maryam rajabian dehzireh; mohammadreza nili ahmadabadi
Abstract
The purpose of this study was to investigate the relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students. The research method is descriptive-correlation. The statistical population of this study included all students of Allameh Tabataba'i ...
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The purpose of this study was to investigate the relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students. The research method is descriptive-correlation. The statistical population of this study included all students of Allameh Tabataba'i University, 100 of whom were selected as available sampling method. Research tools include the Hokulano-Hussel Neurology Knowledge Questionnaire (2002), Mcdermot et al. (1999) learning behaviors, Yang, Klams & Murphy (2003) learning performance and Sarmad et al. (2011) high-level thinking. Findings showed that there was a negative and significant relationship between neuroscience knowledge and learning behaviors. There is a positive and significant relationship between neuroscience knowledge and learning performance. There is a significant positive relationship between neuroscience knowledge and high level thinking. The results showed that there is a significant relationship between neuroscience knowledge and learning behaviors, learning performance and high level thinking in students. According to the results of the study, it is suggested that neuroscience knowledge can be increased by organizing educational courses and preparing educational packages.
maryam rajabiyan dehzireh; hamidreza maghami; salah esmaeeli gujar; sakineh sharifati
Abstract
Abstract The purpose of this study was to investigate the The effect of educational augmented reality on lifelong learning and learning performance in students. The research method is quasi-experimental with pre-test-posttest design with control group. The statistical population of this study is all ...
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Abstract The purpose of this study was to investigate the The effect of educational augmented reality on lifelong learning and learning performance in students. The research method is quasi-experimental with pre-test-posttest design with control group. The statistical population of this study is all second-grade high school students in Tehran's twelve district in the academic year of 2017-2018. 60 of them (30 in experimental group) and (30 in control group) were selected by cluster sampling method. The experimental group was trained with using Augmented Reality and the control group in the traditional method in six sessions per hour. pre-test-posttest two groups were tested using a questionnaire. The research tools included wetzel life-long learning and mehdipoor learning performance questionnaires. The findings of the study showed that there was a significant difference between the two groups of experiment and control in the learning performance and lifelong learning variable(P<0.001). In the components of lifelong learning (beliefs related to learning and motivation, information seeking skills, attention to individual competencies), there was a significant difference between the two groups of experiment and control (P<0.001). Overall, the results indicated that the use of educational augmented reality affects lifelong learning and student learning performance and cause an increase lifelong learning and learning performance in students. It is suggested that an educational augmented reality be used in education different lessons.
