درخت حوزه‌های تخصصی

The present study was conducted with the aim of examining the philosophical foundations of the model for identifying and educating gifted students in Finland and providing a model for elementary students. The method of the present study was correlational in terms of data collection and descriptive research in terms of method and applied research in terms of purpose. The population and the sample of the present study were Finland, which were selected using purposive sampling. In the construction of the tools, the theoretical content of the pattern of identifying and educating gifted students in Finland was first analyzed using the content analysis method. Then, using the results of a qualitative study based on the data foundation approach (exploratory) and the Delphi method, resulting from interviews with 7 education professionals who had experience in Finland and were familiar with its education system in elementary school. Existing components were developed. The questionnaire consisted of 54 initial questions and 57 final questions on a five-point scale. The reliability of this tool was calculated using Cronbach's alpha of 0.89. The results of factor analysis showed that the pattern of education of gifted students in Finland was obtained with 8 factors, which were the lack of formal exams and training, intelligence, teacher independence and stability, human and positive communication, complete teacher autonomy in choosing curriculum, Up-to-date educational technology, kind and optimistic teachers and students. Since the philosophical basis of Finland is to educate gifted students of existentialism and the school of constructionism. Therefore, it is suggested that a humane approach based on student needs and problem-oriented approach to education and give real value to students and teachers.

The aim of this research was to investigate the effectiveness of mental imagery on the English language comprehension of sixth grade students. The method is semi-experimental and its plan involves pretest, post-test, and follow-up. Using a multi-stage random sampling method, 32 students were selected from schools in the district (2) and assigned to either the experimental or evidence group - each group consisted of 16 students. All the students within both groups were given a pretest which consisted of 20 multiple choice questions (with 4 possible answers each). There was no significant difference between the mean scores gained by the students of both groups on the pretest. The experimental group received the mental imagery teaching program and how to form pictures in the mind-e.g, how to visualize-before reading, while reading, and after reading a short story, for example, by being requested to draw pictures of the characters, scenes, or setting in the story as they perceived them. The evidence group received no instruction. To measure the effectiveness of the treatment program for each experimental condition, a research-made reading comprehension test was applied. There were  significant differences between the experimental and evidence groups, when data analysis was performed by ANOVA, using repeated measures. The findings showed that the mental imagery teaching program can improve the English language comprehension and this study suggests that the English teacher may improve her teaching strategy by optimizing the use of a variation technique in school. The teacher should be creative while delivering materials in the class.