Evaluating science curriculum content standards according to the visual thinking skills of basic education stage pupils: تقييم معايير محتوى منهاج العلوم وفق مهارات التفكير البصري لدى تلاميذ مرحلة التعليم الأساسي

2021 ◽  
Vol 5 (42) ◽  
pp. 75-56
Author(s):  
Abeer Ayman Al-Khaddour, Walid Abdel Karim Hamada Abeer Ayman Al-Khaddour, Walid Abdel Karim Hamada
Keyword(s):  
Science Teachers ◽  
Basic Education ◽  
Science Curriculum ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Visual Observation ◽  
National Standards ◽  
Second Grade ◽  
Content Standards ◽  
Visual Thinking

The aim of the research is to define the degree to which visual thinking skills are achieved in the science curriculum among students of the basic education stage (grades two and six). To achieve the goal, the researcher used a list of visual thinking skills especially for the sixth grade textbook consisting of 30 criteria distributed on 7 axes (skills) A list of visual thinking skills for the second grade book, consisting of 34 criteria distributed into 7 axes (skills) for the sixth grade book, consisting of 30 criteria distributed into 7 axes (skills). The results of the research concluded that the skills are available in the second and sixth grades as follows: The visual discernment skill was of medium rank 1, visual proficiency 2 was also moderate, visual translation skill 3 moderate, visual contemplation 4 moderate, visual observation skill 5 weak, visual imagination 6 poor, and visual closure 7 poor. In light of the search results, we recommend the following: 1- Attention by the curriculum authors to the skills of visual thinking by conducting full-fledged teaching courses for these skills. 2- Educating science teachers about visual thinking skills, and holding training courses in employing visual thinking skills in science classes, in a way that serves the achievement of national standards for education in Syria.

scholarly journals Content Validation of Basic Education Certificate Examination Questions in Basic Science in Adamawa State, Nigeria

2020 ◽  
pp. 42-54
Author(s):  
Maryamu Atari Buba ◽  
Stephen Tizhe Kojigili
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Basic Education ◽  
Science Curriculum ◽  
Cognitive Domain ◽  
Content Validation ◽  
Significant Difference ◽  
Science Question ◽  
Certificate Examination ◽  
Basic Science Curriculum

The study assessed the content validation of Basic Education Certificate Examination (BECE) questions in Basic Science set by Adamawa State Educational Resource Centre (ERC), Yola, Nigeria. This was to determine the representativeness of the topics and their levels of the cognitive domain in the Junior Secondary School Basic Science curriculum in the Basic Education Certificate Examination in Basic Science question papers from 2013 to 2017. Document analysis research design was adopted for the study. The population of the study comprised all past Basic Education Certificate Examination questions in Basic Science. The research instrument used for the data collection was a designed checklist along table of specification. A pilot study was conducted and a reliability index of 0.86 was obtained using Cronbach alpha analysis. Three research questions were raised with two hypotheses tested at 0. 05 level of significance.  The result of the findingp=0.000 revealed that there is no significant difference between the topics in the Basic Science curriculum and those examined in the Basic Education Certificate Examination questions in Basic Science. Again, the result 0.675 showed that there is significant difference between the weights assigned to the various levels of cognitive domain in the Basic Science curriculum and those weights assigned to them in Basic Education Certificate Examination Basic Science question papers. Based on the findings, it was recommended that re-training, workshops, conferences and seminars should be organized for Basic Science teachers and external examiners regularly to update their knowledge on test construction.

scholarly journals The Effectiveness of Teaching Science By Using A Model Based on Constructive Learning in Developing Critical Thinking Skills and Achievement of Second Intermediate Students in Bishah, Saudi Arabia: فاعلية التدريس بنموذج قائم على التعلم البنائي في تنمية مهارات التفكير الناقد والتحصيل في مادة العلوم لدى طالبات الثاني المتوسط في بيشة بالمملكة العربية السعودية

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Asma Hussein Muhammad Al- Awaid
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Study Groups ◽  
Thinking Skills ◽  
Teaching Science ◽  
Critical Thinking Skills ◽  
Second Grade ◽  
Constructive Learning ◽  
Model Based ◽  
Before And After

This study aimed to reveal the effectiveness of teaching science by using a Model-based on constructive learning in developing critical thinking skills and achievement of second grade intermediate. The sample of the study consisted of (40) students randomly distributed into two groups: experimental group and the number of its members (20) students studied the third unit of the book of science for the first semester, entitled: (human body organs), using a teaching model based on structural education and the group The officer and the number of members (20) students studied using the usual method of teaching, to achieve the objectives of the study, the lessons of the unit were taught using a constructive learning model. The researcher prepared a critical thinking scale and an achievement test. The two study tools were applied before and after the study groups. Skills of critical thinking and raising the level of educational attainment of second-grade students in science. The study concluded with a set of recommendations, the most important of which are: Developing the programs of preparing teachers of scientific materials and pre-service science, and trying to add courses of teaching methods in the plan of students of the College of Education and the curriculum and methods of teaching science in Saudi universities and holding practical workshops for science teachers at the level of education administration in Bisha governorate. On how to apply the principles of constructive learning in classroom situations.

scholarly journals The effect of Teaching Science Using Roundhouse Chart on the Acquisition of Scientific Concepts and the Development of Visual Thinking Skills Among Students of Sixth Grade in Abha Saudi Arabia

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Asmaa Ahmed Al - Kubaibi
Keyword(s):  
Sixth Grade ◽  
Thinking Skills ◽  
Control Group ◽  
Visual Thinking ◽  
Scientific Concepts ◽  
First Semester ◽  
The Difference ◽  
The Impact ◽  
Experimental Group ◽  
Research Tools

The purpose of the research was to identify the impact of science teaching using the ring house plan in acquiring scientific concepts and developing the visual thinking skills of sixth grade students in the Saudi city of Abha. The research used the semi-experimental method. Two research tools were also developed: a test of scientific concepts, The experiment was applied to a random sample of 70 female students; sixth grade in two schools in Abha, the first school; the experimental group (35) students studied the "life processes" unit using the ring house plan, the second school (the control group) (35) students studied the unit in the usual way during the first semester of the academic year 1436 AH. The research tools were applied in advance to the two groups to identify the equivalence of experimental and control. At the end of the experiment, the same research tools were applied to the two groups. The results of the post-application of the scientific concepts test confirmed that there were statistically significant differences at (0.05) between the average scores of the two groups; experimental and obtained a general average (35.71) in return for the control of Average (21.31), and in the post-decimal application In the experimental group, the mean difference was (0.05) between the results of the two groups; the experimental obtained a total average (28.62) while the control obtained the average (17.45). The difference was in favor of the experimental group.) In the acquisition of scientific concepts, and (0.50) in the skills of visual thinking, ie, a significant impact in both, and in the light of those results, was made some recommendations and proposals to activate the use of the strategy of the ring house plan in teaching.

scholarly journals The Impact of the WebQuest Strategy in Developing Visual Thinking in the Mathematics Course of Middle School Students in Riyadh City

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Noura bint Shabib Ben Shaya Abogaleb
Keyword(s):  
Thinking Skills ◽  
Second Grade ◽  
Visual Thinking ◽  
School Students ◽  
Significance Level ◽  
Second Grade Students ◽  
And Control ◽  
The Impact ◽  
The Web ◽  
Mathematics Course

The study aimed to identify the impact of flight cognitive strategy across the web in the development of visual thinking in the second grade students average material mathematics in the city of Riyadh, and to achieve the objectives of the study researcher used the experimental similarities The design of the two groups Almtkavitin, and has designed an educational site that includes classes for engineering unit and inference spatial, Of the mathematics course for the second intermediate grade, the first semester of the academic year 1435/1436 H, designed according to the Quest web strategy. The study tools were composed of a visual thinking test prepared by the researcher. The study was applied to a sample of 40 second grade students who were randomly selected and distributed equally to the experimental and control groups. The study found the following results: statistically significant at the significance level (0.01 = α) between the mean scores of second grade students average of two experimental and control, in the visual thinking as a whole skills; where the average experimental (17.15), while the average control was (8.50), for the experimental group attributed to the independent variable . In light of the findings the researcher presented a series of recommendations, most notably: provide engineering unit content and reasoning of spatial in mathematics course the second grade average strategy trips knowledge across the web, which the study showed Vaalatha.otdreb parameters on the design of the Web Quest programs and activated in their operations Altdiricih.oatra engineering content And spatial reasoning in the mathematics course with visual thinking skills.

scholarly journals Content Analysis for Critical Thinking Skills in the Lower Primary School Science Textbooks in Malaysia

2019 ◽  
Vol 6 (1) ◽  
pp. 83
Author(s):  
Mohammed Y. M. Mai ◽  
Muhammed Yusuf ◽  
Maria Saleh
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Science Teachers ◽  
Science Curriculum ◽  
Reliability And Validity ◽  
Kappa Statistic ◽  
Thinking Skills ◽  
School Science ◽  
Critical Thinking Skills ◽  
Science Textbooks

The purpose of this study is to analyse lower primary science textbooks (grade 1-3), which were implemented by the Ministry of Education in Malaysia, in terms of thinking skills. To achieve this, a tool for content analysis including thinking skill items will be constructed. Two science teachers have be trained to conduct the content analysis for grade 1-3 science textbooks, the reliability and validity of analysis have be verified using Cohen’s kappa statistic. From the results, it can be seen clearly that Prioritizing”, “Evaluation” and “Detecting Bias” thinking skills are not included at all in the science textbook from year one until year three. While, the most frequent critical thinking skills are “attributing”, “analysing”, “Grouping and Classifying” and “Sequencing” gradually. Most of the skills have been in the pictures for year one, and in the “text” and then within the “picture” and finally within the “activities” for both of year two and three. Such research help teachers and curriculum developers in the development and implementation of science curriculum to raise the level of achievement of thinking skills for students.Keyword: Thinking Skills, Critical Thinking Skills, Content Analysis and Science Textbooks

The Pronunciation of Familiar, Unfamiliar and Synthetic Words by Good and Poor Adolescent Readers

1976 ◽  
Vol 8 (3) ◽  
pp. 289-297 ◽  
Author(s):  
Sandra S. Smiley ◽  
Frank L. Pasquale ◽  
Cristine L. Chandler
Keyword(s):  
Word List ◽  
Sixth Grade ◽  
Poor Readers ◽  
Fifth Grade ◽  
Second Grade ◽  
Seventh Grade ◽  
Good Readers ◽  
Adolescent Readers ◽  
The Poor ◽  
Actual Word

The word pronunciations of good and poor seventh-grade readers were compared to second-, fifth-, and sixth-grade readers previously tested on similar lists of actual and synthetic words. On the actual word list, poor readers correctly pronounced about the same number of words as a combined group of normal second- and fifth-grade readers, but fewer words than did the seventh-grade good readers. On the synthetic word list, the performance of the poor readers was comparable to good seventh-grade readers except for the long vowels where their performance most closely resembled poor second-grade readers. The implications of this pattern of results are discussed.

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