This study has investigated attitudes towards science and technology, school science and environmental issues among middle school students. The population included all 3rd grade students in Isfahan and a total of 250 students (120 female and 130 male) were selected through stratified random sampling method. Research instrument was the Persian translation of the Relevance of Science Education (ROSE) Questionnaire. After pilot study, data were analyzed by SPSS. Cronbach's alpha coefficient for this scale was set to be .94. For data analysis, descriptive statistics and one sample t-test and independent t-test were used. Results indicated that there is a positive attitude towards science and technology, school science and environmental issues among students in three components of study. However, there was not a positive attitude towards some items of these components. The results also showed that in three components of the study, only there is a meaningful difference between males and females points of views in attitude towards environmental issues. According to this result, males have higher averages than the females. The results of this research provide important information about Iranian students' attitude towards science and could be used by science educators to development of science curricula and science text books.
The purpose of the current study was two-fold. First, to determine the level of teachers' desire for professional development in competencies needed to teach gifted learners, and second, to identify differences in the level of teachers' desirability as it is related to a number
In Iranian educational system, there are special schools offering specialized curriculum for gifted students. In the curriculum of their first degree high school course, complementary contents have been provided in order to improve the process of learning. The objective of the present study has been to evaluate the content of such books which has played a pivotal role Our questionnaire results showed that the four evaluated complimentary books were in quite desirable status. Based on the findings from the interviews and evidences from the gifted education literature we suggest principles by which selection and revision of complementary contents can be possible. Such principles are as follows: (i) content deepening, (ii) integrative and interdisciplinary organization, (iii) to be problem-oriented, (iv) understanding daily life use of the knowledge and (v) classification of exercises based on their complexity level.
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