innovations in education
Fatemeh Gozin; javad hatami
Abstract
Purpose: There is a perceived need to develop approaches, methods and tools that may help higher education institutions to systematically introduce the Sustainable Development Goals (SDGs) into research and teaching as an intrinsic part of their programs. It seems that the core of the sustainability ...
Read More
Purpose: There is a perceived need to develop approaches, methods and tools that may help higher education institutions to systematically introduce the Sustainable Development Goals (SDGs) into research and teaching as an intrinsic part of their programs. It seems that the core of the sustainability curricula comprises a paradigm shift that is not only reflected in university teaching but also permeates the entire institution. This paper investigates the big ideas which could orient and accelerate this paradigm shift. Method: Among 112 articles, 77 articles were selected according to inclusion criteria. The MAXQDA software was used for extracting the big ideas. During the analysis, the included studies were investigated and coded. Afterwards, the themes that had emerged among the studies were highlighted. Once themes were identified and defined, the similar and related categories into the theme that best described the purpose of study were adopted and ultimately the big ideas were definedFindings: The findings suggest seven big ideas; Namely: whole system change & collective capacity, whole person learning, truly integrative curriculum, whole institutional approach, resolute leadership & strategic planning, intelligent accountability & wisdom.Conclusion: This paper suggests a process-oriented collaborative approach toward SD change in HEIs which could help leaders and policy-makers adopt appropriate orientation toward strategic planning and acting. The scientific contribution of this paper value lies in the fact that this is one of the first papers to mention the need for procedural big ideas which caters to a more systematic integration of the SDGs in university programs.
Javad Hatami; Mariam Shafiei Sarvestani; Mahboobeh Mehrvarz; Mohammad Hassanzadeh; Soleiman Ahmadi; Mostafa Shah Mohammadi; Zahra Eslami; Mehdi Afshar Keshavarz
Abstract
Purpose: This study aimed to identify the effective factors in the effectiveness of short-term research courses abroad for Ph.D. students inside.Method: This qualitative research has been carried out focusing on conventional content analysis. The study population includes all specialized doctoral students ...
Read More
Purpose: This study aimed to identify the effective factors in the effectiveness of short-term research courses abroad for Ph.D. students inside.Method: This qualitative research has been carried out focusing on conventional content analysis. The study population includes all specialized doctoral students in the country who have completed short courses of research abroad. By Stratified cluster sampling to the saturation level of the data, 18 people were studied. The tool used to gather information was a semi-structured interview.Findings: Based on the main and sub-themes, and considering the 100% positive effect on students' personal, professional and cultural development, the need to continue short-term research courses abroad was explained and the need for special attention of policymakers and decision-makers of higher education to this opportunity and redesign these courses based on the management experience of previous years and the lived experiences of students revealed. Redesign the services students need to send them abroad, using more effective management measures, providing the necessary funding and support, strengthening Internet communication infrastructure and the possibility of faster and higher-quality access to the world's scientific centers and the restoration and placement of human and social values in the context of academic discourse was achieved.Conclusion: International experience in higher education is the most important factor. Therefor, student exchange is the suitable path for developing and improving of lived experience of students in higher education especially in post-graduate courses.
Rezvan Nazari; Javad Hatami
Abstract
Purpose: Written Think-Aloud strategy, which is rooted in the think-aloud strategy, gives students mental order and helps teachers explore thought processes; specifically, these methods are useful to study test response processes and map cognitive models of complex thought processes. The purpose of this ...
Read More
Purpose: Written Think-Aloud strategy, which is rooted in the think-aloud strategy, gives students mental order and helps teachers explore thought processes; specifically, these methods are useful to study test response processes and map cognitive models of complex thought processes. The purpose of this research was to investigate the effect of Writing mathematical thoughts and arguments in non-mathematical and non-formulaic language improved elementary students' mathematical performance.Method: The statistical population of the present study included the fifth-grade students of elementary school (n=60). The statistical sample was 32 students (control group (n=16) and experimental group (n=16)), who were selected by available sampling method. A pre-test-post-test design with a control group was used for the implementation of the present study.Result: The results covariance analysis test indicated that the difference in the average scores of students in the control and experimental groups is significant (p≤ 0. 000). This research also indicated that the use of written think-aloud strategy in students' math assessment led to students' success in solving math problems.Discussion and conclusion: This research showed that the use of the Written Think-Aloud strategy in the math assessment of students affected their math success. This success in solving math problems can be related to creating mental order and focusing more on the task and finally strengthening self-regulation skills, which is a necessary condition for achieving any kind of success. It also provides the basis for receiving quick and timely feedback improves the thinking process and leads to success in solving problems.
Asma Yazdi; Javad Hatami
Abstract
Purpose: Despite progress in the world, education has not changed much compared to previous years, and despite the variety of teaching methods, poor learning is one of the challenges in education. Applying educational games in teaching and learning can be a solution to this problem. In the last decade, ...
Read More
Purpose: Despite progress in the world, education has not changed much compared to previous years, and despite the variety of teaching methods, poor learning is one of the challenges in education. Applying educational games in teaching and learning can be a solution to this problem. In the last decade, research has been conducted around the world to evaluate the effectiveness of educational games. A review of the literature is needed to examine the effectiveness of serious games in education, as the number of studies on serious games is increasing and some studies have tried to meta-analyze this issue.Method: For this purpose, the studies conducted on the effects of educational games are examined using the library method. Educational games, gamification, game, meta-analysis, and similar keywords were searched on Web of Science, Scopus, and Google Scholar, and 32 articles were selected and analyzed. The selected articles were reviewed in terms of positive findings, negative results, and effective factors in improving educational games.Findings: The results indicate the effectiveness of educational environments in the game in increasing the learning, participation, and motivation of learners.Conclusion: The present study tries to provide an overview of studies, especially meta-analytic studies in the field of game-making, although it was accompanied by limitations such as not reviewing studies published in a format other than journal articles and conferences. Research such as the present study can provide a broad perspective for the use and design of educational games in the educational process.
Javad Hatami; Fariba Ansarimoghadam; Atiye Seidi; Mehrnaz Gohari
Abstract
Purpose: This study aims to design a Zn-Air Battery Educational Model and assess its impact on Student Learning.Method: This research employs a quantitative approach and a Quasi-Experimental Methodology. According to the new Modeling Methods in Chemistry Education and based on the background investigation ...
Read More
Purpose: This study aims to design a Zn-Air Battery Educational Model and assess its impact on Student Learning.Method: This research employs a quantitative approach and a Quasi-Experimental Methodology. According to the new Modeling Methods in Chemistry Education and based on the background investigation and Content Analysis of previous Research, a simple educational model of the battery was designed using readily available and inexpensive materials. This study first examined the characteristics of Zn-Air battery construction, besides the special materials and required conditions before describing the training model for this battery. Then, students were divided randomly into experimental and control groups using Solomon's Four-Group Research Design including four groups of sixty individuals. In the experimental group, the 5E Method was used to create a structured modeling environment in which students could create their desired models, and its validity was confirmed by the researcher. Cronbach's alpha was used to determine its reliability. The Research hypotheses were examined and analyzed using the analysis of variance test and the two-sided independent t-test in the section on inferential statistics. For Data Analysis and Statistical Error Reduction, SPSS was utilized.Findings: The Findings revealed that the experimental group learned significantly more than the control group students and performed better.Conclusion: learning with the model makes learning more durable because the learner organizes his own learning and knows when and how to obtain it. The inductive nature of the model aids students in gaining a deeper understanding of the key concepts through the examination of natural phenomena and events used in the research.
Parisa Alinejad Mehrban; zohreh Khoshneshin; Yousef Mahdavinasab; javad hatami
Abstract
Purpose: This research aims to compare the effects of the flipped learning method based on Merrill's model with the conventional teaching methods on the academic performance of fifth-grade students in mathematics education.Method: The statistical population of the research is all the fifth-grade students ...
Read More
Purpose: This research aims to compare the effects of the flipped learning method based on Merrill's model with the conventional teaching methods on the academic performance of fifth-grade students in mathematics education.Method: The statistical population of the research is all the fifth-grade students of the primary school in Islamshahr, Tehran, during the academic year 2018-2019. The data were through convenient sampling from students. The research method is quasi-experimental with a pre-test and post-test design. Pham and Taylor's standard academic performance questionnaire (1999) was used as a measurement tool. The face validity of the tool was confirmed by experts in educational sciences and specialized teachers of mathematics, and its impact score was reported as 2.3, and the reliability of 0.72 was obtained using Cronbach's alpha. The data were analyzed using one-way ANCOVA and paired t-tests.Findings: The results showed that the flipped method designed based on Merrill's educational model had a greater impact on students' academic performance than its reported results in the literature. The implemented flipped method also affected students’ academic performance greater than the general conventional methods. In general, the findings indicate that teaching in the flipped method according to Merrill's design has a greater impact on the academic performance of students in mathematics than its traditional versions as well as the regular lecturing methods of teaching.Conclusion: It is argued that teachers and educational designers can enhance the effects of Merrill's model by integrating it into the flipped method classrooms
