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Afzal Sadat Hosseini
Researcher at University of Tehran
Publications - 9
Citations - 82
Afzal Sadat Hosseini is an academic researcher from University of Tehran. The author has contributed to research in topics: Creativity & Critical realism (philosophy of the social sciences). The author has an hindex of 4, co-authored 8 publications receiving 71 citations.
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University student's evaluation of creative education in universities and their impact on their learning
TL;DR: This paper investigated students' perspectives on the potential of current educational strategies to encourage creativity in the university students and revealed a strong tendency of university faculty to rely on didactic, memory-based instruction despite the fact that respondents also recognized that this form of learning was not motivating for their current students.
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The effect of a teacher professional development in facilitating students creativity
TL;DR: In this paper, the effect of creativity-oriented teaching on students' creativity was examined using the Solomon four-group design method, where teachers and students were divided in experimental, treatment and control groups.
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The Effect of Creativity Model for Creativity Development in Teachers
TL;DR: In this paper, the authors address creativity as an educational approach, review the related theories and patterns of creative learning, and deal with teaching creativity to teachers generally, and Iranian teachers specifically.
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An examination of Roy Bhaskar’s critical realism as a basis for educational practice
TL;DR: In this paper, the authors test the hypothesis that Roy Bhaskar's critical realism can successfully underpin education by applying critical realism to the ontological approach to education, and the hypothesis is tested in the case of education in the UK.
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The application of critical realism as a basis for agency in environmental education: The case of Roy Bhaskar
TL;DR: In this article, the authors investigate the philosophy of science of Roy Bhaskar (1944-2014) as a coherent basis for environmental education, and propose a new approach to environmental education and position it in the field of environmental education by comparing it to posthumanism and the new materialisms.