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E-learning can address some of the unmet needs of learners and educational communities; however, not all learners and educators accept e-learning as a delivery modality. This research endeavored to study the factors which affect e-learning acceptance among Iranian post-graduate students using the Davis Technology Acceptance Model (TAM) and to identify the changes which would facilitate their improved acceptance and subsequent wider use of e-learning. This descriptive-correlation study was conducted by surveying 320 Iranian postgraduate students using a self-reporting questionnaire. Structural equation modeling was used for data analysis through LISREL software. Results revealed sufficient validity and reliability of the TAM among Iranian postgraduate medical students. Perceived ease of use, perceived usefulness of e-learning, students' attitudes toward e-learning, and the intention to use e-learning positively affected e-learning's acceptance (p < 0.05) among Iranian postgraduate students. According to the results, attitudes toward e-learning have more predictive power than other TAM constructs. Therefore, emphasis on students' favorable attitudes toward e-learning can be effective in accelerating its acceptance and will progress students' learning outcomes.

In common with many other countries, the Iranian science curriculum does not introduce primary children to atoms and molecules but instead leaves the teaching of these concepts until high school. This paper challenges this practice and describes the changes in elementary Iranian children's understanding of atoms and molecules following a 10-h teaching intervention about basic atomic-molecular theory, derived from recently published Australian research. The participants involved in this study are a group of 25 Iranian children aged 9 to 12 years old, who participated in a vacation summer school where they were taught about the structure of atoms and molecules. Thematic and content analysis of children's written responses and drawings before and after the intervention reveal significant changes in their conceptual thinking. The results also show the extent to which the children can generate microscopic representations of the states of matter from their understanding of atoms and molecules.

The Big6 model is a systematic approach to information problem-solving that relies upon critical thinking skills. It is the most used model for information literacy instruction in schools worldwide. Since there is a lack of information literacy skills instruction in the educational system of Iran, especially in primary schools, this research evaluates an information literacy intervention in the Iranian 6th grade science classroom. The study employs a mixed-method explanatory design using a true experimental method with pre-test and post-tests. The qualitative phase investigated the experiences and perceptions of the experimental group. Results show that integrating the Big6 model into the primary science curriculum helps the students to improve their information literacy skills as well as gain a deeper understanding of the research process. Overall, the research contributes evidence to show the effectiveness of a collaborative teaching approach in information literacy instruction. This approach promotes positive attitudes among students towards the school library and the school librarian's role in the educational process. [ABSTRACT FROM AUTHOR]

Given the lack of a standardized and normalized assessment tool for measuring Iranian primary school students' levels of IL, this study adapted and modified the Tool for Real-time Assessment of Information Literacy Skills to evaluate the IL skills of a group of the 6th grade students. In this research, descriptive research design was used and the data were collected through a survey. A sample of 701 female and male students in the 6th grade from Ahwaz city was selected. Stratified random sampling technique was used to draw/choose representative sample. Descriptive statistics such as mean, standard deviation, median, interquartile deviation, scores of percentile ranks, and z, Zn, T scores were used to specify the IL skills test norms. According to the results, the mean score of female students in IL skills assessment was 11.56, while in males was 9.04. This demonstrates that the Iranian 6th grade students have weakness in IL skills; this issue is due to the lack of IL instruction in school curriculum and despite the adoption of various documents to improve the education system in Iran in recent years. Findings of this research provide insights towards the IL assessment tool development of k-12 students in Iran and establish a baseline for introducing TRAILS testing in k-12 setting in Iran. [ABSTRACT FROM AUTHOR]