The present study aims to investigate the effecs of multimedia design education based on the principles of cognitive theory on learning, remembering and educational progress motivation of grade-five female students at math. the study was pseudo-educational and pretests More
The present study aims to investigate the effecs of multimedia design education based on the principles of cognitive theory on learning, remembering and educational progress motivation of grade-five female students at math. the study was pseudo-educational and pretests and posttests administered to the control group. The population of the study includes allfemale students at grade five across the city of Ahvaz. The sampling of the study was done according to multi-level cluster sampling from Ahvaz, area4. Among the schools of this region, Bahar School with 325 students was chosen. Fromthe five grades in school only grade five students were taken into account.At this grade two classes named A and B, each with 30 students were available. Due to lack of cooperation of the teacher in classB, onlythe classA was considered.Next, thestudents were devided into two groups:control and experimental group(15 students each).Data collection instruments include two learning and remembering tests devised by the author and Keller's educational progress questionnaire (1993).In order to analyze the data covariance analysis tests were used. The results of the study showed that educational multimedia design based on principles of cognitive theory has an effect on learning,remembering and educational progress motivation of female students at grade five.
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نوشتن همیشه نقش مهمی در یادگیری زبان دارد، بیشتر به دلیل ارتباط نزدیکی که با رشد گفتاری و خواندن دارد. با این وجود، در کنار صحبت کردن و خواندن، نوشتن به نسبت کمتر مورد توجه قرار می گیرد. این مقاله تلاشی است برای بررسی احتمال تقلید سبک در یادگیری نحوه نوشتن و همچنین نحوه More
نوشتن همیشه نقش مهمی در یادگیری زبان دارد، بیشتر به دلیل ارتباط نزدیکی که با رشد گفتاری و خواندن دارد. با این وجود، در کنار صحبت کردن و خواندن، نوشتن به نسبت کمتر مورد توجه قرار می گیرد. این مقاله تلاشی است برای بررسی احتمال تقلید سبک در یادگیری نحوه نوشتن و همچنین نحوه درک این تکنیک توسط معلمان زبان انگلیسی. اقدام پژوهی فرصت ارزشمندی را برای کنکاش در مسائل زندگی واقعی که معلمان به طور روزانه با آنها سروکار دارند ارائه می دهد. معلمان ضمن خدمتی که در یک دوره نویسندگی شرکت می کردند در این مطالعه شرکت کردند تا به طور مستقیم احساس کنند که استفاده از تقلید در کلاس برای آموزش نوشتن چه احساسی دارد. ابتدا یک پاراگراف مدل به آنها ارائه شد و از آنها خواسته شد که از آن تقلید کنند، ابتدا کاملاً به سبک نویسنده پایبند باشند، سپس آزادانه در قالب و ساختار آن‌طور که می‌دانند تغییراتی ایجاد کنند. در نهایت، از آنها خواسته شد تا در مورد این تجربه فکر کنند. مشخص شد که اکثر معلمان معتقد بودند که تقلید سبک می تواند برای زبان آموزان مفید باشد و آنها قصد دارند آن را در کلاس های خود تمرین کنند. به نظر می رسد آنها معتقدند که تقلید سبک می تواند کمک فوق العاده ای به فراگیران مبتدی در کلاس های خود داشته باشد، زیرا می تواند باری را که آنها برای تسلط بر نوشتن احساس می کنند کاهش دهد. با این حال، عده‌ای با ابراز نگرانی از گم شدن صداها و کشته شدن سبک‌ها مخالف آن بودند.
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The main end of epistemological discussions from the point of view of philosophers is the attainment of certainty and truth. From this point of view, different philosophers, with different views and ideas, have always tried to establish a basis for achieving the desired More
The main end of epistemological discussions from the point of view of philosophers is the attainment of certainty and truth. From this point of view, different philosophers, with different views and ideas, have always tried to establish a basis for achieving the desired result. Mulla Sadra and Descartes are among the most sought-after. Both Mulla Sadra and Descartes have made the deduction the tool of their epistemological theory and consider the possibility of attaining certainty in this way possible. While sharing this view, the differences between the two regarding this issue should be noted that Mulla Sadra's deduction is Aristotelian deduction based on facial logic, but in Descartes' epistemic logic it is more concerned with the logic of matter and the relation between facts. And not merely from the perspective of the relationship of the concepts studied. It is noteworthy that Mulla Sadra's view as an deduction underlies the arguments of Aristotelian face logic and tradition, because of the real and objective rules and laws in which both senses and rationales are used, in contrast to Descartes's view that his meaning is based on deduction. It builds on the logic of matter and focuses solely on recommendation and order, making it more acceptable and acceptable, at least in terms of evaluation.
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Scaffolding and its relationship to second or foreign language learning has been studied in different aspects of interaction such as teacher-student or student-student interaction, called peer-scaffolding. Peer-scaffolding as its name suggests refers to student-student More
Scaffolding and its relationship to second or foreign language learning has been studied in different aspects of interaction such as teacher-student or student-student interaction, called peer-scaffolding. Peer-scaffolding as its name suggests refers to student-student help and cooperation in a situation that one student is more knowledgeable than the other. The researchers of the present study noticed the empty place of examining the effectiveness of peer scaffolding on language learners' writing skill in the extant literature. With a view to this, the main aim behind this study was to analyze the impact of peer scaffolding in L1 vs. L2 on Iranian EFL learner's writing development. To achieve this aim, out of 55 students who were selected based on available sampling, 44 of them participated in this study. That is to say, a pre-test of writing was administered to the participants at the beginning of the term to examine homogeneity of students. Then, they were randomly assigned in the two experimental groups (22 Ss in each). Posttest of writing in the form of essay writing was performed and scores were obtained and analyzed using SPSS Software. Careful analysis indicated that there was no significant difference between applications of the two languages in peer scaffolding writing. Moreover, there was a significant relationship between peer-scaffolding and student’s writing skill scores. The findings have some implications for EFL teacher education researchers, policy makers, curriculum developers, and teachers.
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