تقويم منهاج العلوم والحياة للصّفين الثّالث والرّابع في فلسطين

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

ee29c5bd-745d-47f0-9ea0-c9282ac8a8f6

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1695021_1.pdf

بيانات النشر

ترجمة العنوان

Evaluation of Science and Life Curriculum for the third and fourth Grades in Palestine

ألقاب المؤلفين

[{"name_ar":"شادن نعيم عبد الفتاح المرقطن","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"محسن عدس","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

تقويم منهاج العلوم والحياة للصّفين الثّالث والرّابع في فلسطين

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The study aimed at evaluating "Science and life" curriculum for third and fourth graders in Palestine in the guidelines of the developed Palestinian Science curriculum. To achieve the objective of the study, the researcher used the descriptive approach using content analysis, observation and interview methods. The sample of the study was formed of science and life books for third and fourth graders of (4) books, in addition to (20)teachers who teach science and life textbook content for third and fourth graders, as well as the guidelines document for science curriculum 2015. The researcher made content analysis tool according to the guidelines of the Palestinian science curriculum 2016 and an analysis tool according to the aims of content for third and fourth graders, and an analysis tool according to cognitive, psychomotor and affective components of science content. Data collected and analyzed by the researcher.The results showed the following:The guidelines of the Palestinian General Science Curriculum 2015is available in the content of Science and Life books for third and fourth gradersin (7) elements whereas (13) elements were not available, to illustrate, the results of the analysis for the third grade showed an availability of (3)guidelines with aweak percentage ranging between (0.2-0.6) %, an availability of (2) ones in medium percentage ranging between (3-4.3%), an availability of (9) guidelines with good percentage ranging between (5.0-9.9%), an availability of (2) of the guidelines at a very good parentage ranging between (12.3-14.4%). Whereas for the fourth grade, the results showed an availability of (5) guidelines in a weak percentage ranging between (0.1-2.8%), an availability of (2) of the guidelines at medium percentage ranging between (4.0-4.8%), an availability of (5) of the guidelines at a good percentage ranging between (5.0-9.0%), and an availability of (4) of the guidelines of a very good percentage ranging between (11.1-13.3%). The results also revealed the weakness of the teaching practices that support the achievement of the guidelines of the science curriculum in the sample of the science teachers of the third and fourth grades. The percentage of weak teaching practices was (86.6%) of the total practices.The rest of the practices were of a medium degree.Regarding the behavioral objectives of the content of the science and life curriculum for the third and fourth grades, the results revealed their availability at varying rates. Cognitive domain constituted more than two thirds ofthe content objectives with (65%)for the third grade and 68% for the fourth grade. The psychomotor domain existed in (30%) for the third grade and 26% for the fourth grade, whereas the affective domain existed in 5% for the third grade and 6% for the fourth grade. The results revealed the availability of elements of the cognitive structure of the "science and life" (facts, concepts and generalizations) in the content of "science and life" books for the third and fourth grades, but in unbalanced proportions as follows: (72%) facts for the third grade and (34%) for fourth grade, (5%) حgeneralizations for the third grade, (6%) for the fourth grade. Content included a large number of scientific facts, then concepts, then a few generalizations as well as the availability of elements of the infrastructure of the content of science (cognitive – psychomotor - affective) in the content of the book "Science and Life" for the third and fourth grades, but in proportions unbalanced proportions, where the largest proportion goes to the cognitive (68%), then the psychomotor (21%), and then affective domain (11%) for the third grade. As well as, for the fourth grade the largest proportion goes to the cognitive (73%), then the psychomotor (18%), and then affective domain (9%). Technical output standards in science and life books for third and fourth grades were high in most standards, while some standards were not available in high degree, In addition to the lack of some standards. In the introduction of science textbooks, there were no more than half of the standards of the correct introduction of textbooks. The introduction of science and life textbooks lacked many criteria. Most of the criteria for images and shapes were available in pictures and figures contained in the Science and Life textbooks of third and fourth basic graders. It also showed that the availability of most of the standards for educational activities in the activities in science and life textbooks but in varying degrees. Also, it showed the availability of most of the criteria for assessment in the evaluative questions at the end of each unit of study in science and life textbooks, but in varying degrees The results showed that there were many obstacles prevented the proper implementation of the curriculum. The main obstacles were the lack of adequate teacher training, the lack of teacher's guide, the use of traditional methods of assessment, the lack of needed material resources, lack of attached disk, lack of knowledge and summary of the content of the lesson, the teacher's need for the internet, the teachers' differences in the level of qualification, the great teaching load, the momentum of the curriculum and its reliance on concluding, the absence of the vertical sequence of lessons and units and the existence of some errors. In view of the findings of the study, the study recommended that a quick workshop has to be held to provide the curriculum center with its results, the need for enriching the curriculum of science and life for third and fourth grades of educational activities and attitudes that ensure balance between all the guidelines of science developed curriculum and the distribution of elements of the scientific knowledge (facts- concepts- generalizations) is also recommended. In regard to the curriculum and its distribution and organization, the researcher recommended the need of taking into account the balance in the aspects of the components of the curriculum in terms of cognitive, psychomotor and affective aspects as the guidelines of the Palestinian Science Curriculum aspire, and the need to review the pictures and figures which are contained in the books accurately to ensure that there are no scientific and typographical errors, and taking into account the criteria of technical output when designing science and life books for the basic stage

إشراف وإعداد

الإشراف

محسن عدس

الإعداد

شادن نعيم عبد الفتاح المرقطن

الاقتباسات الببليوغرافية