Investigation and comparison of problem solving ability in experimental sciences and Persian literature courses of 7th grade students (first year secondary school) in traditional and thematic classes of Miandoab city in academic year 92-93

Dissertation for Master's Degree

Major: Educational Sciences

Abstract

The present study was conducted in order to investigate and compare the ability to solve problems in experimental sciences and Persian literature courses of 7th grade students (first year secondary school) in traditional and thematic classes of Miandoab city in the academic year 92-93. This research is placed in the group of quasi-experimental designs. The shape of the design is in the form of a post-test design with a control group. In this research, 40 students of the seventh grade were selected in two groups of 20 people by multi-stage cluster sampling method, the experimental group in the thematic class and the control group in the traditional class were trained in experimental sciences and Persian literature. The tool includes a post-test made by the researcher of experimental sciences and Persian literature. Independent t-test was used for data analysis. The obtained results show that there is a significant difference between the problem-solving ability of experimental sciences and Persian literature of seventh grade students in traditional and thematic classes. There is no significant difference between the ability to recognize the problems of experimental science and Persian literature of seventh grade students in traditional and thematic classes. There is a significant difference between the problem design ability of seventh grade students in traditional and thematic classes of experimental sciences. There is no significant difference between the problem design ability of seventh grade students in traditional and thematic classes of Persian literature. There is no significant difference between the method of gathering information of the seventh grade students in the traditional and thematic classes of the experimental science course of Persian literature. There is a significant difference between the ability of seventh grade students to present solutions to problems in traditional and thematic classes of experimental science. There is no significant difference between the ability of seventh grade students to present solutions to problems in traditional and thematic classes of experimental science. There is a significant difference between the ability to test solutions and the ability to make inferences of seventh grade students when faced with problems in traditional and thematic classes of experimental science and Persian literature.

Key words: thematic class, problem solving ability, experimental science, Persian literature

Introduction

Thought and thinking are prominent features of a person. Humans think, benefit from the thinking and thoughts of others, and convey the results of their thoughts to others. In today's age, it is accepted that successful progressive societies are societies whose people think better, think better when dealing with problems, offer better solutions and overcome problems with successful methods. Creating favorable conditions for thinking, stimulating, encouraging and guiding learners to acquire correct thinking skills in the teaching and learning process is inevitable. Because in every society there are rapid and increasing developments and changes that if the education system cannot teach its students the ability to solve the problems caused by them, it has harmed the success of the society. Therefore, in the learning process, creating the ability to think and solve problems in learners should be the main focus. Ganieh believes that the focus of education is to teach people how to think, use their mental abilities and cultivate people capable of solving problems. Problem solving in the process of teaching and learning provides a valuable opportunity to learners, because this approach puts them in a constructive position for thinking, understanding and logical recognition of objective and mental phenomena in order to learn how to use these experiences to solve problems in individual and social life situations (Sadeghpour, 2019).

Most educational experts believe that in order to better absorb educational content, it is necessary for students to actively absorb what they have seen, heard and experienced. Adjust about the environment in such a way that findings and partial information become a part of their stable cognitive construction. This is not possible unless the students feel the need for the desired information. A learner at any age is faced with problems and problems according to his cognitive structure, and to solve these problems, he needs a scientific and logical solution. If he learns scientific and logical solutions in school, he will seek to solve problems himself. In learning through problem solving, students think about the events of their environment by taking advantage of their previous experiences and knowledge in order to solve the problem they have encountered in an acceptable way.. According to the model of problem solving, the school puts the student in a situation where he tests his hypotheses through research and exploration and with the help of existing or collected evidence, and personally draws conclusions from them, and while reaching the desired goal, he also becomes aware of the methods of knowledge gathering and information gathering.

Problem solving method is one of the learning methods that is used both in everyday life and in the discovery of complex scientific problems. has In education, it is possible to put the student in the position of solving the problem. Learning through problem solving is a kind of active and deep learning and prepares a person to deal with real life experiences. If the educational system teaches students the ability to solve problems, it will definitely achieve its goals. Because the more the power of decision-making and choosing optimal solutions increases in learners, the easier they will be to meet their daily needs and the more successful they will be. This is the emphasis of advanced educational systems, especially in educational issues. We must strengthen the approaches of the problem solving method so that the students can generalize their information and learning according to the requirements of the time and turn the potential forces into action in the field of life and turn them into desirable behaviors. Therefore, according to the existing gaps in this field, the researcher in this research intends to examine and compare the ability to solve problems in experimental sciences and Persian literature courses of seventh grade students (secondary period) in traditional and thematic classes in Miandoab city in the academic year of 1992-1993.

1-2-Statement of the problem

Throughout the past ages, it has been recognized by philosophers, teachers and psychologists that

humans are problem solvers and there are individual differences in the ability to solve problems. Observers and witnesses of human nature generally assume that success in problem solving reduces maladjustment and increases positive adjustment in everyday life that is full of problems. It has also been suggested that the results of solving problems are ineffective, stressful and will lead to psychological incompatibility. As it occurs in the natural environment, problem solving may be defined as a self-directed cognitive-behavioral process in which a person tries to discover and identify effective solutions to specific problems that they face in everyday life. More specifically, this cognitive-behavioral process (a) makes available a variety of potentially effective solutions to a particular problem, and (b) increases the probability of choosing the most effective solution from among the alternatives. As stated by this definition, problem solving is conceived here as a logical, painstaking, purposeful and conscious activity (Chenave [2], 2013).

The experiences that occur every day for students in the school environment are strong grounds for learning, thinking, thinking, solving daily problems, general adaptation to the environment and finally their continuous growth. In this context, the teacher has the role of a guide and guide, and books and educational tools are tools that help the student - the center and the main factor of learning - in carrying out learning activities and provide him with the grounds for solving social life problems (Akbari Sheldarei, 2013).

One of the effective factors in learning and creating the ability to solve problems in Persian literature and experimental sciences

7th grade students (first secondary period), the situation and learning environment is It is natural that the more educational facilities are provided for a person, the better the learning will be. In a school that has a suitable space, a library and various scientific resources, the learning of students will be very different compared to the learning of students in a school that does not have a suitable space and where no other resources can be found except for textbooks. Sometimes the environment may be emotional. The relationship between teacher and student, the relationship between students and , all of which can be effective in students' learning. In any case, if the educational environment has all the facilities, it forces the student to be curious and try to learn and solve his mental problems. Of course, the learning environment and situation should be appropriate to the students' preparation, talent, needs and tendencies (Sha'bani, 2014).