List of Articles problem-solving approach

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  1 - The Impact of Web-Based Learning with a Problem-Solving Approach on Reflective Thinking Development in English Language Students of Islamic Azad University of Ardabil
  یوسف نامور عزت‌الله نادری علی شریعتمداری مریم سیف نراقی
    This study aimed to assess the impact of web-based learning (weblog) with a problem-solving approach on reflective thinking development in English language students of Islamic Azad University of Ardabil. Reflective thinking questionnaire designed by Kember et al. (199 More

    This study aimed to assess the impact of web-based learning (weblog) with a problem-solving approach on reflective thinking development in English language students of Islamic Azad University of Ardabil. Reflective thinking questionnaire designed by Kember et al. (1999) based on mezirow theory (1991) was used for data gathering. A pre-test and post –test was conducted for both experimental (N=15) and control groups (N=15) who were selected by cluster sampling method. Results showed that there was a significant difference between the two groups concerning understanding, reflection and critical thinking (t-test, a=0.05). Therefore, this study confirmed the positive effect of web-based learning on student's reflective thinking development. Manuscript profile
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  2 - Designing a Curriculum Model of Merit-based Student Training: A Problem-Solving Approach
  Leila Moayed Abedi Ali Akbar Khosravi Babadi Hamidreza Rezazadeh Bahadoran Alireaza Assareh
  The present study aims to design a curriculum model of merit-based student training with a focus on problem solving approach. The research method is qualitative. For this purpose, data were collected and analyzed by qualitative method. Also, in order to extract the dime More

  The present study aims to design a curriculum model of merit-based student training with a focus on problem solving approach. The research method is qualitative. For this purpose, data were collected and analyzed by qualitative method. Also, in order to extract the dimensions, components, and indicators of the merit-oriented student training curriculum focusing on the problem-solving approach, all valid texts, journals and conferences, as well as valid books were analyzed and qualitative data were collected. After assaeeing the validity and reliability of the researcher-made questionnaire from the obtained dimensions, components and indicators, the model of merit-oriented student training curriculum was presented with a focus on problem solving approach. Based on the results of this model, 5 indicators of the teacher-student curriculum model are identified: 1) the basic dimension includes the following components: knowledge-based, attitudinal, belief-based, moral, psychological, behavioral and temporal -spatial. 2) The dimension of goals includes the following components: promotion of individual characteristics, promotion of social characteristics, promotion of skill characteristics, promotion of mental characteristics and professional development .3) the content dimension includes the following components: knowledge or cognitive content, applied content, motivational content, meaningful content and assignment content. 4) Learning-teaching strategies include these components: participatory learning, cognition development, judicial exploration, pre-organizers, inductive thinking, mind games, social exploration, mastery learning, programmatic learning, conceptual systems, media strategies,role-playing method, integrated learning, exploratory learning, exploratory teaching skills, public thinking strategies, social exploration and scientific exploration .5) The evaluation dimension includes these components: final evaluation, knowledge evaluation, practical-skill evaluation, essence evaluation, performance-oriented evaluation and process-oriented evaluation. Manuscript profile