abdorahman jarihi; hashem fardanesh; masoud geramipour
Volume 11, Issue 35 , April 2015, , Pages 181-196
Abstract
Curiosity is emphasized by psychologist and researchers of motivation and learning as an important factor. By taking curiosity in pupils, their willing to learning can be motivated. When pupils absorb leaning by new thought or position, and they try to research more and more. Although there are not external ...
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Curiosity is emphasized by psychologist and researchers of motivation and learning as an important factor. By taking curiosity in pupils, their willing to learning can be motivated. When pupils absorb leaning by new thought or position, and they try to research more and more. Although there are not external rewards, we can say that they are really motivated. The purpose of this study was to examine the educational plan effects of curiosity booster on male and female pupils’ learning in elementary grade. Two male and female classes in the 5th grade selected and every class divided as experiment and control groups. In experiment group, teachers educate curriculum plan by curiosity booster, and in control group they educated by popular method before educating them, they fill out curiosity questionnaire. The results showed educational planning effectiveness based on curiosity. Also, they showed that there is difference between male and female pupils, marks
H. Zangeneh; H. Ja'farifar; H. Fardanesh
Volume 8, Issue 23 , April 2012, , Pages 74-96
Abstract
Based on Wittrock’s generative learning theory (1974), generative model of learning emphasizes learners' active participation in the learning process by generating relationships and meanings. The present research addressed the question as to whether learners trained under generative model of learning ...
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Based on Wittrock’s generative learning theory (1974), generative model of learning emphasizes learners' active participation in the learning process by generating relationships and meanings. The present research addressed the question as to whether learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The hypothesis stated that learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The statistical population included all female guidance-school second-graders of Kelardasht. A statistical sample of two classrooms of 50 students was randomly selected through the process of cluster sampling, and 26 students were placed in the experimental group and 24 students in the control group. The results confirmed the research hypothesis.
masud moradi; hashem fardanesh
Abstract
Approaches, models, and methods of teaching, among other factors, are important factors in any educational system. Teaching is an endeavor that is at the crossroads of all the activities in the classroom, and is the most important activity enacted by teachers that prepares the context for student learning. ...
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Approaches, models, and methods of teaching, among other factors, are important factors in any educational system. Teaching is an endeavor that is at the crossroads of all the activities in the classroom, and is the most important activity enacted by teachers that prepares the context for student learning. Teaching is the process of facilitating student learning. There are different methods for teaching different kinds of contents. Kinds of content refer to the kind of knowledge that comprises it. According to the information processing psychologists there are three different kinds of knowledge; declarative knowledge; procedural knowledge; and images. Procedural knowledge has three kinds; pattern recognition; action sequence; and heuristic procedures. Teaching procedural knowledge requires special steps that is different for steps necessary for teaching declarative knowledge. Recognizing the kind of knowledge that one intends to teach is therefore essential for a successful teaching. A model for teaching different kinds of procedural knowledge in presented in this article
