This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose, the unit of analysis was sentence.Due to the limited population that includes all social studies textbooks from the years 1984-1985 to 2014-2015of fourth and fifth grades (a total of 9 books) sampling and sample of the population selected for the study had not been made. The data gathering instruments were self-made content analysis checklist based on Facione elements and validity was determined by experts of education science. As well as the reliability of the instrument was calculated by the Ali Delaware formula showed 85% agreement coefficient.Overall, findings indicate that the social studies books in fourth and fifth grades of primary school, in terms of attention to other critical thinking skills were written in the last three decades is very weak. 90 new books written especially given the changes in the national curriculum document and document fundamental change was not anticipated and expected. Meanwhile fifth grade social studies book in terms of attention to other critical thinking skills (0%) compared to the fourth grade social studies books had poorer conditions.

Current research aims to clarify the effective factors of hidden curriculum of schools o the establishment of the general goals of religious education in elementary period.This research is practical in regard to classification of the researches on the base of purpose and approaches the issue in phenomenological manner.Statistical population of the research includes all the principals, teachers and boy students of fifth and sixth grades of elementary schools in Ahvaz city and the samples of the research are selected through purposive sampling.Data are gathered through unstructured interview conducted by means of open answer questions and have been continued as much as saturation of the data.Grounded theory procedure or theory derived from data is used to analyze the data and to achieve intended model (theory) of the research and it includes four stages: 1-Coding 2-conceptualizing 3-Categorizing 4-Compiling the theory (model) of findings : In the next stage, 15 concepts of these codes are extracted and in the third stage, the mentioned concepts are organized in form of 5 categories(factor) : cognitive environment , social environment, physical environment, administrative environment, religious environment, and in the last stage, research theory (model) is formed on the base of discovered categories

Background and Objectives: Spirituality is an individual’s effort and searches for meaning and purpose in life. Spirituality includes the connection with religious beliefs and some of the chosen beliefs, values, and duties that give meaning to life to achieve the desired perfection. This study aimed to model the structural equations of the relationship between spirituality and psychological wellbeing mediated by spiritual health. Methods: This was a descriptive and correlational study, especially of cause-effect modeling. The statistical population included students of higher education centers in Sanandaj City, Iran, in 2018. Of them, 464 subjects were selected as the research sample by cluster random sampling approach. Measurement tools included researcher-made spirituality questionnaires (2020), Ryff’s Scales of Psychological Well-Being (1980), and the Spiritual Well-Being Scale (Paloutzian & Ellison, 1983). Results: Data analysis was performed using Cronbach’s alpha coefficient, heuristic factor analysis, and confirmatory factor analysis by structural equation modeling. The results on the model of the relationship between spirituality, psychological well-being, and spiritual health indicated the acceptable desirability of the indicators of goodness of fit of the model (P≤0.01). Other results suggested that higher levels of spirituality were associated with psychological wellbeing and spiritual health. Conclusion: The present research data revealed an overlap between spirituality, psychological well-being, and spiritual health. Spirituality positively affected psychological wellbeing and spiritual health concerning individual and social adjustment

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Background: Nowadays, educational systems need schools that provide continuous learning and new opportunities for people to experience life in the information society by using information and communications technology. This study aimed to compare the fluidity, recalling power, educational attainment motivation and educational attainment of students in smart and ordinary schools in physics 1. Methods: This was a causal-comparative study, the subjects of which included 56 high school boys of Arak District 2. Abedi creativity test, Herman educational attainment test and a researcher-made test were used to assess groups. Face validity of tests was confirmed by 5 experts in physics and 5 in education and training field. To assess the reliability exam fluidity, the correlation coefficient (0.95) was used. Two methods were used to test the reliability of the achievement motivation test including Cronbach's alpha (0.87) and split-half. In split-half method, the Spearman-Brown correlation coefficient formula (0.72) was used. Test-retest method was used to determine the reliability of the tests. The correlation coefficient between the results obtained from two tests was 0.96. Data were analyzed using SPSS statistical software version 20 and descriptive statistics, two-sample t-parametric tests at 95%. Results: Findings showed that there is a significant difference between the mean scores of the fluidity of the experimental group (38.14) and the control group (41.71) (P = 0.027). Moreover, there was a significant difference between the mean recalling scores of the experimental group (4.42) and the control group (5.80) (P = 0.002). However, there was no significant difference between the mean scores on educational attainment in experimental group (39.18) and control group (41) (P = 0.09). Furthermore, no significant difference was observed between the mean score of educational attainment (12.23) and the control group (13.25) (P = 0.395). Conclusions: Creativity, recalling power of students in traditional classroom physics 1 was more than the smart classroom at the end of the school year. Moreover, there was no significant difference between the two classes regarding the educational attainment and the achievement motivation.