معرفة معلمي العلوم بكيفية تعليم وحدة التفاعلات الكيميائية للصف الثامن الأساسي : دراسة حالة

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

000f0082-8a91-49c4-9b08-42bbe5f037d9

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

57504_1.pdf

بيانات النشر

ترجمة العنوان

PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE TEACHERS ABOUT CHEMICAL REACTIONS IN GRADE EIGHT: A CASE STUDY

ألقاب المؤلفين

[{"name_ar":"أسامة ميمي","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"سامية مسعود درويش الحداد","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"فطين مسعد","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"ماهر الحشوة","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

معرفة معلمي العلوم بكيفية تعليم وحدة التفاعلات الكيميائية للصف الثامن الأساسي : دراسة حالة

المحتوى والصفحات

عدد الصفحات

371

ترجمة الملخص

The study aimed to describe the pedagogical content knowledge (PCK) of some science teachers about teaching chemical reactions for 8th grade. The following couponents of PCK were described: 1. Knowledge and beliefs about learning 2. Learners ' characteristics. 3. Subject matter knowledge. 4. Teaching strategies. 5. Knowledge of the teaching context. 6. Knowledge of teaching resources. 7. Knowledge of curriculum. 8. The goals and the philosophy of the teacher. In order to choose the teachers for the case study, a questionnaire was distributed to 130 science teachers who were teaching 8th grade ل in governmental and private schools in Ramallah and Al- Bireh District. Based on the results of the questionnaire, four teachers were choosen who had constructivist beliefs. The data were collected through the following procedures: 1. Individual interviews were conducted with open ended questions about pedagogical content knowledge of chemical reactions for Grade Eight 2. Each teacher constructed a concept map that described his/her knowledge about the content. 3. Teachers consequently answered a subject matter knowledge exam and responded to critical incident. The worksheets and exams used by the teachers when teaching the unit were also collected. The researcher synthesized the data to describe each component of the teacher' PCK. The data were presented in the form of tables which describe the knowledge of the four teacher. The results show points of strength and weakness in the knowledge of each teacher. There are effects of the teacher's beliefs about learning and teaching and his/her conceptions of science on his/her PCK. The lack of sufficient subject matter knowledge of three of the four teachers negatively impacted their PCK. This study emphises that if the teacher has good knowledge of content and has cognitive social beliefs are importance in forming good Pedagogical Content Knowledge .

إشراف وإعداد

الإشراف

أسامة ميمي, فطين مسعد, ماهر الحشوة

الإعداد

سامية مسعود درويش الحداد

الاقتباسات الببليوغرافية