Showing 3 results for Teaching-Learning
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Volume 5, Issue 9 (9-2017)
Abstract
The present research aims to determinate the innovation indicators Teaching-learning activities of Curricula based on Constructivism and their application in Isfahan Art University. Qualitative and quantitative methods have been used. The statistical population was the qualitative part of all authorities in education and art education of whom 19 were purposefully selected as samples. The statistical population in the quantitative part consisted of MA and PhD students of Isfahan Art University whom 285people were randomly selected. The research data's were collected from semi-structured interview and realized questionnaires The results of the qualitative part that the most important innovation indicators in Teaching-learning activities consist of: Experimental approach in curriculum planning, attention to the Self- directed, According to the thinking skills., continuous and quality Evaluation, According to the Artist principles of dialogue and discovery-based learning and Application of new knowledge in the field of view and analysis of works of art. The application of innovation indicators” is less than the average. So, holding educational courses, using the experiences of the arts faculty and art experts, continuous review of curriculum based on constructivism indices, are useful factors in improving and innovating Art curricul.
Mr. Ahmad Ebrahimi, Dr. Ebrahim Mirshah Jafari, Dr. Ali Rabbani,
Volume 9, Issue 18 (10-2021)
Abstract
The present study was conducted with the aim of identifying and explaining the prerequisites of a dialogical teaching-learning strategy, proportionate to generational characteristics of todaychr('39')s undergraduate students, using the mixed method. The tools used in the qualitative and quantitative sections were semi-structured interview and researcher-made questionnaire, respectively. The analysis of the findings in the qualitative part is based on grounded theory and in the quantitative part is descriptive-survey. The statistical population in the qualitative section was the experts, of which the sample of them continued in a targeted manner. The statistical population in the quantitative section, consisted of faculty members and undergraduate students from whom the research sample was selected from them by stratified random method. Based on the findings, 8 important prerequisites were identified. As a result, the academic motivation and scientific growth of todaychr('39')s students, depends on the efforts of teachers in the application of the mentioned Prerequisites.
Parvaneh Mehrjoo, Mohammadreza Sarmadi,
Volume 10, Issue 19 (3-2022)
Abstract
The aim of this study was to discover the philosophical foundations of teaching in teaching-learning strategies to determine the position of identifying these foundations in the field of thought and practice. The research approach was descriptive-analytical and of qualitative and documentary type. Data were collected using text analysis technique and taken from texts of different sources, using form and note taking. To answer the research question, six epistemological questions were asked in line with various teaching models. The results showed that knowledge in the teaching models of information processing is relative and subjective and the type of knowledge in the teaching models of this family can be classified as sensory knowledge, experimental intellectual knowledge and partly intuitive knowledge. The results in the philosophical schools section supporting these models included the classical schools (idealism and realism), the school of pragmatism, naturalism, existentialism, and postmodernism (individual and social constructivism).
