Hassan Zabet; Ali akbar Ajam; Parinaz Asadzade
Abstract
Concept maps are one of the teaching and learning strategies that bring meaningful learning to the learner by activating them. The research aim was to identify, explain and phenomenologically analyze teachers' lived experiences with using the conceptual map on instruction. The research approach was qualitative ...
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Concept maps are one of the teaching and learning strategies that bring meaningful learning to the learner by activating them. The research aim was to identify, explain and phenomenologically analyze teachers' lived experiences with using the conceptual map on instruction. The research approach was qualitative and phenomenological. The research population was the teachers in the second section of the elementary school in Birjand city, who participated in the research through a semi-structured interview through purposeful criterion-based sampling. The interviews were continued until the theoretical saturation was reached. Then, data was examined using the seven-step Claysey methodology. After removing similar items and formulating concepts, the results led to the extraction of 600 sub-concepts. The results were classified under four main categories and 12 subcategories. The main categories focus on four areas: 1) education, 2) learning, 3) design and program and 4) evaluation. Utilizing concept maps in teaching and emphasizing student-centeredness and using the capacity of groups and working groups can help learners in the growth and development of students' creativity and achieve sustainable and deep learning, and also increase the effectiveness of teachers' teaching
Tooran Soleinani; mohsen molapanah; mina ranjbari
Abstract
The purpose of this study is to investigate the effective and inhibitory factors in establishing a thinking environment in Iran's national curriculum.This qualitative research is based on grounded theory approach and is used for semi-structured interviewing tool. The population of the present study is ...
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The purpose of this study is to investigate the effective and inhibitory factors in establishing a thinking environment in Iran's national curriculum.This qualitative research is based on grounded theory approach and is used for semi-structured interviewing tool. The population of the present study is composed of experienced teachers in primary education in the provinces of Tehran, Khuzestan, Ardebil and Isfahan. 17 teachers were selected by sampling method based on saturation principle and interviewed.The results were obtained in three stages: open (primary), axial and selective (selective) coding. Open codes, including 26 core concepts and codes, also include six major categories, including the analysis of life issues, theology, self-knowledge, educational factors, deterrent factors, and cognition of nature. Studies have shown that although experts have been struggling to move the educational system and have certainly faced a lot of problems in establishing a thinking-based approach, unfortunately, successful implementation of the barriers, such as lack of adequate and timely information, the gap between parents and students, lack of financial support, Teachers' attitudes and parenting attitudes. Therefore, with more supervision of the planners on the implementation of curriculum in the management, educational methods and other educational factors, factors can reduce the deterrent factors and enhance existing factors.
