تطوير منهاج العلوم و الحياة للمرحلة الأساسية العليا في فلسطين في ضوء معايير التربية الجمالية و فاعليته في تنمية مهارات التفكير التأملي و المفاهيم العلمية و الحس العلمي

العناوين الأخرى

Developing the science and life curriculum for the upper basic education level in Palestine in light of the aesthetic education standards and its effectiveness on improving the reflective thinking skills, scientific concept and scientific sense

مقدم أطروحة جامعية

جودة، وجدي شكري شاكر

مشرف أطروحة جامعية

الناقة، صلاح أحمد عبد الهادي
أبو شقير، محمد سليمان حسين

الجامعة

الجامعة الإسلامية

الكلية

كلية التربية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

فلسطين (قطاع غزة)

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2020

الملخص الإنجليزي

This study aimed to develop the Science and Life syllabi for the higher basic school level in Palestine in light of the standards of aesthetic education.

In addition, it investigates the effectiveness of developing reflective thinking skills, scientific concepts and scientific sense.

In order to answer the study questions and verify its hypotheses, the researcher followed the descriptive analytical approach and the quasi-experimental approach where the design was for two groups (experimental and control).

The researcher prepared a list of aesthetic education standards that are necessary to be included in the syllabi whereas these standards were presented to experts and specialists in the curriculum and its development.

Additionally, the researcher analyzed the Science and Life syllabi for grades (5-9) in Palestine in the academic year 2019/2020 in light of the standards of Aesthetics education and its indicators.

Based on the results of the analysis, he constructed two units for grade six-science and life syllabus namely, (the fourth unit -human body systems) and (the fifth unit - moving electricity and magnetization), The study sample was (82) six graders from Nusairat Preparatory "C" Boys' School which is run by UNRWA.

This sample was divided into two classes who were chosen simple randomly, one experimental group, (40) students, who were taught the developed units and one control group, (42) students, who were taught the non-developed units.

To achieve the study purposes and to make sure that the developed units were effective, the researcher prepared a test for reflective thinking skills, a test for the scientific concepts, a test for the cognitive aspects and a scale for the affective aspects of the scientific sense.

The results of the study showed that the availability of some standards of aesthetic education in the science and life curriculum for grades (5-9) was low, compared to the percentages that were identified by experts and specialists in the curriculum.

Moreover, the study revealed that there were statistically significant differences in the mean scores of the two groups of the study in the post- test of the reflective thinking, the post- test of the scientific concepts, the post-test of the cognitive aspects of the scientific sense and the post- application of the affective aspects of the scientific sense scale in favour of the experimental group and this is attributed to the effectiveness of the two units developed in the light of aesthetic education standards.

In light of the results of the study, the researcher recommends that it is necessary to include the standards and indicators of aesthetic education in the science and life syllabi with the percentages that were identified by the experts and specialists.

In addition, the teaching practices in the higher basic level should be improved through raising the teachers' suitable awareness, cognition, understanding, strategies and techniques so as to achieve the goals of the aesthetic education.

التخصصات الرئيسية

العلوم التربوية

عدد الصفحات

436

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

العربية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-1415755