The extent of incorporating the learner-centered approach and the thinking skills in the basic stage English textbooks and instruction in Jordan

العناوين الأخرى

مدى تضمين المنحى المتمركز حول المتعلم و مهارات التفكير في كتب اللغة الإنجليزية و تدريسها للمرحلة الأساسية في الأردن

مقدم أطروحة جامعية

al-Baghdadi, Rim Samir Muhammad

مشرف أطروحة جامعية

al-Smadi, Uqlah Mahmud

أعضاء اللجنة

al-Makhzumi, Khalaf Falah
al-Kumi, Abd al-Salam Abd al-Khaliq
Zaytun, Ayish

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2008

الملخص الإنجليزي

The process of reforming the educational programs in Jordan arose from the new orientation towards a knowledge- based economy.

The principles underlying this new vision were the core of this reform in curricula which was referred to as ERfKE project.

This study aims at investigating the incorporation of two of ERfKE principles, i.e., the learner-centered approach and the thinking skills (problem solving and critical thinking) in the basic stage English textbooks and the teachers' implementation of these principles during instruction. The study attempts to answer the following questions: 1.

To what extent is the learner-centered approach adopted by ERfKE incorporated in the Seventh -grade English textbooks? 2.

To what extent are the thinking skills principles adopted by ERfKE incorporated in the Seventh -grade English textbooks? 3.

To what extent do the English teachers implement the learner-centered approach in their instruction of the Seventh-grade students? 4.

To what extent do the English teachers implement the thinking skills principles in their instruction of the Seventh-grade students? 5.

What are the teachers' responses to the interview questions concerning the learner-centered approach and the thinking skills instruction? The study covers two main areas.

The first is the textbooks analysis in which the researcher used an analytical –qualitative method in the form of content analysis.

The criteria used in the content analysis scheme were derived directly from the Ministry of Education documents regarding the new reform project. The second area was the teachers' implementation of the principles under study during their instruction, in which the researcher used both a quantitative method in the form of an observation checklist and a qualitative method in the form of in- depth interview.

The learner-centered approach main characteristics (according to the Ministry of Education documents) were: utilizing real-life activities, utilizing group work activities, utilizing assessment strategies (such as peer, self, portfolio and performance- based), and utilizing supplemental materials such as audio, visual and information communication technology.

The findings of the study indicated that the learner-centered approach incorporation in general was (43.6%) which is considered adequate to a certain extent, yet there is shortage in incorporating some of the approach characteristics such as assessment strategies (11.4%), and the information communication technology (8.2%).

The thinking skills were poorly incorporated in the textbooks.

Problem solving in the student's textbook was (3.8%) and (4%) in the workbook, whereas critical thinking in the student's textbook was (4.7%) and (2.5%) in the workbook.

The teachers' implementation of the learner- centered approach were average in general (51.0%).

There were some weak points regarding the teachers' implementation of the group work strategy (39.4%), brainstorming strategy (35.2%), pencil and paper assessment (36.6%), self assessment (33.6%), and portfolio assessment (21.2%).

On the other hand, most of the teachers were good in pre and post instructional strategies such as; relating activities to real life (69.4%) and prior learning (64.8%), motivating students (64.0%) and providing feedback (71.8%).

The teachers' implementation of the thinking skills lacks the practical aspects of the skills.

Most of the teachers were aware of the needed requirements for each skill, yet they were unable to model the problem solving skill (37.8%) and critical thinking (33.2%), they were also unable to teach the students the exact steps needed for problem solving (39.2%), and unable to generate ideas during practicing the critical thinking skill (38.8%).Teachers as revealed in the interview questions have some problems regarding the implementation of the learner-centered approach such as: the large number of students in the classroom, the textbooks and teacher's guide do not provide them with the support to implement the learner- centered approach, and the lack of some of the teaching aids.

As for the thinking skills implementation most teachers revealed that it is difficult for them to practice these skills although they are aware of their requirements and they asked for practical training.

In light of the findings of the study, it is recommended that both the learner- centered approach and the thinking skills receive more incorporation in the textbooks.

It is also recommended that teachers receive further training regarding the implementation of some strategies of the learner-centered approach, such as self assessment, group work, and brainstorming strategies.

It is also recommended that teachers' training sessions focus more on the practical aspects concerning the thinking skills implementation in classroom instruction.

Studies be conducted to determine the teachers' needs in terms of the new instructional strategies they are required to implement.

It is also recommended that studies be conducted to investigate the incorporation of the learner- centered approach in other stages such as the secondary stage.

Finally, the researcher recommends that studies be conducted to evaluate the training sessions held by the Ministry of Education regarding the implementation of the thinking skills in the classroom.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• المقررات الدراسية
• التقييم
• تعلم اللغة الثانية
• الأردن
• اللغة الإنجليزية

عدد الصفحات

190

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-433975