درخت حوزه‌های تخصصی

Aim: Considering the effects that open school spaces can have on students, the aim of the study is to provide guidelines for designing school open spaces to enhance level of emotional intelligence and learning in primary school children. This can be done through enhancing the level of motivation and providing the appropriate space to play.  Methods: In this research a quantitative-qualitative research method is applied. Also the Delphi system of gathering data is used to produce content-table and questionnaires. According to the Kline, the sample size is calculated around 326. Teachers and school designers were questioned using randomized cluster sampling. Results: The data is evaluated in SPSS software program version of 22 using R factor analysis to produce analytical model in Amos. The results of the research indicate that physical aspects of space including: natural and diverse elements, spaces with cultural functions, Semi-private (with supervision) and flexible environments, spatial diversity, space for different types of play and diverse connections between open & close spaces affect the meaning aspect of space which is considered emotional intelligence. Conclusion: School open spaces are physical sites as well as social sets. Students’ behavior, abilities and space applications can be affected by spatial characteristics in schoolyard and improving emotional abilities.

This study aimed to investigate the effectiveness of the conceptual change model (CCM) on learning the basic concepts of Electrostatics. CCM is an active teaching method that puts the emphasis on children's preconception. The underlying principles of CCM are derived from constructivist theory. The growing body of research shows that students’ knowledge about Physics has formal aspects rather than being useful and usable. Students encounter problems in understanding of Physics concepts (such as static electricity), therefore their perception and understanding is often subject to misconception. So Electrostatics was considered as the subject of this study. The study population comprised of female junior high school students. Design used in this study was the quasi- experimental method of Solomon four-group design. The samples were selected conveniently and randomly assigned to two experimental and two control groups. Researcher-made tests of academic achievement, in three areas of knowledge, comprehension and application of concepts, were used as the data collection tool. Central and dispersion measures, the t-test and two-way analysis of variance were used to test the hypotheses. Research findings showed that CCM teaching methods are superior to the traditional way of teaching and learning physics concepts in detecting and correcting misconceptions.