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The Degree To Which English Teachers Practice The Skills Of Scientific Thinking In Their Classrooms

درجة ممارسة مدرسي اللغة الانكليزية لمهارات التفكير العلمي في صفوفهم المدرسية

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 Publication date 2017
  fields Education
and research's language is العربية
 Created by Shamra Editor




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The purpose of the research The degree of practicing English teachers in Damascus is based on the skills of scientific thinking in their classrooms, as well as the differences in the degree of practicing these skills according to gender variables and the number of years of teaching experience. The sample consisted of (62) teachers, They were chosen by the sample of the sample from the schools in Damascus city and applied the measure of scientific thinking skills prepared by the researcher after verifying his sincerity and stability. The results indicated that: 1. The existence of a generally low degree in English teachers in the degree of exercise of the skills of scientific thinking in their classrooms, and the degree of practice of English teachers of the skills of scientific thinking subsidiary was as follows: - A high degree of teachers in the exercise of the skill of scientific thinking related to (gathering information). - A medium degree for teachers in the exercise of scientific thinking skills related to (concentration - memory - organization - analysis). - Low degree of teachers in the exercise of scientific thinking skills related to (obstetrics). - Very low degree of teachers in the exercise of scientific thinking skills related to (evaluation - integration). 2 - There are no statistically significant differences in the average grade of English teachers in the degree of practicing the skills of scientific thinking in their classes according to the gender variable. 3- There are statistically significant differences in the average grade of English teachers in the exercise of scientific thinking skills on the total score of the scale and its sub-fields according to the variable number of years of teaching experience for teachers with higher teaching experience except for the following fields (concentration skill / information gathering / analysis / integration / Evaluation), where differences were not statistically significant.


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Research summary
هدفت هذه الدراسة إلى معرفة درجة ممارسة مدرسي اللغة الإنجليزية في مدينة دمشق لمهارات التفكير العلمي في صفوفهم المدرسية، وكذلك معرفة الفروق في درجة ممارستهم لهذه المهارات وفقاً لمتغيرات الجنس وعدد سنوات الخبرة التدريسية. تكونت عينة الدراسة من 62 مدرساً ومدرسة من مدرسي اللغة الإنجليزية، اختيروا بطريقة العينة العشوائية البسيطة من مدارس مدينة دمشق. استخدمت الباحثة مقياس مهارات التفكير العلمي بعد التحقق من صدقه وثباته. أشارت النتائج إلى وجود درجة منخفضة بشكل عام لدى مدرسي اللغة الإنجليزية في درجة ممارستهم لمهارات التفكير العلمي في صفوفهم المدرسية. كانت درجة ممارسة مهارة جمع المعلومات هي الأعلى، بينما كانت مهارات التوليد والتقييم والتكامل هي الأدنى. لم توجد فروق ذات دلالة إحصائية في متوسط درجات مدرسي اللغة الإنجليزية في درجة ممارستهم لمهارات التفكير العلمي وفقاً لمتغير الجنس، بينما وجدت فروق ذات دلالة إحصائية وفقاً لمتغير عدد سنوات الخبرة التدريسية لصالح المدرسين ذوي سنوات الخبرة الأعلى، باستثناء بعض المهارات التي لم تكن فيها الفروق دالة إحصائياً. أوصت الدراسة بإعداد برامج تدريبية لتطوير مهارات التفكير العلمي لدى المدرسين وتضمين مناهج اللغة الإنجليزية بدليل عمل يساعد المدرسين على ممارسة هذه المهارات في صفوفهم المدرسية.
Critical review
تعد هذه الدراسة مهمة في تسليط الضوء على واقع ممارسة مدرسي اللغة الإنجليزية لمهارات التفكير العلمي في دمشق، إلا أنه يمكن الإشارة إلى بعض النقاط التي قد تعزز من قوة الدراسة. أولاً، كان من الممكن توسيع حجم العينة لتشمل مناطق أخرى من سوريا للحصول على نتائج أكثر شمولية. ثانياً، لم تتناول الدراسة بشكل كافٍ العوامل البيئية والثقافية التي قد تؤثر على ممارسة هذه المهارات. ثالثاً، كان من الممكن استخدام أدوات قياس متنوعة للحصول على بيانات أكثر دقة وشمولية. وأخيراً، كان من الأفضل تضمين توصيات أكثر تفصيلاً حول كيفية تنفيذ البرامج التدريبية المقترحة.
Questions related to the research
  1. ما هي المهارات التي كانت درجة ممارستها الأعلى بين مدرسي اللغة الإنجليزية في دمشق؟

    كانت مهارة جمع المعلومات هي المهارة التي كانت درجة ممارستها الأعلى بين مدرسي اللغة الإنجليزية في دمشق.

  2. هل وجدت الدراسة فروق ذات دلالة إحصائية في درجة ممارسة مهارات التفكير العلمي وفقاً لمتغير الجنس؟

    لا، لم توجد فروق ذات دلالة إحصائية في درجة ممارسة مهارات التفكير العلمي وفقاً لمتغير الجنس.

  3. ما هي التوصيات التي قدمتها الدراسة لتحسين ممارسة مهارات التفكير العلمي؟

    أوصت الدراسة بإعداد برامج تدريبية لتطوير مهارات التفكير العلمي لدى المدرسين وتضمين مناهج اللغة الإنجليزية بدليل عمل يساعد المدرسين على ممارسة هذه المهارات في صفوفهم المدرسية.

  4. ما هي المهارات التي كانت درجة ممارستها الأدنى بين مدرسي اللغة الإنجليزية في دمشق؟

    كانت مهارات التوليد والتقييم والتكامل هي المهارات التي كانت درجة ممارستها الأدنى بين مدرسي اللغة الإنجليزية في دمشق.


References used
HAVEREN , V . R “The relationship between the level of negative and positive thinking and achievement among university students in light of some of the variables” . Proquest – Dissertation Abstracts No . AAC9963589. (2011).p25
HERNANDEZ, L .ET AL. “ ;)Relationships Among Gender, Age, and Intellectual Development“. Journal of Research in Science Teaching, Vol.1, No.4, (2005). pp.365 – 375
JOYCE, B. AND WEILL, M.; Models of Teaching .Journal of Research in Science Teaching, Vol.14, No.2, . (2013) pp. 25 – 38
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