and 22 concepts. To improve the learning process, first of all, it is necessary to correct the students' view of making mistakes and don't consider it as the cause of failure and mockery of yourself and others. It is necessary for teachers to receive necessary training on the importance of making mistakes and how to constructively deal with students' mistakes. In schools, psychological skills, problem solving and critical thinking should be taught to students so that students have the power to take risks and be creative without fear of making mistakes. The results of this research are in line with the findings of Kucharska and Rebello (2022); Therefore, both believe that the shame caused by mistakes may prevent sharing the knowledge gained from making those mistakes.<br />According to the findings of the present study, it is suggested that policy makers and employees of the Education Department hold training programs for teachers to familiarize them with the importance of making mistakes and how to face and give constructive feedback to mistakes.<br /><strong>Acknowledgments</strong><br />The authors would like to thank the participants in this research.<br />  هدف پژوهش شناسایی نگرش معلمان به اشتباه و اشتباه ‌کردن در فرایند یادگیری و بهبود فرهنگ مواجهه با آن در رویارویی با دانش‌آموزان دورۀ ابتدایی بود. برای دست‏یابی به این هدف از پارادایم تفسیری، رویکرد کیفی و راهبرد پدیدارشناسی از نوع ون مانن و توصیفی - تحلیلی بهره برده شد. میدان پژوهش شامل معلمان دورۀ ابتدایی کردستان در سال تحصیلی 1402-1403 بود که با نمونه‌گیری هدف‌مند ملاک‌محور، به تعداد 12 نفر تا رسیدن به درجۀ اشباع انتخاب شدند. ابزار پژوهش مصاحبۀ نیمه‏ساختاریافتۀ‌ پژوهشگرساخته و فرمت داده‌ها صوت بود. برای تجزیه‏وتحلیل‌داده‌ها از تکنیک قیاسی - استقرایی بهره برده شد. یافته‌ها در دو بخش تحلیل شدند: بخش نخست، نگرش و رفتارهای معلمان در قبال اشتباهات دانش‌آموزان که شامل پنج تم، چهار مقوله و 55 مضمون بود و بخش دوم، راهکارهای معلمان برای بهبود فرهنگ مواجهه با اشتباه کردن شامل دو تم و 22 مضمون بود. نتایج یافته‌ها بیانگر این بود که نگرش و تصور معلمان از اشتباه و اشتباه کردن چندان مطلوب نیست و به‏ندرت آن را بخش طبیعی از فرایند یادگیری می‌دانند؛ از این رو، ضروری است تا با برگزاری دوره‌های آموزشی فرهنگ مواجهه با اشتباه کردن برای معلمان، به ارتقای فرهنگ مواجهه با اشتباه‏پذیری اهتمام شود. در این رابطه، ایجاد فضایی حمایتگر به منظور ایجاد فرهنگ اشتباه‏پذیری در مدارس نقشی جالب توجه در تربیت‌پذیری دانش‌آموزان و ارتقای کیفیت نظام آموزشی دارد.<br /> <br /> <br /> <br /> <br />  https://nea.ui.ac.ir/article_28827_c36909770d6cfae1423d2cc3c27512e7.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Evaluating the Integration of Technology by Teachers in E-Education in Elementary Schools Based on the International Standards for Technology in Education (ISTE) ارزیابی تلفیق فناوری توسط معلمان در آموزش‌های الکترونیکی مدارس ابتدایی بر اساس استانداردهای بین‏ المللی فناوری در آموزش 129 148 28828 10.22108/nea.2024.141080.2018 FA مریم پورجمشیدی دانشیار، گروه علوم تربیتی، دانشکدۀ علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران. Journal Article 2024 05 24 The purpos of this study  was to evaluate the integration of technology in e-education by elementary school teachers based on international standards for technology in education. This research was applied in terms of purpose and employed a survey method. The statistical population consisted of all male elementary school teachers in one district one of Hamedan city during the 2022-2023 academic year, with a sample of 140 participants. Data collection was conducted using a researcher-made questionnaire based on the six dimensions of ISTE's standards. The questionnaire's validity was confirmed by educational technology professors, and its reliability was established using Cronbach's alpha, yielding a value of 85% for the total dimensions. The findings revealed that the integration of technology by male elementary teachers in district one of Hamedan city in e-education, considering technological concepts and operations, teaching planning across multiple environments, planning and designing learning experiences and environments, measurement and evaluation, professional productivity, and human, legal, ethical, and social technology issues, was at a favorable level. Furthermore, no significant differences were observed in technology integration based on educational technology standards with regard to age, education, and experience. Based on the findings, it can be concluded that primary school teachers employ strategies related to technology integration dimensions and indicators in an integrated manner within the e-education context, aligning with global standards for technology integration in the teaching-learning process. Therefore, it is recommended that officials and planners take the necessary steps to maintain and further enhance this positive development.<br /><strong>Introduction </strong><br />Integrating technology is a crucial skill that teachers must possess to support educational activities, enhance learning, and guide students towards deeper understanding, a need that has grown significantly in the 21st century (Turugare & Rudhumbu, 2020). Various studies on technology integration and teacher competencies in using technology, both locally and globally, show that technology integration in education is sometimes favorable (Jalili, 2022; Nejati  Aref, 2019; Alawneh & Salman., 2024; Sapieva et al., 2023) while in other cases, it indicates shortcomings (Khanal et al., 2024; Kalinga & Ndibalema, 2023). A research gap identified from these findings is that most of them focus on face-to-face courses, with little attention given to e-education. Furthermore, most research on classroom technology integration relies on the TPACK model, with fewer studies using ISTE standards, which are considered more precise because they follow experimental designs and emphasize teacher competencies in technology integration (Crompton & Sykora, 2021). This study was conducted using the ISTE standards. The main question of this research was: What is the state of technology integration of primary teachers in e-education in terms of the ISTE standards?<br /><strong>Research Methodology</strong><br />This research was applied in purpose and descriptive in its survey method. The study population consisted of all male elementary school teachers in district one of Hamedan city during the 2022-2023 academic year, from whom 140 people were randomly selected. Data collection was done using a researcher-made questionnaire based on the six dimensions of the ISTE (2007) standards. For the first standard, concerning technology concepts and functions, six items were used; for the second, related to designing experiences and learning environments, seven items; the third standard, concerning measurement and evaluation, also included seven items; for the fourth, teaching planning according to effective and multiple learning environments, six items were used; nine items addressed professional performance and productivity in the fifth standard; and five items addressed dealing with legal, ethical, social, and human issues of technology in the sixth items. The questionnaire used a 5-point scale ranging from 1 (very low) to 5 (very high). Educational technology professors confirmed its validity, and its reliability was calculated using Cronbach's alpha, at 0.85 for the total dimensions Reliability rates for each dimension: technology concepts (0.85), designing learning environments (0.87), measurement and evaluation (0.79), legal and social issues (0.90), professional productivity (0.89), and technology-based measurement (0.86). All distributed questionnaires were collected after being completed by the teachers, and the collected data were analyzed using t-test and analysis of variance.<br /><strong>Findings</strong><br />Results from the single-group t-test showed that the standard for technology concepts and operations had a mean of 4.21, with a standard deviation of 0.63; technology-based measurement and evaluation had a mean of 3.32, with a standard deviation of 0.50; designing experiences and learning environments had a mean of 6.09 and a standard deviation of 0.53; teaching planning according to effective and multiple learning had a mean of 3.85 and a standard deviation of 0.067; professional performance and productivity had a mean of 3.70 and a standard deviation of 0.46; and human, legal, ethical, and social issues of technology had a mean of 3.32 and a standard deviation of 0.44. Since all obtained means exceeded the statistical mean of 3, the differences were significant at the 0.01 level. Additionally, data analysis showed no significant differences in technology integration in e-learning classrooms based on demographic factors like age (F=0.065; P=0.968), education level (F=0.094; P=0.951), and teaching experience (F=0.659; P=0.567).<br /><strong>Discussion and Conclusion</strong><br />This research revealed that the technology integration by teachers in e-learning is at a favorable level according to ISTE standards. These findings align with the results of studies by Nejati Aref (2019), Alawneh & Salman et al. (2024), Sapieva et al. (2023), Khanal et al. (2024), and Villegas & Buquia (2023), but contrast with the findings of others, such as Egtesad and Mehrabi (2020), Ahmadi et al. (2015), Sahraoui & Loukia (2023), Kim et al. (2020), Veronica (2022), Baek & Sung (2021), Kalinga & Ndibalema (2023), and Najjari et al. (2021). The integration of technology by teachers may be influenced by their use of technology outside the classroom (Mohamad Zaenui et al., 2023) and the accessibility of educational cntent through web platforms (Anas Thohir et al.,2022). The increase in the use of  technology integration by teachers can be due to the change in expectations from them in creating the skills needed by students in the 21st century, such as critical thinking, creativity, innovation, collaboration, and communication, which are easier to achieve by integrating technology into the curriculum (Xie et al, 2019). The shift from face-to-face to e-learning during COVID-19 likely improved teachers' technology skills (Cahapa, 2020). Consequently, policymakers and planners are encouraged to provide incentives that maintain the current level of technology integration in e-learning.<br /><strong>Acknowledgment </strong><br />We would like to express our gratitude to the administrators and all the teachers who assisted us in conducting the research.<br /> <br />  پژوهش حاضر<strong> </strong>با هدف ارزیابی تلفیق فناوری توسط معلمان در آموزش<strong>‌</strong>های الکترونیکی مدارس ابتدایی مبتنی بر استانداردهای انجمن بین‏المللی فناوری در آموزش (ISTE) انجام شد. روش پژوهش از منظر هدف، کاربردی و از لحاظ شیوۀ انجام، توصیفی - پیمایشی بود. جامعۀ آماری شامل کلیۀ معلمان مرد مدارس ابتدایی ناحیۀ یک شهر همدان در سال تحصیلی 1402-1401 بود. حجم نمونه شامل 140 نفر از جامعۀ آماری مدنظر بود که با استفاده از جدول تعیین حجم نمونۀ کرجسی و مورگان، به شیوۀ تصادفی ساده انتخاب شدند. برای جمع<strong>‌</strong>آوری داده<strong>‌</strong>ها از پرسشنامۀ پژوهشگرساخته بر مبنای استانداردهای بین‏المللی فناوری در آموزش برای معلمان استفاده شد که روایی آن از نظر اساتید فناوری آموزشی تأیید شد و پایایی آن با استفاده از آلفای کرونباخ 85 درصد به دست آمد. یافته­ها نشان داد وضعیت تلفیق فناوری توسط معلمان مرد ابتدایی منطقۀ یک شهر همدان در آموزش<strong>‌</strong>های الکترونیکی از بُعد مفاهیم و عملیات<strong>‌</strong>های فناوری، برنامه­ریزی تدریس با توجه به محیط­های یادگیری مؤثر و چندگانه، طراحی تجربه‏ها و محیط­های یادگیری، سنجش و ارزشیابی، عملکرد حرفه<strong>‌</strong>ای و بهره<strong>‌</strong>وری و مباحث انسانی، قانونی، اخلاقی و اجتماعی فناوری در سطحی مطلوب قرار دارد. همچنین، معلمان در تلفیق فناوری مبتنی بر استانداردهای فناوری آموزشی از منظر سن، تحصیلات و سابقۀ خدمت تفاوتی معنادار با هم ندارند. مبتنی بر نتایج حاصل از این پژوهش، می­توان گفت معلمان ابتدایی اقدام<strong>‌</strong>های مربوط به ابعاد و شاخص<strong>‌</strong>های تلفیق فناوری را با هم به صورت یکپارچه در آموزش­های الکترونیکی استفاده می‏کنند و همین امر می<strong>‌</strong>تواند وضعیت تلفیق فناوری در فرایند یاددهی - یادگیری را منطبق با استانداردهای جهانی قرار دهد؛ از این رو، پیشنهاد می­شود مسئولان و برنامه­ریزان برای ماندگاری و بهبود این وضعیت پیگیری لازم را انجام دهند.<br /><strong> </strong><br /> <br />  https://nea.ui.ac.ir/article_28828_32cab0dab37107d0dafcc53f81f2ab88.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Developing an Educational-career guidance Curriculum Framework in the Iran's Education system تدوین چارچوب برنامۀ درسی هدایت تحصیلی ـ شغلی در نظام آموزش‌وپرورش ایران 149 192 28960 10.22108/nea.2024.141687.2037 FA بهروز رحیمی پژوهشگر پژوهشکده مطالعات فناوری ریاست جمهوری، تهران، ایران. 0000-0002-3926-6223 رضوان حکیم زاده استاد گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. 0000-0002-3182-9319 محمد جوادی پور دانشیار گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. کیوان صالحی دانشیار گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. 0000-0001-8673-4248 محمد خادمی کله لو استادیار گروه جامعه و پیشرفت، پژوهشکده مطالعات فناوری ریاست جمهوری، تهران، ایران. Journal Article 2024 06 16 The current research was carried out with the aim of developing the curriculum framework of educational-career guidance in Iran's education system using a mixed approach (qualitative-quantitative) in two stage. In the first step, in order to identify and explain the elements and components of the educational-career guidance curriculum framework, using the systematic review method, 81 international study sources from among all the books, articles, research reports, reliable documents in the field of academic guidance curriculum between 20001- 2022 were selected as sample. In the second step, 15 experts were selected using available sampling method to measure validity of a survey method. In the first step, the data collection tool was the Note worksheet, and in the second step, the researcher-made verification worksheet was used. In the first step, data analysis was done using the Corbin & Strauss method during three stages of open, axial and selective coding. The findings of the research, the elements and components of the educational-career guidance curriculum framework in Iran's education and training system in 6 elements and 17 components including; Logic (why, what), goals (development of educational, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements) ), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational -career). Finally, the analysis of subject experts' opinions, the validity of each of the elements and components separately, as well as the validity of the final curriculum framework of academic-career guidance in Iran's education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, being native, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed. Results of the research indicate that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the developed curriculum framework can be a suitable alternative for the current educational-career guidance program in the education system and through this, the challenges in clear this field.<br /><strong> </strong><strong>Introduction</strong><br />Nowadays, the issue of the quality of educational-career guidance and its effectiveness is one of the most important concerns of the educational system and development decision makers in every country (Claudia et al., 2019). The educational -career guidance program plays the main role in schools by providing students with the tools they need to succeed in school, work, and everyday life (Ontario, 2006). The problem in this research is that the students have knowledge, attitude and skills such as; they do not know the interests, abilities, needs of the labor market, the career future of the fields of study, and choose a specific field of study that will lead to a job in the future only based on social and environmental factors such as family pressure and the results of aptitude and Interest tests, or by keep up with the Joneses. Therefore, it is necessary to search for a tool or a program so that students can be equipped with the knowledge, attitude and skills of choosing and making educational -career decisions. Among the most important of these tools, are curricula. Through formulating the educational -career guidance curriculum framework with a continuous time approach and systematic steps, it is possible to realize the learning outcomes through which students are expected to experience a positive choice of educational-career field in Iran's public education system. In other words, since the educational-career guidance curriculum in Iran's public education system is a null curriculum, the main problem of this research is to answer the following questions;<br /><br />What are the elements and components of the educational -career guidance curriculum framework with an emphasis on learning outcomes in Iran's public education system? And,<br />Is the developed curriculum framework of educational -career guidance with emphasis on learning outcomes in Iran's public education system sufficiently valid?<br /><br /><strong> </strong><strong>Methodology</strong><br />The current research design was mixed (qualitative-quantitative). According to the goals and approach of the research, it was done in two steps. In the first step, the elements and components of the curriculum framework of educational-career guidance were identified and in the second step, the developed framework of the educational-career guidance curriculum was verified, so in accordance with these steps, systematic review and survey methods were used. In the first step, using the proposed steps (Higgins & Green, 2011) and through the logic of systematic review sampling, a total of 81 studies (documents) were selected and analyzed from 70265 studies (documents). In the second step, through the convenience sampling from among the experts who have the criteria of the research (sufficient scientific knowledge, educational and research records, managerial and expert records, executive experience in the field of educational-career guidance in the general education system, expertise in the field of curriculum). Data analysis was done in the systematic review section, using data analysis steps through open, axial and selective coding (Corbin & Strauss, 1990). The analysis of the validation data was also done according to the quantitative data collected using descriptive and inferential statistical tests.<br /><strong>Findings</strong><br />Findings of the research indicated that the elements and components of the academic-career guidance curriculum framework in Iran's general education system have 6 elements and 17 components including; Logic (why, what), goals (development of academic, career, individual-social insight), content (learning areas, content organization pattern, content selection criteria), implementation (time, teacher-consultant, learning approach and activities, infrastructure and requirements), evaluation (role, process, tools and techniques) and learning outcomes (self-awareness, exploration and educational - career action). Analyzing the opinions of the experts, the validity of each of the elements and components separately, as well as the validity of the whole educational-career guidance curriculum framework in Iran's general education system with 12 indicators including; Comprehensiveness, macroscopic view, foresight, need-based, naiveness, internal consistency, descriptive ability, comprehensibility, action guide, process optimization, regularization and update and development capability were confirmed.<br /><strong>Discussion and conclusion</strong><br />Results of the research indicated that due to the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the compiled curriculum framework can be a suitable alternative for the current educational-career guidance program in the Iran's public education system, and through this, the challenges will be solved in this field. At the end, according to the results of the research, the following suggestions are presented;<br /><br />Considering the necessity of preparing and equipping the students with knowledge, skills and attitudes to choose the educational-career field, the compiled curriculum framework with the three goals of development of academic, career, individual-social insight should replace the current educational-career guidance program in the public education system;<br />An integrated approach should be used in developing the content of the educational - career guidance curriculum and the content and activities of the teaching-learning curriculum of educational -career guidance should be selected in accordance with the developmental characteristics of students at each age (for example: the content area of ​​" educational-career self-awareness" for the primary level by introducing the concepts and topics of self-awareness in all educational aspects using from discussions and small groups, games, projects, short plays, etc.);<br />Continuity of activities and processes of educational -career guidance in the education system (all levels of education) considering the scope of the subject and the need for sufficient time in order to implement it accurately and effectively;<br />In order to strictly implement educational-career guidance curricula, it is suggested to train a teacher-counselor.<br />By adopting a learner-centered approach and through teaching-learning activity methods such as; Problem-oriented learning, self-directed learning, work experience or job shadowing, to provide a platform for students to acquire learning experiences;<br />Communication with higher education institutions, service institutions, employers and other centers and stakeholders of the society in order to participate in activities and support the implementation processes of educational-career guidance curriculum;<br />Anticipating and providing all the necessary executive equipment and necessities, including information and communication technology, manuals, media, etc., in order to implement flawlessly and enrich teaching-learning activities;<br />Application and use of efficient evaluation process, tools and techniques, including; concept map, self-evaluation, class activities, in the field of providing information on academic progress and providing feedback to students;<br />Pay attention to the learning outcomes of the students in the implementation of the educational-career curriculum. Therefore, the information-oriented approach should be avoided and the competence-based approach should be used.<br /><br /><strong> </strong><br /><strong> </strong><br />  پژوهش حاضر با هدف تدوین چارچوب برنامۀ ‌درسی هدایت تحصیلی ـ شغلی در نظام آموزش‌وپرورش ایران با استفاده از رویکرد آمیخته (کیفی ـ کمّی) طی دو گام انجام شده است. در گام اول، به ‌منظور شناسایی و تبیین عناصر و مؤلفه‌های چارچوب برنامۀ درسی هدایت تحصیلی ـ شغلی، با استفاده از روش مرور نظام‏مند، 81 منبع مطالعاتی بین‌المللی از بین کلیۀ کتاب‌ها، مقاله‏ها، گزارش‌های پژوهشی، اسناد معتبر در حوزۀ برنامۀ درسی هدایت تحصیلی در بازۀ زمانی بین 2022-2001 به عنوان نمونه انتخاب شدند. در گام دوم، به منظور سنجش روایی با استفاده از روش پیمایشی، 15 نفر از خبرگان با شیوۀ روش نمونه‌گیری در دسترس انتخاب شدند. ابزار گردآوری داده‌ها در گام اول کاربرگ فیش‏برداری بود و و در گام دوم از کاربرگ روایابی پژوهشگرساخته استفاده شد. تحلیل داده‌ها نیز در گام اول با استفاده از روش کوربین و اشترواس طی سه مرحلۀ کدگذاری باز، محوری و گزینشی انجام شد. داده‌های روایابی چارچوب تدوین‌شده نیز با استفاده از روش کمی و با استفاده از آماره‌های توصیفی (میانگین و انحراف استاندارد) و استنباطی (آزمون‌های ناپارامتریک خی دو و آزمون یومن ـ وایت نی) تحلیل شد. یافته‌های پژوهش عناصر و مؤلفه‌های چارچوب برنامۀ درسی هدایت تحصیلی ـ شغلی در نظام آموزش‌وپرورش ایران را در 6 عنصر و 17 مؤلفه شامل منطق (چرایی، چیستی)، اهداف (توسعۀ بینش تحصیلی، شغلی، فردی ـ اجتماعی)، محتوا (حوزه‌های یادگیری، الگوی سازمان‌دهی محتوا، ملاک انتخاب محتوا)، اجرا (زمان، معلم ـ مشاور، رویکرد و فعالیت‌های یادگیری، زیرساخت‌ها و الزامات)، ارزشیابی (نقش، فرایند، ابزارها و تکنیک‌ها) و برون‏دادهای یادگیری (خودآگاهی، کاوش و اقدام تحصیلی ـ شغلی) نمایان کرد. در نهایت، تحلیل نظرات متخصصان موضوعی، روایی هر یک از عناصر و مؤلفه‌ها را به تفکیک و همچنین، روایی چارچوب نهایی برنامۀ درسی هدایت تحصیلی ـ شغلی در نظام آموزش‌وپرورش ایران را با 12 شاخص شامل جامع بودن، کلان‏نگری، آینده‌نگری، مبتنی بر نیاز بودن، بومی بودن، سازگاری درونی، قابلیت توصیف‏گری، قابل‌ درک بودن، راهنمای عمل و اقدام، بهینه‌سازی فرایند، نظم‌بخشی و قابلیت به‌روز‌رسانی و توسعه تأیید کرد. نتایج پژوهش حاکی از آن است که با توجه به ‌ضرورت آماده‌سازی و تجهیز دانشی، مهارتی و نگرشی دانش‌آموزان برای انتخاب رشتۀ تحصیلی ـ شغلی، چارچوب تدوین‌شدۀ برنامۀ درسی می‌تواند جایگزینی مناسب برای برنامۀ فعلی هدایت تحصیلی ـ شغلی در نظام آموزش‌وپرورش باشد و از این طریق چالش‌های موجود در این زمینه را برطرف کند.<br /> <br />  https://nea.ui.ac.ir/article_28960_3e6afaf1659d9e7161b582da4a99c3f9.pdf

دانشگاه اصفهان رویکردهای نوین آموزشی 2423-6780 19 1 2024 03 20 Teachers' Perception of the Challenges of teaching self-regulated Learning in the classroom: A Phenomenological Study ادراک معلمان از چالش‌های تدریس یادگیری خودتنظیمی در کلاس درس: یک مطالعۀ کیفی پدیدارشناسی 193 218 29210 10.22108/nea.2024.141704.2039 FA آزاده مومنی دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. حسین کارشکی دانشیار گروه روان‌شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. مریم بردبار استادیار گروه روان‌شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. Journal Article 2024 06 02 The purpose of the research was to investigate the teachers' perception of the challenges of teaching self-regulated learning in the classroom. The research was conducted in the framework of qualitative approach and phenomenological method. The research population is all teachers working in the second grade primary schools of Torbat Heydarieh city and the sampling method was purposeful. 12 people from the research community were interviewed in the academic year 2023-24 based on theoretical data saturation. In order to ensure the validity of the research, research strategies were used by the members to obtain information from the homogenous and to analyze the data, the Collaizi method and coding, categorization and extracting the main themes were used. Based on the results, 162 concepts and 34 categories were obtained in five themes related to the challenges of teaching self-regulated learning with the titles "inadequate professional competence of the teacher", "student deficiencies", "physical and human problems of the school", "inappropriate educational culture of parents" and "limitation and weakness in organizational affairs" were categorized. Applying and paying attention to the challenges of teaching self-regulated learning that was raised in the current research has led to an increase in the awareness of teachers, administrators and education officials about this important structure and a way to design interventions and effective planning in order to improve the quality of education and develop students' self-regulated learning. It is a fundamental variable in academic success and lifelong learning, it will make it smoother.<br /><strong>Introduction</strong><br />Rapid changes in technology have made it necessary for students to be able to continue learning independently throughout their lives. It is clear that self-regulation is necessary to continue independent learning throughout life (Woolfolk, 2016). Research background shows that self-regulated learning can be taught (Donker et al., 2014), but few teachers prepare students for it (Lawson et al., 2019). On the other hand, the literature has shown that several challenges, including teacher's beliefs, affect teacher's actions. In order to identify such beliefs, the importance of investigating teachers' perceptions is highlighted. Undoubtedly, the information collected from teachers' perceptions can provide basic data for the development of students' self-regulated learning.<br /><strong>Method</strong><br />This study is a qualitative research with a phenomenological approach.<br /><strong>Statistical population</strong>: The statistical population included all the teachers working in the second primary schools of Torbat Heydarieh city in the academic year 2023-24.<br /><strong>Sampling method and sample size</strong>: The sampling method of the research was purposeful and the type of sample was homogeneous. Based on the rule of theoretical data saturation, 12 participants from the research community were selected as a sample.<br /><strong>Research tools</strong>: Data collection in the present study was done by using semi-structured interviews.<br />Data implementation and analysis method: In order to analyze the data, the Collaizi method was used, and in order to validate the data, the four criteria of Credibility, transferability, Dependability and Confrimability were used.<br /><strong>Result </strong><br />The analysis of the collected data from the interviews identified five themes as teachers' perception of the challenges of teaching self-regulated learning, which are as follows:<br /> <br /><strong>Inadequate professional competency of the teacher</strong><br />The interviewees believed that insufficient professional competency of the teacher is one of the challenges of teaching self-regulated learning. In this regard, the teachers stated things that were classified into categories such as "limited knowledge", "use of teaching methods incompatible with self-regulated learning", "inappropriate educational belief", "weakness in self-regulated learning", and "lack of motivation".<br /><strong>Students deficiencies</strong><br />Student deficiencies is another challenge of teaching self-regulated learning. The interviewees believed that students do not have the necessary skills in terms of self-regulated learning, do not have a favorable attitude regarding teaching methods compatible with self-regulated learning, and they are not aware of the importance of self-regulated learning and are unmotivated.<br /> <br /><strong>Physical and human problems of the school</strong><br />According to the interviewees, the physical and human limitations and problems that exist in the school site cause problems in teaching and learning self-regulation. The interviewees believed that the necessary access to facilities such as the laboratory in the school is limited and there is no common perspective regarding the importance of teaching self-regulated learning in the school.<br /><strong>Limitation and weakness in organizational affairs</strong><br />Another theme was limitation and weakness in organizational affairs. The subcategories that were mentioned in this context, included teachers' emphasis on short class time, large amount of course material, large number of students, traditional evaluation system and curriculum problems.<br /><strong>Inappropriate educational culture of parents</strong><br />The last theme is the inappropriate educational culture of parents, which includes the knowledge, belief and performance of parents regarding education and learning. The participants pointed out that parents have limited knowledge and weak participation regarding self-regulated learning, and even by emphasizing teacher-centered teaching methods, they inappropriately interfere in education, of their chidren.<br /><strong>Discussion and conclusion</strong><br />In examining the research question, teachers expressed the challenges of teaching self-regulated learning in the classroom, which were classified into five themes.<br />Teacher's professional competence is a comprehensive concept that has been proposed regarding self-regulated learning teaching and based on the results, it is insufficient in teachers. This finding is consistent with the results of Karlen et al.'s research (karlen et al., 2020). According to the teachers' point of view, a set of qualifications for teaching self-regulated learning is necessary for teachers to teach self-regulated learning, and these qualifications are insufficient in teachers.<br />The second theme of the findings of the present study is "student deficiencies", which is consistent with the results of Yilmaz and Akyildiz's study (Yilmaz & Akyildiz, 2023). In explaining this finding, it can be said that the undesirable characteristics of students, including ignorance of the importance of this component, etc., clearly show their effect by making it difficult to learner-oriented teaching, etc., on limiting the teacher's educational actions to promote self-regulated learning.<br />Another theme is "Physical and human problems of the school". This finding is in harmony with the results of Alvi and Gillies research (Alvi & Gillies, 2020). Based on this finding, teachers' efforts to support self-regulated learning are affected by school facilities and culture, and it may be necessary to make fundamental changes at the school level so that teachers can teach self-regulated learning.<br />"Limitation and weakness in organizational affairs" is another theme of the findings of the present study, which is consistent with the results of Eccles and Roeser's research (Eccles & Roeser, 2010). In the explanation of this finding, it can be said that the organizational matters predicted by those involved (including classroom software, etc.) affect the teacher's actions.<br />The last theme of the findings of the present research "inappropriate educational culture of parents" is consistent with the findings of the study of Alvi and Gillies (Alvi & Gillies, 2020). It seems that parents' lack of awareness of self-regulated learning and its importance and emphasis on traditional methods may make it difficult to support actions by teacher and providing a platform at home to practice teacher self-regulation training هدف پژوهش بررسی ادراک معلمان از چالش‌های تدریس یادگیری خودتنظیمی در کلاس درس بود. پژوهش در چارچوب رویکرد کیفی و با روش پدیدارشناسی انجام شد. جامعۀ پژوهش تمامی معلمان شاغل در مدارس ابتدایی دورۀ دوم شهرستان تربت‌حیدریه و روش نمونه‌گیری، هدفمند بود. با 12 نفر از جامعۀ پژوهش در سال تحصیلی 403-1402 بر اساس اشباع نظری داده مصاحبه شد. برای حصول اطمینان از روایی پژوهش از راهبردهای بررسی توسط اعضا و کسب اطلاع از همگنان و به منظور تحلیل داده‌ها از روش کلایزی و کدگذاری، مقوله‌بندی و استخراج مضمون‌های اصلی استفاده شد. بر مبنای نتایج، 162 مفهوم و 34 مقوله حاصل شدند که در پنج مضمون مربوط به چالش‌های تدریس یادگیری خودتنظیمی با عناوین «شایستگی حرفه‌ای ناکافی معلم»، «کاستی‌های دانش‌آموزی»، «معضلات فیزیکی و انسانی مدرسه»، «فرهنگ آموزشی نامتناسب والدین» و «محدودیت و ضعف در امور سازمانی» دسته‌بندی شدند. کاربست و توجه به چالش‌های تدریس یادگیری خودتنظیمی که در پژوهش حاضر مطرح شد به افزایش آگاهی معلمان، مدیران و مسئولان آموزش‏وپرورش از این سازۀ مهم منجر خواهد شد و راه برای طراحی مداخلات و برنامه‌ریزی مؤثر به منظور بهبود کیفیت آموزش و توسعۀ یادگیری خودتنظیمی دانش‌آموزان که متغیری اساسی در موفقیت تحصیلی و یادگیری مادام‌العمر است، هموارتر خواهد کرد.<br /> <br />  https://nea.ui.ac.ir/article_29210_2a9c2fa2ea33a163a4930e163c62767d.pdf