scholarly journals تطوير وحدتين دراسيتين في التربية الاجتماعية و الوطنية في ضوء الأنموذج التوليدي البنائي و قياس أثرهما في تحسين مهارات التفكير العليا و المهارات الحياتية لدى طلاب المرحلة الأساسية = Developing Two Study Units in the Social and National Education According to the Generative Constructivist Model and Measuring Their Effects on Improvement of Higher Thinking Skills and Life Skills for Students of Basic Stage

2016 ◽  
Vol 10 (1) ◽  
pp. 146-165
Author(s):  
أحمد عيسى داود
Keyword(s):  
Life Skills ◽  
Thinking Skills ◽  
National Education ◽  
Basic Stage ◽  
The Social ◽  
Constructivist Model

scholarly journals Developing Two study Units in the Social and National Education According to the Generative Constructivist Model and Measuring their Effects on Improvement of Higher Thinking Skills and Life Skills for Students of Basic Stage

2016 ◽  
Vol 10 (1) ◽  
pp. 146
Author(s):  
Zaid S. Al-Edwan ◽  
Ahmed I. Daoud
Keyword(s):  
Life Skills ◽  
Thinking Skills ◽  
Control Group ◽  
National Education ◽  
Third Grade Students ◽  
Basic Stage ◽  
The Social ◽  
Study Results ◽  
Constructivist Model ◽  
Experimental Group

The purpose of this study was to develop two study units in the social and national education according to the generative constructivist model and to measure their effects on thinking skills and life skills of the basic stage students. Study sample consisted of 60 third-grade students from AL-Yadodah school (Jordan) in the year 2013-2014. To achieve the objectives of the study, a higher thinking skills and life skills tests were prepared. The researchers developed the two study units according to the generative constructivist model. The study results showed that the experimental group outscored the control group on both the higher thinking skills, and on the post testing of the life skills.

scholarly journals Degree of Horizontal Integration of Life Skills in Second Basic Grade Curriculum in Jordan

2019 ◽  
Vol 3 (16) ◽  
Author(s):  
Hadeel Nabil Elhaj Qasem , Odeh Abu Sneineh
Keyword(s):  
Problem Solving ◽  
Life Skills ◽  
Creative Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Second Grade ◽  
Horizontal Integration ◽  
Problem Solving Skills ◽  
National Education ◽  
The Social

The study aimed to reveal the degree of horizontal integration in life skills in the second grade curriculum in Jordan. To achieve the objective of the study، the researcher used the analytical descriptive method.The study sample included the Arabic and Islamic education books and social and national education. The results of the study indicated that manual in its first and second section. The life skills to be included in the sample study books included (51) skills divided into five basic skills: creative thinking skills، problem solving، the communication، dealing with others، decision making. Results also included a harezontal integration in the skills of life between the Arabic language and Islamic educationby (38.3%) ، which is high according to the criterion of the study. There is also a horizontal integration in life skills between the Arabic language book and the social and national education guide by (37.7%)، High percentage، and finally the existence of horizontal integration is very weak in the skills of life between the book of Islamic based on education and the huide of social and national education by (24%). The study came out with several recommendation، the most important of which are: Enrichment of the curriculum on the subject of life skills، and their inclusion in an integrative manner baser on a standard of integration developed by the directorate of curriculum. And taking into account problem solving skills during the construction and design of the curriculum.    

scholarly journals PERAN DINAS SOSIAL DALAM MEMBENTUK LIFE SKILL ANAK JALANAN DI KOTA SERANG

2020 ◽  
Vol 3 (2) ◽  
pp. 124-140
Author(s):  
Lady Diana ◽  
Dinar Sugiana Fitrayadi ◽  
Ria Yuni Lestari
Keyword(s):  
Social Services ◽  
Social Service ◽  
Life Skills ◽  
Street Children ◽  
Thinking Skills ◽  
Life Skill ◽  
Research Subjects ◽  
The Social ◽  
Survival And Development

The purpose of this study: 1) to determine the Role of the Social Service in Shaping the Life Skill of Street Children in Serang City 2) to find out the Activities carried out by the Social Service in Shaping the Life Skill of street children in the City of Serang 3) to find out the Obstacles experienced by the Social Service in forming Life Skill of street children in Serang City. The method used: descriptive method with a qualitative approach. The instruments used: observation, interviews, and documentation. Research subjects: Serang City Social Service and Street Children in Serang City. The results of this study indicate that the Role of Social Services in Shaping the Life Skill of Street Children in Serang City through self-knowledge, rational thinking skills, social skills, academic skills, and vocational skills provided by social services in training program activities aimed at street children have the skills or abilities, able, and skilled to maintain the survival and development in the future. Activities undertaken by the Social Service in Forming Life Skills of street children: hindering activities and leadership training activities. Barriers experienced by the Social Service in forming Life Skills of street children: internal and external barriers which include internal obstacles in the submission of programs and target participants, external barriers include barriers to screening / blocking street children, it is difficult to change the mindset of street children and parents who are blocking follow-up process in handling street children.

scholarly journals Islamic Education Unifying Nation

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Mukhamad Saekan
Keyword(s):  
Education System ◽  
Life Skills ◽  
Self Control ◽  
Islamic Education ◽  
Educational Success ◽  
Spiritual Power ◽  
National Education ◽  
National Education System ◽  
The Social ◽  
Main Factor

<p>Islamic education for the nation of Indonesia becomes very important because it is known as a diverse nation in various aspects, such as religion, ethnic groups, languages, traditions and even colors. Once differences is not supported by human maturity, it easily leads to conflict of life. Maturity becomes the main factor to set it in order, safe, comfortable and peaceful atmosphere among humans. Maturity is also one indicator of educational success. It is characterized by three things: independence, stability and responsibility. These three are able to realize personal quality and also produce the social quality for humans. Based on Law number 20 year 2003 about National Education System, the position of Islamic education is very strategic because its essence contained also functioned as barometer in arranging the Indonesia national education system. They are found out as the unity of the nation, among others, spiritual power, the ability of self-control, personality, intelligence, noble morals and various life skills that are useful for individual, society and country.</p><pre> </pre>

scholarly journals The degree to which logical thinking skills are included in national education books for grades (eighth, ninth and tenth) for the basic stage in Jordan: درجة تضمين مهارات التفكير المنطقي في كتب التربية الوطنية للصفوف  (الثامن، التاسع، العاشر) للمرحلة الأساسية في الأردن

2020 ◽  
Vol 4 (23) ◽  
Author(s):  
Zahia Mansour Basheer Basyouni
Keyword(s):  
Average Rate ◽  
Statistical Treatment ◽  
Thinking Skills ◽  
High Rate ◽  
Logical Thinking ◽  
Basic Book ◽  
National Education ◽  
Basic Stage ◽  
Tenth Grade ◽  
Descriptive Approach

This study aimed to reveal the degree of inclusion of logical thinking skills in the national education books in Jordan, by analyzing the content of these books and the study used the descriptive approach. The tool was to build a list of logical thinking skills, which included five skills, It was applied to a sample of national education books, they numbered (three books). With the statistical treatment of data, the results of the study revealed the availability of logical thinking skills in varying degrees in the national education books for grades (eighth, ninth and tenth) for the basic stage in Jordan, where the skill (conclusion) came at a high rate, and the skill (disclosure of fallacies) came at an average rate, The other skills came in low proportions in a row (comparison, arrangement, classification), and the results showed that the national education book for the ninth grade has occupied the first rank in the total number of iterations (434) repetitively, as the share of the ninth basic book reached (154) repetitions, and After him came the eighth book Asa C as it reached (142) repetitions, and came in the third and final rank of the tenth grade basic book as it reached (138) repetitions, and the study recommended conducting more studies to identify the logical thinking skills in books and other academic stages.

Nationalistic education in the Hong Kong and the Macao SARs of China

2018 ◽  
Vol 7 (4) ◽  
pp. 395-411 ◽  
Author(s):  
Eric King-man Chong
Keyword(s):  
Hong Kong ◽  
Critical Thinking ◽  
Civil Society ◽  
Civic Education ◽  
Thinking Skills ◽  
Multiple Perspectives ◽  
Content Type ◽  
National Education ◽  
National Identification ◽  
Education In Hong Kong

Purpose The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places. Design/methodology/approach After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education. Findings This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs. Research limitations/implications For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking. Originality/value This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.

scholarly journals NARRATIVAS SOBRE O DIREITO À EDUCAÇÃO EM DISPUTA: luzes antropológicas para compreender as mobilizações juvenis

2019 ◽  
Vol 23 (2) ◽  
pp. 586
Author(s):  
Valdeci Reis
Keyword(s):  
Buenos Aires ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Right To Education ◽  
National Education ◽  
The Social ◽  
De Se ◽  
Ethnographic Data ◽  
The Right ◽  
The City

Estudo etnográfico, com revisão de literatura sobre a construção social do conceito juventude, tem como objetivo relatar e analisar narrativas juvenis em torno do direito à educação. A análise empírica seleciona duas ondas de mobilizações protagonizadas por jovens estudantes: Atos em defesa das Universidades e Institutos Federais ocorridos na cidade de Florianópolis-SC; Na capital da Argentina, Buenos Aires, a narrativa etnográfica se debruça na análise de mobilizações protagonizadas por jovens portenhos que tomaram as ruas exigindo a manutenção da Ley Nacional de Educación, além de se posicionarem radicalmente contra as medidas de austeridade anunciadas pelo Governo Maurício Macri. A análise dos dados etnográficos aponta que a pauta em defesa da educação é capaz de unir coletivos e organizações dos mais variados espectros ideológicos.Palavras-chave: Juventude. Neoliberalismo. Participação social. Etnografia. América Latina.NARRATIVES ON THE RIGHT TO EDUCATION IN DISPUTE: anthropological lights to understand youth mobilizationsAbstractEthnographic study, with a review of the literature on the social construction of the concept of youth, in order to report and analyze youth narratives around the right to education.The empirical analysis selected two waves of mobilizations carried out by young students: Acts in defense of public educational institutions occurred in the city of Florianópolis-SC, Brazil;In the capital of Argentina, Buenos Aires, the ethnographic narrative focused on the analysis of mobilizations carried out by young people who went to the streets demanding the maintenance of the “National Education Law”, as well as to stand radicallyagainst the austerity measures announced by the MaurícioMacri Government. The analysis of the ethnographic data indicates that the agenda in defense of education is capable of uniting collectives and organizations affiliated to the mostdiverse ideological currents.Keywords: Youth. Neoliberalism. Social participation. Ethnography. Latin America.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Significance Of Life Skills Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Ravindra Prajapati ◽  
Bosky Sharma ◽  
Dharmendra Sharma
Keyword(s):  
Life Skills ◽  
Skill Training ◽  
Building Blocks ◽  
Thinking Skills ◽  
Life Skill ◽  
Social Emotional ◽  
Emerging Issues ◽  
Social Acts ◽  
Skills Education ◽  
Life Skills Education

Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons.  They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race.  This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.

scholarly journals Resistencia y apropiación de la escuela: estrategias político-educativas del sindicato magisterial mexicano / Resistance and appropriation of the school: political-educational strategies of the Mexican teachers’ union

2020 ◽  
pp. 44-55
Author(s):  
Alberto Colin Huizar
Keyword(s):  
Community Involvement ◽  
School Environment ◽  
Educational Strategies ◽  
National Education ◽  
Social Actors ◽  
Teachers Union ◽  
The People ◽  
The Social ◽  
Set Up ◽  
Ethnographic Methodology

En distintos estados de la república mexicana existen proyectos educativos colectivos que en mayor o menor medida se erigen en las aulas de las escuelas públicas de nivel básico fomentando la vinculación comunitaria, el trabajo basado en la colectividad y el impulso de la participación activa de los sujetos educativos. El sentido político y epistémico de los proyectos educativos locales a contracorriente de la educación oficial nacional, se acompaña de los proyectos que persiguen los pueblos y agrupaciones magisteriales, mediante la construcción de sus propios saberes y experiencias a partir de las cuales despliegan estrategias para la apropiación social de la escuela. Dichas alternativas escolares conforman un emergente escenario de acción colectiva donde diversas expresiones de la Coordinadora Nacional de Trabajadores de la Educación sintetizan sus proyectos político-educativos. Este artículo se propone revisar desde una metodología etnográfica de las interacciones en el ámbito escolar, cómo dichas iniciativas se implementan en el territorio educativo y cuáles son los principales desafíos en la compleja tarea de resistir al modelo convencional de la escuela del Estado para ponerla al servicio de las luchas magisteriales y populares. Los hallazgos de estas experiencias de educación alternativa constituyen insumos significativos para repensar la forma en que distintos actores sociales recuperan el espacio escolar para alimentar sus propios proyectos de sociedad y transformación sociopolítica que enarbolan a partir de su praxis en el campo educativo. ABSTRACT In different states of the Mexican Republic there are collective educational projects that, to a greater or lesser extent, are set up in public school classrooms at the basic level, promoting community involvement, work based on collectivity and the promotion of active participation by educational subjects. The political and epistemic meaning of local educational projects that go against the grain of official national education is accompanied by the projects pursued by the people and teachers’ groups, through the construction of their own knowledge and experiences from which they deploy strategies for the social appropriation of the school. These school alternatives form an emerging scenario of collective action where diverse expressions of the National Coordinator of Education Workers synthesize their political-educational projects. This article proposes to review, from an ethnographic methodology, the interactions in the school environment, how these initiatives are implemented in the educational territory and what are the main challenges in the complex task of resisting the conventional model of the state school in order to put it at the service of the teachers’ and popular struggles. The findings of these experiences of alternative education constitute significant inputs for rethinking the way in which different social actors recover the school space to feed their own projects of society a

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