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Register a new userاتجاهات التلاميذ نحو مادة الدراسات الاجتماعية في مرحلة التعليم الأساسي "دراسة ميدانية في مدينة حماه"
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Aِl-Baath University ورقة بحثية
Publication date
2016
fields
Education
and research's language is
العربية
Created by
Shamra Editor
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هدف البحث التعرف إلى اتجاهات تلاميذ مرحلة التعليم الأساسي نحو مادة الدراسات الاجتماعية, كما سعى إلى تعرّف أثر متغيرات الجنس, و الصف الدراسي. و لتحقيق أهداف البحث تم تطوير أداة تكونت من ( 30 ) فقرة تقيس اتجاهات التلاميذ تفرعت إلى ثلاثة مجالات (محتوى المادة, شكل الكتاب و اخراجه, التقويم). و شملت عينة البحث (180) تلميذاً و تلميذة من تلاميذ الصفوف (الرابع, الخامس, السادس) اختيروا بالطريقة الطبقية العشوائية.
The study aims to identify attitudes of students in the basic education about the social studies, also seeks to identify the impact of the variables of gender, and classroom. To achieve the objectives of the study were developed a tool consisted of (30) items measure students trends branched off into three areas (article content, the get the book and form, calendar). The study sample included (180) students from pupils (fourth, fifth, sixth) chosen stratified random way.
References used
Legendre. R.(Ed). 2005- Dictionnaire actuel de l education (3 ed). Montreal, Quebec: Guerin
إبراهيم, مجدي عبد العزيز ( 2004 ): موسوعة التدريس, دار المسيرة, الأردن.
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The research aimed at determining The effectiveness of using
ofCognitive Accelerationmodel in attitudesprimary fourth grade pupils
towards social studies, The researcher adopted the experimental
method, The sample consisted of a group of fourth gr
aders in a
primary school, where they were selected using the random simple
method. The sample was divided into two groups: “control group,”
taught using the followed traditional method, “experimental group”
taught using of Cognitive Acceleration model.
This study aimed at investigating fourth grade basic pupils’ attitudes towards social
studies based on Marzano’s Model and to investigate the effect of sex and residence of
these attitudes.
For that, the descriptive method was used, and the questi
onnaires’ attitudes towards
classroom climate and assigned tasks was administered to the simple random sample
consisted of (201) males and females pupils in Lattakia province schools.
The results showed that pupils’ attitudes were positive towards their acceptance by
the teacher and by their peers, order, social studies value, social studies clarity, and ability
to perform social studies. There were no significant differences among Females and male`
attitudes towards their acceptance by the teacher and by their peers, comfort, order, and
social studies value, and social studies clarity. Furthermore, Females` attitudes towards
ability to perform social studies more than males’ attitudes. In addition, Urban pupils`
attitudes towards social studies clarity and ability to perform social studies more than
urban pupils’ attitudes, whereas rural pupils` sense of comfort in social studies more than
urban pupils’ sense.
The study suggest according to these results the necessity of teaching teachers about
positive classroom climate and about assigned tasks for developing attitudes towards social
studies.
This study aimed to recognize the parent’s attitudes of normal and hearing impaired
pupils towards the inclusion of those pupils in first stage of basic learning.
The sample consisted of 40 hearing impaired parents and 40 normal pupils’ parents.
T
he researcher applied the descriptive analytic approach.
The instrument used is a scale for parents’ attitudes towards inclusion hearing
impaired pupils in public schools. Then the data were analyzed using SPSS.
The results of the study were:
1- There are statistically significant differences in hearing impaired pupils’ parents
and normal pupils’ parents for the sake of hearing impaired pupils’ parents in all scale
dimensions.
2- There are no statistically significant differences in normal pupils parents towards
inclusion according to the variable of gender in the first and fourth dimensions (general
attitude towards inclusion, the effect of inclusion program on normal pupils). However
there are statistically significant differences in normal pupils parents towards inclusion in
second and third dimensions (the parents’ attitudes of hearing impaired and normal pupils
towards inclusion and the effect of inclusion on hearing impaired pupils).
3- There are no statistically significant differences in hearing impaired pupils parents
towards inclusion according to the variable of gender.
4- There are no statistically significant differences in hearing impaired pupils parents
and normal pupils parents towards inclusion according to the variable of educational level.
The study aimed to Trending guiders of secondary education stage
Knowledge Management Application, and to find out if there are towards
differences in the trends of secondary education towards the application of
knowledge management according to gender variables, years of experience
and scientific qualification.
The present study aimed to find out the fourth grade
pupils trends of basic education towards the unit is designed in
accordance with the expansion Elaboration theory in Social
Studies and its relation to their academic achievement
, The research
er analyzes the content of the first three
units to book social studies for students in the fourth grade of
primary education, and re-organize content according to the
steps Elaboration theory expansion, and teacher preparation guide
on the basis of the proposed olive model in design education, and
testing of academic achievement and gauge students' attitudes
towards expansion theory, and after confirmation of the validity
and reliability of the tools, the researcher applied to a sample of
30 pupils, and the study results that pupils trends about
expansionist theory was positive and that there are no differences
in the students' attitudes towards unit designed according to
Elaboration theory expansion due to the variable Gender (Male,
Female) and that there is a statistically significant between pupils
trends link towards unit designed according to the expansionist
theory and academic achievement.
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