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Science-o-logy and Science Education: A Theoretical Framework for Using History and Philosophy of Science in Science Education
S. H. Sajadi, Ph.D.
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S. H. Sajadi, Ph.D.
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A Model for Designing Learning Games in Elementary Schools’ Social Studies Course
Y. Mahdavinasab, Ph.D., H. Fardaanesh, Ph.D., E. Talaa’ee, Ph.D., J. Haatami, Ph.D.
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Y. Mahdavinasab, Ph.D., H. Fardaanesh, Ph.D., E. Talaa’ee, Ph.D., J. Haatami, Ph.D.
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Designing an Integrative Interdisciplinary Activity in Reading and Social Studies Aimed at Development of a Unified Conceptual Understanding in Multi-Grade Classrooms
M. Talkhaabi, Ph.D., N. Safaa’ee Raad
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M. Talkhaabi, Ph.D., N. Safaa’ee Raad
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The Role of Changing Curriculum in English Teachers’ Awareness and Approach to Task-Based Teaching and its Potential Use in Iranian Schools
A. R. Eghtesaadi Roodi, Ph.D., R. Hosaynee
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A. R. Eghtesaadi Roodi, Ph.D., R. Hosaynee
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The Effect of Perceived Social Support, Developmental and Psychological Capitals, and Psychological Well-Being on Academic Engagement: Testing a Conceptual Model
M. A. Rezaa’ee Varmazyaar, E. Sa’dipoor, Ph.D., S. Ebraahimi Ghavaam, Ph.D., A. Delaavar, Ph.D.
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M. A. Rezaa’ee Varmazyaar, E. Sa’dipoor, Ph.D., S. Ebraahimi Ghavaam, Ph.D., A. Delaavar, Ph.D.
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Teachers’ Affects and their Approaches to Teaching
K. Sevaari, Ph.D., F. Farzaadi
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K. Sevaari, Ph.D., F. Farzaadi
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