Intelligent Recovery Systems
Farshad Parhamnia; Majid Farahian
Abstract
Reflective thinking is the process of using the mind to search for meaning, to understand phenomena, to make decisions, and to solve problems. One of the most important ways to optimize Information-seeking behavior is to use higher-order thinking, especially reflective thinking. The study aimed to predict ...
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Reflective thinking is the process of using the mind to search for meaning, to understand phenomena, to make decisions, and to solve problems. One of the most important ways to optimize Information-seeking behavior is to use higher-order thinking, especially reflective thinking. The study aimed to predict information-seeking behavior of medical sciences students based on their reflective thinking in English for specific purposes (ESP) courses. The present study is an applied research that adopted a survey method. The participants were 377 students of medical sciences of Kermanshah Medical University and Islamic Azad University Kermanshah branch. Two questionnaires namely, one researcher-made to assess information-seeking behavior and one to measure reflective thinking perceptions of ESP students were employed. The results revealed that the overall mean of information seeking behavior was lower than the expected value (3) indicating that the ESP students were not at an acceptable level of information-seeking behavior. In addition, the mean of reflective thinking was also lower than the expected value (3), showing that the participants’ level of reflection was not satisfactory. In addition, the result of regression analysis results showed that there is a significant relationship between the two variables of reflective thinking and information-seeking behavior. Based on the findings, paying attention to medical sciences students’ reflective thinking is an important issue. When learning ESP comes into play such an importance will be doubled. On the other hand, students would get benefit from information-seeking behavior if they use high levels of reflective thinking.
Knowledge Management
Majid Farahian; Farshad Parhamnia
Abstract
The present study aimed to investigate the effect of knowledge sharing on the metacognition of English as a foreign language (EFL) teachers with the mediation of creativity in the era of Covid-19. The research method was applied in terms of purpose and descriptive survey in terms of method. The statistical ...
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The present study aimed to investigate the effect of knowledge sharing on the metacognition of English as a foreign language (EFL) teachers with the mediation of creativity in the era of Covid-19. The research method was applied in terms of purpose and descriptive survey in terms of method. The statistical population of the research includes English language teaching faculty members who were teaching in state and non-state universities of Iran. Out of a total of 450 questionnaires sent to the teachers' emails, 300 were returned, of which 288 questionnaires were found usable. Therefore, the sample size was considered equal to 288 based on the available sampling method. Data collection was done using three questionnaires, include, knowledge sharing, creativity, and metacognition. The results of Cronbach's test showed a desirable level of reliability for the knowledge-sharing questionnaire (0.793), the creativity questionnaire (0.921), and the metacognition questionnaire (0.752). In order to analyze the data, descriptive statistics, multiple regression, and path analysis were used with SPSS 23 and Amos 21 software. The findings of the research showed that the variables of participation in writing, organizational communication, personal relationships, and group activity were able to explain the changes related to creativity. Among these variables, only participation in writing could explain the changes related to metacognition. In addition, the creativity variable was able to explain changes related to metacognition. In general, the results indicated that teachers who have higher degrees of knowledge-sharing are more creative in teaching and this may help to develop metacognition.
