List of Articles Bybee

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  1 - Comparison of Educational Efficiency Using the Bybee Model and the Combined Teaching Method on Academic Achievement and Social Responsibility of Student Teachers
  zahra sarchahani Zhila Hidari Naghdali Mojtaba sarchahani
     The purpose of the present study was to compare the efficiency of Bybee five-step teaching method and the combined teaching method on academic achievement and social responsibility of students at Farhangian University. The research method was quasi-experime More

     The purpose of the present study was to compare the efficiency of Bybee five-step teaching method and the combined teaching method on academic achievement and social responsibility of students at Farhangian University. The research method was quasi-experimental. A pretest-post-test design was used for two groups. The statistical population was all students of Farhangian University of Fars province. A total of 34 students were selected through multi-stage cluster random sampling and randomly divided into two groups (each group included 17 people). One group was trained with the combined teaching method and the other group was trained with Bybee method in eight 90-minute sessions during eight weeks. For collecting data, the Social Responsibility Questionnaire of Qalavandi & et al. (2014) and the researcher-made academic achievement test were used. Validity of social responsibility questionnaire was assessed using content validity and its reliability was calculated by calculating Cronbach's alpha coefficient (0.859). The validity of the test of academic achievement was confirmed by content validity. To determine its reliability, the Kuder-Richardson formula was used and its value was 0.78. Descriptive statistics and covariance analysis were used to analyze the data. The findings indicated that the level of academic achievement and social responsibility of students who were trained with the Bybee method (5E) was significantly more than those who were trained with the combined teaching method. Compared to the combined method, using the Bybee method increases students' responsibility and academic achievement. Manuscript profile
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  2 - Comparing the effect of teaching methods Bybee (5E) and traditional on junior-high school students’ creativity and learning
  Mahsa Moradi Khadijeh Aliabadi Fariborz Dortaj
    Background: Today, there is attention on new and active methods in learning. The emphasis of active methods is to engaging students with real-life issues that are related on Life. Bybee teaching method is one of the new and active teaching methods. Purpose: The m More

    Background: Today, there is attention on new and active methods in learning. The emphasis of active methods is to engaging students with real-life issues that are related on Life. Bybee teaching method is one of the new and active teaching methods. Purpose: The main purpose of this study was to compare the effects of Bybee (5E) and traditional teaching methods on creativity and learning of Third year students in science class. Method: The research method of this study was Quasi-experimental research and the research design pre-test-post-test with control group and the experimental group. The statistical population included all female of third year junior high school students who were studying in Qazvin city in the academic year of 2011-2012. The statistical sample in this study was 61 female students.  Due to limitation in implementation, an available sample method was adopted In order to select our sample a school was selected from which two classes Ancova and T test were used for data analysis. Result (s): The results showed that the Bybee’s (5E) teaching method influenced on students’ learning and creativity and confirmed the research hypothesis. Conclusion: New teaching methods development a personal connection between students and the topic of study and it helps students think in a less personally biased way. So, Bybee’s model is a good model for learners to achieve a deep understanding of the subject and increase divergent thinking.         Manuscript profile
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  3 - Comparison of Bybee and Traditional Teaching Methods on the Creativity and Cognitive Load in Chemistry Course
  Mohammad Zare Rahele Sarikhani Javad Mehraban Mostafa salari
       Background: Tylmand training in the field, nowadays, the mechanisms for promoting creative thinking, because of unfamiliarity with new models to enhance creativity and application of passive patterns of traditional teaching to teach, are not enough. More

       Background: Tylmand training in the field, nowadays, the mechanisms for promoting creative thinking, because of unfamiliarity with new models to enhance creativity and application of passive patterns of traditional teaching to teach, are not enough.      Purpose: The purpose of this study was to compare Bybee and traditional teaching methods on the creativity and cognitive load in chemistry course.      Method: Quasi-experimental study design was a pretest-posttest control group. The study population included all first grade high school students in Malayer enrolled in the academic year of 1393-1394. 30 researches, by sampling randomly, assigned 15 people in two classes. Instruments for data collection included the Torrance test form Band questionnaire, cognitive load Brunken, Plass &Leutner. In order to collect data the creativity test was conducted on students. At the end of each training session (which included three half-hour sessions) cognitive load questionnaires were distributed among the students. In the end, creativity test was conducted on students. To analyze the data from the pretest and posttest scores of independent t-test and analysis of covariance were used. Data were analyzed using SPSS 18 software.      Results: The results showed that the application of Bybee teaching methods to enhance creativity of students would also reduce the cognitive load (p=.0/001).      Conclusion: The results showed that the application of Bybee teaching methods to enhance creativity of students would also reduce the cognitive load; therefore, it is recommended to train executives of the teaching methods used in teaching.  Manuscript profile
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  4 - Designing a virtual laboratory-based learning environment and its effect on motivation to progress in science courses
  Narges Feizabadi zahra jamebozorg fatemeh jafarkhani
  10.30495/jinev.2023.1993941.2919
  The expansion of the use of virtual technologies in education has made education available to learners at any time and any place The purpose of this research was to investigate the effect of designing a learning environment based on a virtual laboratory on the progress More

  The expansion of the use of virtual technologies in education has made education available to learners at any time and any place The purpose of this research was to investigate the effect of designing a learning environment based on a virtual laboratory on the progress motivation of fifth grade elementary school students in science. The current research is practical and semi-experimental. For this purpose, a pre-test-post-test plan with a control group was used. The socio-statistics included all fifth grade female students of Karaj primary school. 40 people from the mentioned society were selected through purposeful sampling and randomly assigned to two control and experimental groups. The instrument used included the achievement motivation questionnaire with confirmed validity and reliability. At first, both groups completed the progress motivation questionnaire as a pre-test. Then, for the experiment group, the activities and experiments of the science book were designed in virtual form. At the end, the progress motivation questionnaire was given to the students of both groups as a post-test. The collected data were analyzed using the statistical test of univariate covariance with the help of spss version 18 software. The result of the research showed that there is a difference between the progress motivation of the two control and experimental groups in the post-test, and this difference is significant (a=0.05: p-value=0.001); This means that the design of the learning environment based on the virtual laboratory designed on the basis of Bayabi's design model has improved the motivation of students to progress in the science course. Therefore, it is recommended to the teachers and training providers to design and use a virtual laboratory based on the Bayabi design model to improve the motivation of students to progress in science lessons. Manuscript profile