Showing 201 results for Type of Study: Research Paper
Mojtaba Vahedian, Hasanali Veiskarami, Fazlullah Mirdrikvand,
Volume 13, Issue 47 (2-2024)
Abstract
The aim of the research is to compare the evaluation techniques based on multimedia, socio-cultural and metacognitive theories on the attitude of people in remembering and recognizing English vocabulary. The research method was quasi-experimental. Questionnaire and interview methods were used to collect data. The statistical population was all language learners of English language educational institutions in Qom city. The statistical sample was 16 randomly selected for the experimental group. In the experimental group, different techniques were used during 8 sessions. The non-parametric statistical analysis method was performed using spss software version 22 for the data. The findings showed that people's attitude towards the techniques based on the proposed fields for remembering and recognizing vocabulary are different, concluding that the educational techniques proposed are different in the attitude of people regarding vocabulary learning.
Dr Marzieh Haghayeghi, Dr Ali Moghadamzadeh, Dr Hamdollah Ravand, Dr Mohamad Javadipour, Dr Hossein Kareshki,
Volume 13, Issue 47 (2-2024)
Abstract
As the focus on fostering creative thinking in math education grows, there is a growing interest in understanding how to evaluate these skills. This study used a systematic review following PRISMA guidelines to explore how creative mathematical thinking is assessed in academic literature. After carefully analyzing 55 studies, we looked at different aspects like educational levels, math concepts, assessment methods, and the reliability and validity of these assessments. Our findings revealed that most studies focused on assessing creative thinking in junior secondary education, with limited attention given to primary education. Geometry and measurement were the most commonly assessed subjects, likely due to their visual nature, which lends itself well to assessing creativity. Many assessment tools used open-ended questions, while some incorporated ethnomathematics-based questions. However, less than half of the studies provided evidence of reliability, and only about half reported validity evidence, mostly related to content validity. This review highlights a gap in research concerning the measurement and assessment of creative mathematical thinking.
,
Volume 14, Issue 48 (8-2024)
Abstract
Academic well-being is an important variable in the field of education and learning, whose underlying factors must be identified. Therefore, the aim of this study was to investigate the structural relationship between sense of coherence, self-compassion, emotional self-awareness with academic well-being. This descriptive correlational study was performed on students of Tabriz University of Medical Sciences. A number of 350 students (181 males and 169 females) who were selected through multi-stage sampling method completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, responsibility by gough, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. The data were analyzed using structural equation modeling method. The hypothetical model of academic well-being provided a good fit to the research population (X2/df=2/12, RMSEA=0/05). Direct path of sense of coherence, emotional self-awareness and responsibility to academic well-being was significant. But, direct path of self-compassion wasn't significant. Indirect path of sense of coherence with mediating role of emotional self-awareness and responsibility to academic well-being was significant. Also, indirect path of self-compassion with mediating role of emotional self-awareness to academic well-being was significant. Given the direct and indirect effect of sense of coherence, self-compassion, emotional self-awareness and responsibility on the academic well-being, it seems that reinforcement of emotional self-awareness, self-compassion, sense of coherence and responsibility may enhance student’s academic well-being.
Vahid Ahmadi, Raziyeh Hajian, Saeedeh Salehi,
Volume 14, Issue 48 (8-2024)
Abstract
Abstract
This research aims to review the historical studies on the curriculum in Iran from 1993 to 2021. The relevant papers were searched for in reputable Iranian databases (i.e., Noor Mags, Scientific Information Database (SID), Magiran, and Comprehensive Portal of Human Sciences). The search keywords were “history of the curriculum”, “historical dimensions of the curriculum”, and “historical curriculum”. The papers published in reputable Iranian scientific research quarterlies (validated by the Ministry of Science, Research, and Technology) were reviewed and evaluated qualitatively through a checklist. In this review study, 40 papers were identified. Finally, 15 papers were included after all titles, inclusion and exclusion criteria, and texts were checked. The historical studies on the curriculum in Iran were divided into two categories: conventional historical studies on curriculum and modern historical studies on curriculum. The conventional historical studies on curriculum addressed the formation of different curricular elements through a narrative method from an old-fashioned perspective. However, modern historical studies on curriculum analyzed the matter through a novel historical method using analysis and criticism. In addition to presenting studies in both categories, a quarterly should be published on the history of the curriculum to conduct systematic studies on the chronicles of curricula. Given the limited number of historical studies on the curriculum in Iran, greater emphasis must be given to research on this area.
Dr Farshideh Fathi Hafshejani, Dr Ayat Saadat Talab,
Volume 14, Issue 48 (8-2024)
Abstract
Advancement in technology such as the Artificial Intelligence provides an opportunity to help teachers and students solve problems and improve teaching and learning functioning. This research thus aims to investigate the artificial intelligence functioning in quality-giving to teaching in math teaching to students. This basic research was conducted using a research synthesis method. The research population consists of documents retrieved by searching authentic Persian and Latin databases (all documents published from 2013 to June, 2024, n=110). The most relevant resources (n=71) were reviewed and materials were extracted with regard to the research objective. The thematic analysis method was used to analyze the data. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent for them. The final model was approved after modifications. Two principal components, including enriching learning environment (with the sub-components: enhancing individual knowledge, personalizing learning, constructive and motivational support, creating communication networks, performance analysis and evaluation) and professional empowering teachers (with the sub-components: helping with identifying learning disorders, helping teachers with educational process, and enriching educational tools) were obtained. Finally, it can be said that artificial intelligence technology has evolved the way of math learning and understanding for learners. In conclusion, it can be said that artificial intelligence technology has revolutionized the way in which learners understand and learn complex mathematical topics.
دکتر فریده حمیدی, Farideh Hamidi,
Volume 14, Issue 48 (8-2024)
Abstract
Abstract
The aim of the current research is to determine the effectiveness of cognitive rehabilitation by help of gamification in sustained attention of first grade elementary school students, which was conducted in a quasi-experimental manner with a pretest-posttest design with a control group. The statistical population is the first grade female students of Hasan Abad Fashafuye city, who were selected based on random sampling of two-stage clusters of 30 students and were matched in two experimental and control groups based on intelligence scores. During 15 session of 45-minutes, the students of the experimental group were trained and reviewed the concepts related to sustained attention with the help of gamification: while in the control group, was not used. The research tools included children’s Raven test (1962),& continuous performance test (1965). Data analysis was done using descriptive and inferential statistics, at the level of descriptive statistics, indicators such as frequency, mean, and standard deviation were used, and at the level of inferential statistics, the multivariate covariance analysis test was used. The results, based on descriptive and inferential statistics, showed that cognitive rehabilitation with the help of gamification improves the sustained attention, with Cronbachs alpha of 0.54 (p<0/01).
Mahjoobeh Emdadi, - Meimanat Abedini Baltork, - Mostafa Azizi Shomami,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of this research is to investigate the relationship between quantum teaching and constructivism with curriculum decision-making by elementary teachers in Babolsar city. The design of the current research; Quantitative and descriptive-surveillance method and the statistical population included 240 elementary school teachers of Babolsar city, and 143 people were selected as a sample based on Morgan's sampling table. The research tools were adapted from the standard constructivism questionnaire of Mohammadi, Abedini Baltrok and Mansoori (2018), the standard questionnaire of Hajitabar firouzjaee's curriculum decision-making (2018) and the researcher-made questionnaire of quantum teaching. The validity of the tool was 97%, 86% and 97% respectively, and the reliability of the tool through Cronbach's alpha was 94%, 98% and 96%. Data analysis was done with descriptive statistics (standard deviation and mean) and inferential (Pearson's correlation coefficient statistical test and multiple regression at the same time). The results showed that there is a difference between quantum teaching and curriculum decision-making (r = 0.653), between constructivism and curriculum decision-making (r = 0.763) and between quantum teaching and curriculum decision-making (r = 0.652). There is a significant relationship at the 0.05 level in Babolsar elementary school. Also, the results showed that being constructivist can predict the way of curriculum decision-making (centralized/decentralized) of elementary school teachers in Babolsar city.
Dr Nooshin Gashmardi, Dr Ali Reza , Badeleh,
Volume 14, Issue 48 (8-2024)
Abstract
Considering the role of teaching sciences in students' scientific and skill ability, selecting the appropriate method is an important stage in teaching. The purpose of this study is to relationship between academic attitude and motivation effective teaching of sciences with the mediation of scientific project model design. This research is applied in terms of purpose and survey based on structural equation modeling in terms of method. The statistical population of the research is 225 pre-service teachers of Bushehr Farhangian University, 142 of whom were selected using the cluster sampling method. A researcher making questionnaire, which consisted of questions for variables academic attitude (20 questions), academic motivation (26 questions) and also test project model design (4 questions), was used for data collection. For data analysis from SPSS version 25 software for exploratory factor analysis, descriptive and inferential statistics and from SmartPLS version 3 software for confirmatory factor analysis and path analysis by structural equation modeling used. The findings show that academic attitude have significant and direct effect on motivation effective teaching, academic attitude have significant and direct effect on effective teaching with the mediation of scientific project model design and structural model was approved. Also, attitude of student teachers towards teaching courses related to experimental science education at Farhangian University, as well as their motivation for effective teaching in the experimental science course, were above average and at a favorable level. Also, the results of the structural model show the relationships between the variables. Therefore, positive academic attitude and academic performance of pre-service teachers can be effective on job motivation for effective teaching of experimental sciences course, Of course, teaching active teaching strategies is also necessary.
Moahddeseh Biyabani, Zohre Abasi,
Volume 14, Issue 48 (8-2024)
Abstract
The aim of this research was to develop a structural model of resilience based on the perspective of future time and mindfulness through the mediation of cognitive flexibility in parents of mentally retarded children in Qom city. The present research was a descriptive-correlation type of Path Analysis. The population of this research included all parents of mentally retarded children in Qom city in the academic year of 2022-2023. The size of the statistical sample was determined to be 220 people, which was done by available sampling method. The tools used in this research were the five-faceted mindfulness questionnaire (FFMQ), the cognitive flexibility scale (CFI), the Zimbardo time perspective scale (ZTPI) and the Connor-Davidson resilience scale (CD-RISC). The findings of the present study showed that the research model has a good fit. According to the findings model of the happy present, the future and flexibility had a positive and significant effect on resilience; Also, mindfulness and the future had a positive effect and the passive present had a negative effect on flexibility; Also the mediating role of flexibility in the relationship between mindfulness, future and passive present with resilience was confirmed;
based on these findings, it can be concluded that among the dimensions of time perspective, the two dimensions of the future and the passive present and the general structure of mindfulness indirectly lead to an increase in resilience through influencing cognitive flexibility.
Hamid Khanipour, Mitra Hakim Shooshtari, Mahshid Abadooz, Mojgan Atar,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of the present study was to investigate some psychometric features of Scaling of Theory-of-Mind Tasks (including adaptation, reliability, factor structure and validity) among Persian-speaking children. It was an adaptation and validation study of a psychological tool which administered in a correlational design. Population were Tehran preschool children and sample included 100 children from 4 to 7 years old in Tehran. Scaling of Theory-of-Mind Tasks and Steerneman ToM test-R were administered. Scaling of Theory-of-Mind Tasks in the Iranian sample has moderate reliability and one factor structure is more representative of seven tasks. Six tasks have the possibility of becoming a general scale and there were significant coefficient between six task and whole score of test, except for scale 1 (different desires). This test can be used well for research purposes as a multiple indicator of the development of the theory of mind. The developmental sequence of the subscales of the test is acceptable for the four subscales (including different beliefs, explicit false belief, content false belief, beliefs about emotions, and knowledge access. However, the age differences were not significant for two kinds of tasks (including different desires and real-apparent emotions). In addition, acceptable convergent validity was observed between the total score of the participants in this test and the score in two subscales of Steerneman ToM test-R. Based on the findings, it can be concluded that the Scaling of Theory-of-Mind Tasks has the necessary features to be used in the field of measuring this component of social cognition in Iranian children
Mss Mohadeseh Banoofatemeh, Dr Marjan Kian, Dr Yousef Mahdavinasab, Dr Ali Hosseini Khah,
Volume 14, Issue 48 (8-2024)
Abstract
The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.
Fahime Moslemi, Jaber Eftekhari, Rezaali Nowrozi,
Volume 14, Issue 48 (8-2024)
Abstract
Education for thinking requires care in how we think, which is called caring thinking. This thinking combines feeling and rationality and helps children develop a sound value system. Despite the growing importance of caring thinking and the need for content to teach it, there is a shortage of suitable materials and a lack of attention to this aspect of philosophical thought. Therefore, this research aims to analyze the book "A Collection of Philosophical Stories for Iranian Children" based on the components of caring thinking for use in philosophical inquiry circles. The stories in this book and the suggested exercises at the end are analyzed based on the presence or absence of components of caring thinking (appreciative thinking, emotional thinking, normative thinking, active thinking, and empathetic thinking). This research uses comparative content analysis and purposive sampling. The findings showed that although some stories in the analyzed book did not address the components of caring thinking, the presence of these components was evident in most stories. Normative, emotional, and appreciative thinking components showed a suitable and rich presence, while active and empathetic thinking components were less rich compared to the others. Therefore, using these stories in philosophical inquiry circles can help strengthen and develop caring thinking in children.
Dr Akram Hafezi,
Volume 14, Issue 48 (8-2024)
Abstract
The problems in identifying effective strategies to improve the mental health and emotional well-being of hearing-impaired children and the emotional and psychological problems that most of these children face in their daily lives make clear the need for research and increased attention to this area. Therefore, the purpose of this research was to investigate the effectiveness of play therapy based on Axline's approach on the mental health and emotional well-being of primary hearing impaired children based on the ABC method. The current research was a semi-experimental design of single case type with baseline, intervention and follow-up design. Using available sampling method, 3 hearing impaired primary school children were selected from Pajhwok Family and Hearing Impaired Child Rehabilitation Center in Tehran. The measurement tools in this research were the children's mental health questionnaire by Jelink et al., the mental well-being questionnaire by Diener et al., and the record sheet. First, the questionnaires were administered 3 times with an interval of 3 days as a baseline. It was found that there is a relative stability in the grades. Then the intervention was implemented in 8 sessions. After each session, the participants were evaluated once and 2 weeks later, the same questionnaire was administered 3 times with a time interval of 2 days as a follow-up phase. The data were analyzed using Excel and SPSS 26 software and by intra-site and inter-site analysis. The results indicated that mental health and emotional well-being increased in each of the subjects after the intervention. 8 intervention sessions have been held, after which the frequency of variables was recorded in the session. According to the graphs, the increasing trend of the variables can be seen, and in the final part of the graph, 3 follow-up sessions, which are considered two weeks after the last intervention, still show the approximate stability trend of the variables.
Mrs Toktam Parhizkarkhadiv, Dr Farhad Fahandezh, Dr Shahram Afraz,
Volume 14, Issue 48 (8-2024)
Abstract
The aim of the current research was to analyze the requirements and prerequisites of the effective training and improvement courses for English teachers. The method of the current research was a qualitative content analysis type. The statistical population of the research included all English language teachers in English language teaching centers in Shiraz, based on theoretical (purposive) sampling, interviews were conducted with 26 teachers and data were extracted from the interviews. In order to analyze the data obtained from the interview, Granheim and Lundman's qualitative method was used. The results of data analysis have been presented through three stages of open, central and selective coding. The general results of the research showed lesson design and presentation, classroom management, student evaluation, interaction, teaching strategies, teachers' characteristics, activity management, and technique. Dealing with errors as found to be among the key requirements in the training and improvement of English language teachers. Also, the goals of the course, the characteristics of the course, the experiences of the teachers, the overall evaluation of the course, specialization and supplementary activities are considered prerequisites and influencing factors on the training and improvement courses of English language teachers, which can be included in the program. Planning these courses as best as possible will be of great help. Based on the obtained results, it can be concluded that paying attention to the necessary requirements and prerequisites examined in this research has a key and pivotal role in improving the training courses and improvement of English teachers. Therefore, not paying attention to these requirements in the design of training courses and improvement of instructors will result in low quality of learning and training of learners.
Mis Fatemeh Kashi, Mis Mansoreh Bahramipour,
Volume 15, Issue 49 (11-2024)
Abstract
Aim and Background: The aim of the current research was to investigate the effectiveness of Quist's parenting toolkit on intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old moladaptive children.
Methods and Materials: The research method was a semi-experimental design with a pre-test, post-test and follow-up period with a control groupThe research population included all mothers with maladjusted children aged 8 to 12 in the spring of 2012 in Isfahan city. The research sample was selected by available sampling method and 40 people were randomly assigned to two experimental and control groups (20 people in each group). The research tools include 3 Connors behavioral problems grading scale (especially for parents) (1978), Alexis et al.'s Intimacy Questionnaire (1983), Pianta's Parent-Child Interaction Questionnaire (2014), Dzurila et al.'s Social Problem Solving Questionnaire (2002) and Children's Organizational Skills Scale , the parent form was Abikov and Gallacker (2009). Quist's parenting toolbox program (2012) was implemented on the experimental group during 12 90-minute sessions twice a week; But the control group did not receive any intervention.
Findings: The data were analyzed through the analysis of variance test with repeated measurements. The results showed that the parenting toolkit is effective on intimacy in the family, interactive skills of parents, social problem solving and discipline of 8-12 year old maladjusted children.
Conclusions: According to the findings of the research, It can be concluded that this intervention is effective in increasing intimacy in the family, parents' interactive skills, social problem solving, and discipline of 8-12-year-old maladjusted children.
Mahboobeh Alborzi, Fariba Khoshbakht, Fatemeh Mehni,
Volume 15, Issue 49 (11-2024)
Abstract
The purpose of this research was to study the role of learning skills and social problem solving in the social creativity.The participants of the research were 46 girls & 133 boys from elementary students who were selected by random cluster sampling. The research tools were learning skills scale (Ahmadi, 2016), social problem solving inventory (D’Zurilla&Nezu, 2002) and social creativity task (Mouchiroud& Lubart, 2002).The results showed a significant relationship between social creativity with observation (r= 0.14), hypothesizing( r = 0.35), interpretation (r=0.11) and communication (r=0.21). There was a correlation between social creativity and constructive problem solving (r=0.34) and non-constructive problem solving (r=-0.28). The regression results showed that hypothesizing predicted 26% and hypothesizing and communication skills together predicted 32% of the variance of social creativity. Constructive problem solving explained 35% and constructive problem solving and non-constructive problem solving together explained 38% of the variance of social creativity. Finally, the results showed 30% of the variance of social creativity explained through hypothesizing, communication and constructive problem solving.
Farhad Abdollahi, Shahram Ranjdoust, Behboud Yarigholi,
Volume 15, Issue 49 (11-2024)
Abstract
Introduction:Development in human sciences with emphasis on the curriculum can play an important role in the trend towards this field of study. The purpose of this research was to identifying the dimensions of transformation in humanities with an emphasis on the curriculum in the higher education system.
Methodology: The research method was conventional qualitative content analysis. The statistical sample of the current research is 15 experts in the field of educational sciences in the fields of curriculum planning, management and educational planning, and philosophy of education who were members of the academic staff in the higher education system. and as a result, the findings of the interview reached saturation. The data collection tool at this stage was a semi-structured interview and its model was obtained by analyzing the data in the 6 stages of Clark and Brown.
Results: After conducting the interviews and examining their themes, 16 overarching themes and 44 organizing themes were identified. - flexibility (adaptation to conditions and situations, continuous or continuous thinking), 4- equipment and facilities (physical equipment and knowledge equipment), 5- characteristics of learners (individual characteristics and personality development), 6- characteristics of teachers (management) verbal, core competency); 7- Content characteristics (comprehensiveness, quality and variety), 8- Educational methods and practices (effectiveness, innovation and appropriateness), 9- Educational plans (standards, flexibility and application), 10- Evaluation and control (receive feedback, evaluation, implementation and distribution of information), 11- creativity and innovation (critical thinking, risk-taking and diversification), 12- mission (long-term goals, short-term goals, foresight), 13- active participation, skills soft and motivating), 14- research and research (seminar and conference, interaction between researcher and society), 15- support and support (financial, social, structural, time support) and finally the last theme, i.e. 16- upstream documents (existing laws) , the desired criteria were the national curriculum and moral themes).
Conclusion:The identified components can be used as a framework for creating a common curriculum in the field of creativity and collaboration in higher education, as well as common value creation in educational environments in line with the wave of fundamental changes in humanities curricula in higher education.
Hossein Mohagheghi, Fereshteh Motaharifar, Mehran Farhadi, Abolghasem Yaghoobi, Mahya Hosseini,
Volume 15, Issue 49 (11-2024)
Abstract
The aim of this study was to determine the relationship between the meaning of life and mindfulness with flourishing and the mediating role of quality of life. The statistical population included all students studying in the academic year 1401-1402 in Bu Ali Sina University of Hamadan. The sample group consisting of 379 people were selected by cluster random sampling method. And responded to the Meaning in Life Questionnaire (Steger et al., 2006), the Freiburg Mindfulness Questionnaire (Walach et al., 2006), the World Health Organization Quality of Life Questionnaire (1996), and the flourishing Questionnaire (Diener et al., 2010). Pearson correlation and structural equation analysis were used to analyze the data. The finding of this research showed that the direct effects of the meaning of life and mindfulness on the quality of life and flourishing were positive and significant (p<0.01). Also, the effect of quality of life on flourishing was positive and significant (p<0.01). According to the results, the indirect effects of the meaning of life and mindfulness on flourishing were also positive and significant (p<0.01). Based on these findings, it can be concluded that the meaning in life and mindfulness affect flourishing through the mediation of quality of life. People who have high levels of mindfulness and have found meaning in life; They have a better quality of life and improving the quality of life, in turn, leads to flourishing and maturity in the individual.
Seddigheh Yaghubi, Phd Zohreh Majdabadi Farahani,
Volume 15, Issue 49 (11-2024)
Abstract
Considering the importance of happiness in people's lives and understanding the factors affecting the feeling of happiness, this study aimed to test a model explaining happiness based on feelings of inferiority and loneliness. The study design was non-experimental in which the correlation research method and the advanced statistical method of structural equation modeling were used. A total of 210 students (134 females, 76 males) were selected from Payam Noor University, Taibad, using available sampling in the second semester of 2021-2022. In addition to the demographic questionnaire, the research participants completed the Oxford Happiness Questionnaire (Hills & Argyle, 2002), the Loneliness Scale (Russell, 1996) and the Inferiority Feeling Scale (Yao, et al., 1998). Correlational analysis indicated that there was a negative and significant relationship between loneliness and happiness, a positive and significant relationship between loneliness and feeling of inferiority, and a negative and significant relationship between loneliness and happiness. The results of structural equation modeling indicated that loneliness completely mediates the relationship between inferiority feelings and happiness. The findings suggested that the feeling of inferiority decreased college students’ happiness only by increasing their feeling of loneliness. Since loneliness affects happiness only through loneliness, considering the role of happiness in the health and academic success of students, developing and implementing preventive interventions for increasing happiness and reducing loneliness in students at the university level recommended.
Zahra Zare, Hossein Ghasempour Moghaddam, Aboalfazl Khamseh,
Volume 15, Issue 49 (11-2024)
Abstract
Introduction: Currently, there is a global trend towards collaborative research in neuroscience and education. Brain-based learning uses neuroscience research on how the brain works to understand how students learn and grow in the classroom. Brain-based education requires that teachers know how the brain works and subsequently design a suitable teaching method with this information in mind (Stevens Smith, 2020). The aim of the research is to investigate the effectiveness of the "brain-based" teaching method on enhancing students' learning and attitudes in biological sciences.
Method: The method of this research is quasi-experimental with two groups of control and experimental. The statistical population includes 10th-grade male students in Euclid city of Fars province in the 2023-2024 academic year. A total of 50 individuals from the statistical population were selected by the purposive sampling method and randomly assigned to two groups. The instruments for measuring the variables were the researcher-made cognitive-skill test and the researcher-made attitude questionnaire. The validity of the researcher-made instrument was determined using the opinions of expert teachers and their reliability was determined by retesting. Statistical tests (t-test, Kolmogorov-Smirnov, and Chi-square index) were used by SPSS26 to evaluate and analyze the hypotheses.The research implementation method was based on comparative teaching between the tested groups. In this research, the teaching topic was selected from the fourth chapter of the 10th grade biology book titled "Circulation of substances in the body". In the class of the control group, teaching was done through the usual traditional methods of biology lessons, while in the class of the experimental group, class management and teaching were done based on the design of the learning unit with the "brain-based" model. The required lesson plan was prepared based on the national curriculum plan for the implementation of the study, using relevant resources in the field of brain-based education and also based on consultation with professors and other teachers. Training in each session was based on the written lesson plan. These trainings were conducted in each of the studied groups in 8 sessions of 90 minutes and in accordance with the objectives of the research and the chapter selected from the 10th biology book and in both groups by the researcher.
Results and Discussion: According to the research question and purpose, the research variables were studied. The studied variables included strengthening learning (increasing grades) in Biology course and increasing attitude among students. The findings indicate that "brain-based" learning method, compared to the usual method, has increased students' grades in the level of knowledge and skills and improved their attitude in the subject of "blood circulation" in the biology course. The results of this research showed alignment with the results of Fana et al. (2024), Olaoluwa et al. (2024) Hamidi Nesab et al. (2021), Maleki Avarsin et al. (2021), Seifi et al. (2016) and Valipour and Iraqi (2014). The findings of this research show the role and importance of "brain-based" teaching method in learning.
