ORIGINAL_ARTICLE
The Concept of Imagination and its Place in Curriculum and Instruction Reconsidered: The Case for Elementary Stage
The concept of imagination and different meanings associated with it is discussed briefly in the first section of the article. This will lead to the conclusion that comprehending this noble human capacity is not an easy task and must be considered as an unfinished agenda, especially for educators and policymakers who contemplate change in the education sector. One explanation for the uneasy grasp of the concept is mistaking hallucination, a negative and symptomatic concept with imagination. Following this introductory remark, the article discusses the application of imagination in the elementary school curriculum. Legitimization of imagination, it is argued, entails replacing the principle of “starting from where the children are” to “starting from what the children can imagine.” In the subsequent section, the discussion turns into addressing justifications for including imagination into the school curriculum and providing the ground for consolidating this noble capacity in the children. In the final section of the article the author names yet another unfinished agenda that must become the focus of attention. The project is aimed at identifying “mental blocks” as exercised in the schooling system. Findings will be employed to revitalize thinking oriented activities in its comprehensive sense.
Keywords
imagination, curriculum, education, elementary stage
https://tpccp.um.ac.ir/article_27940_a8ab616a12583a25729820650adf9c7b.pdf
2010-10-23
10.22067/ijap.v11i1.6723
mahmood
mehrmohammadi
mehrmohammadi_tmu@hotmail.com
1
LEAD_AUTHOR
ORIGINAL_ARTICLE
The relationship between rumination and depression in a sample of Iranian student
Rumination has been recognized as an important component of depression. The goal of this study was to introduce rumination within the frame of Response Style Theory and its consequences for dysphoric mood and depression disorder. Therefore, the relationship between rumination, depression and anxity in a sample of Iraian students was investigated. Participants (N = 119; 63% female) were randomaly selected among students of Ferdowsi University of Mashhad, who completed Ruminative Response Scale (RRS), Beck Depression Inventory-II (BDI-II), and Beck Anxity Inventory (BAI). Cronbach’s Alpha Coefficient (= .88) was calculated RRS as an index of internal consistency of the measure. The result of regression analysis indicated that after controlling for age, gender, and anxity, increases in rumination were associated with inceases in depression. Despite of cultuaral and social differentces, our findings support earlier findings from the West about the relationship between rumination and depression. Moreover, we found that the role of rumination in predicting depressive sumptoms is probably independent of anxiety. Implication of interventions has been discussed.
Keywords
Rumination, Depression, Response Style Theory, Ruminative Response Scale
https://tpccp.um.ac.ir/article_28015_3df0a91dac64f8d21e6b1b74b06879fa.pdf
2010-10-23
10.22067/ijap.v11i1.6910
Mina
Bagherinezhad
m.bagherinezhad@gmail.com
1
ایرانی
LEAD_AUTHOR
Javad
Salehi Fadardi
j.s.fadardi@um.ac.ir
2
AUTHOR
Seyed Mahmood
Tabatabayi
tabatabayi@yahoo.com
3
AUTHOR
ORIGINAL_ARTICLE
The Effect of Quran Stories on Children's Emotional Intelligence
The purpose of this research was to determine the effects of Quran's stories on children's emotional intelligence. Participants were 30 children between age of 4 to 6 who were randomly selected from three kindergartens and then divided into an experimental and a control group. Peter Aid and Fare ham emotional intelligence questionnaire (understanding self and others feelings, control of emotions, social skills, optimism and positive attitude) was administered with the children on a pre- and post-test basis. The experimental group participated in Quran-story telling sessions over three months. Results showed that, on the post-test, the experimental group scored higher than the controls on all areas of emotional intelligence. It seems that listening to guided Quran stories can increase pre-school children's emotional intelligence.
Keywords
Quran stories, children, emotional intelligence
https://tpccp.um.ac.ir/article_28134_9ff14dfe42720423a38253e4662db9af.pdf
2010-10-23
10.22067/ijap.v11i1.7290
reza
Hoveida
r.hoveida@edu.ui.ac.ir
1
LEAD_AUTHOR
reza
Homaee
2
AUTHOR
ORIGINAL_ARTICLE
Metaphor: Concept, Theories and its educational functions
The main purpose of this paper is to clarify the concept of metaphor and its functions in education. There are two main parts in this paper: the first is to discuss the six major classic and modern theories of metaphor according to their cognitive and intellectual functions , and the second is to identify and classify the four types of figurative language including metaphor, simile, allegory and symbol. In this paper metaphor has construed as a cognitive phenomenon. Therefore, it is argued that metaphor has not merely a heuristic function; it furthermore serves as a constitutive model for pedagogy. It turned out that metaphor, in supporting and conditioning our thinking about education, has some major functions including motivate, discovery, hermeneutical, convinced and extent of meaning that should be strongly emphasized in education system.
Keywords: metaphor, theories of metaphor, function of metaphor, simile, allegory and symbol, educational metaphor
https://tpccp.um.ac.ir/article_28167_b6cc54c438f99b4ffae5e908e7f6f056.pdf
2010-10-23
10.22067/ijap.v11i1.6994
asadollah
zangui
asajed20001@yahoo.com
1
LEAD_AUTHOR
bakhtiar
shabani varaki
2
AUTHOR
mahmood
fotuhi
3
AUTHOR
jahangi
Masudi
4
AUTHOR
ORIGINAL_ARTICLE
The Effects of Using Reflective Action Approach on the Critical Thinking of Students and Teachers in Tabriz Teachers Education Colleges
We studied the effects of using Reflective Action Approach (RAA) on critical thinking of students and teachers. The research method was a semi-experimental and factorial design (2×2). The subjects were 93 students from Tabriz Teachers Education Colleges of which 46 students and teachers (24 female and 22 male) formed the experimental group to receive RAA and 47 students and teachers (25 female and 22 male) formed the control group who received the traditional approach. Measures were the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the California Critical Thinking Disposition Inventory (CCTDI). The results of MANCOVA analysis revealed that reflective action enhanced the experimental group's critical thinking skills (deduction) and disposition toward critical thinking (inquisitiveness, systematic activity, and maturity of judgment). There was no gender differences for the positive outcomes of the RAA.
Keywords
Reflective action, critical thinking, students- teachers, WGCTA, CCTDI.
https://tpccp.um.ac.ir/article_28363_f99c76872f42c48dacc96d22646ce6b9.pdf
2010-10-23
10.22067/ijap.v11i1.7292
Rahim
BadriGargari
badri_rahim@yahoo.com
1
LEAD_AUTHOR
eskandar
Fathiazar
2
AUTHOR
Seyyed davood
Hoseininasab
d.hosseini_nasab@tabrizu.ac.ir
3
AUTHOR
mohammad
Moghadam
mmogaddam@tabrizu.ac.ir
4
AUTHOR
ORIGINAL_ARTICLE
A Comparative Study of the Mental Health Status of fathers and mothers of Children with Educable Mental Disabilities in Mashhad
The purpose of the present study was to compare the mental health status of fathers and mothers (N = 191; 59.6% mothers) of children with educable mental disabilities on various dimensions including, depression, anxiety, physical complains, and social functioning. The sampling method was multilayer, cluster sampling from special education schools in Mashhad. The General Health Questionnaire (GHQ-28) was administered with the parents. The results showed that parents scored relatively high on the GHQ (M = 29.4, SD =11.7), indicating problems with their mental health status; however, mothers scored higher than fathers on anxiety and depression (p>0.05). No other significant differences were found between mothers' and fathers/ GHQ scores.
Keywords
Mental health, fathers and mothers, parents, educable mental disable
https://tpccp.um.ac.ir/article_28491_372d4fcfe9f96af069641690b9acd951.pdf
2010-10-23
10.22067/ijap.v11i1.6705
Ali
Kimiaee
kimiaee@um.ac.ir
1
LEAD_AUTHOR
Hosein
Mehrabi
2
AUTHOR
Zahra
Mirzaee
ffarnooshmirzaee1352@gmail.com
3
AUTHOR
ORIGINAL_ARTICLE
A Comparative Study of Adult Rapists' Attachment Styles and its Domains with Non Rapists
We examined the attachment styles and its domains in a sample of rapists. 34 rapists were randomly selected among a larger group of rapists who were in captivity in Central Prison of Mashhad City and were compared with 34 non rapist individuals (controls); all participants were matched on age, marital status, occupation status and literacy level. The control participants were selected based on their GSI scores on SCL-90-R )GSI 1 (. Data gathered through Experiences in Close Relationships-Revised (ECR-R) and were analyzed by dependent t-tests and chi-square tests (X2). Results showed that, compared with the controls, rapists scored significantly higher on attachment anxiety. The two groups did not differ on attachment avoidant. Moreover, rapists showed a higher ration on insecure attachment styles than the controls. Therefore, rapists have a high level of attachment anxiety that may lead them toward committing sexual crimes, sexual offensive behaviors, and rape.
Keywords
Sexual offender, Sexual abuse, Rapist, Attachment Style, Attachment domain
https://tpccp.um.ac.ir/article_28520_cab15e08669a96031ab77c5444eb8245.pdf
2010-10-23
10.22067/ijap.v11i1.7291
elahe
Hafhighatmanesh
el.haghighat@gmail.com
1
LEAD_AUTHOR
Hamidreza
Aghamohammdian
2
AUTHOR
bahram ali
Ghanbarihashem Abadi
3
AUTHOR
behrooz
mahram
4
AUTHOR