scholarly journals The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية

2021 ◽  
Vol 5 (29) ◽  
pp. 65-89
Author(s):  
Tamara Awad Alobiedallah Tamara Awad Alobiedallah
Keyword(s):  
Saudi Arabia ◽  
Content Analysis ◽  
Real Life ◽  
Sixth Grade ◽  
Constructivist Theory ◽  
Eighth Grade ◽  
Analysis Tool ◽  
Science Textbook ◽  
Text Book ◽  
Science Textbooks

This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.

scholarly journals Content Analysis of Developed Science Textbooks (Collins) for the Tenth Grade in Jordan in View of the Constructivism Theory : تحليل محتوى كتب العلوم المطورة (كولينز) للصف العاشر الأساسي في الأردن في ضوء مبادئ النظرية البنائية

2021 ◽  
Vol 5 (42) ◽  
pp. 108-94
Author(s):  
Mohammad Salameh Alamyreh Mohammad Salameh Alamyreh
Keyword(s):  
Content Analysis ◽  
Knowledge Building ◽  
Knowledge Structure ◽  
Analysis Tool ◽  
Science Textbooks ◽  
Biology Textbook ◽  
Social Negotiation ◽  
Tenth Grade ◽  
Descriptive Approach ◽  
Academic Grades

The study aimed to analyze the content of developed science textbooks (Collins) for the tenth grade in Jordan: Physics, Chemistry, Biology, and Geology and Environment. the study has used the analytical descriptive approach, for achieving the objective of the study the researcher has made a content analysis tool of the principles of constructivism theory that include the following five principles: Prior Knowledge, Knowledge Building, Change of Knowledge Structure, Confronting Situation, and Social Negotiation. The results that the percentage of the principles of the constructivism theory are as follows: Physics textbook (28.57%), Geology and Environment textbook (25.21%), Biology textbook (24.28%), and Chemistry textbook (21.84%). And the study recommended conducting more studies to identify the principles of the constructivism theory in textbooks and other academic grades.

scholarly journals An analysis of grade six textbook on electricity through content analysis and student writing responses

2013 ◽  
Vol 35 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Altaf Qadeer
Keyword(s):  
Content Analysis ◽  
Document Analysis ◽  
Sixth Grade ◽  
Student Writing ◽  
Analysis Method ◽  
Student Responses ◽  
Science Textbooks

Science textbooks have to provide scientific reasons for various themes, but in some cases this is not properly emphasized. Using a document analysis method for classifying sentences and paragraphs, a sixth grade textbook on electricity that is used in Toronto is analyzed. Student writing responses are also analyzed to explore students' reflections to indicate their ways of explaining the concepts of electricity. The document analysis indicates lack of sentences to provide reasons. Although some everyday aspects of electricity are found in the textbook, the links between electricity and electrons are not clearly demonstrated in the document analysis and student responses. This finding can help to incorporate learning reasons in scientific processes through teaching and textbook designing.

scholarly journals Content Analysis of Diagrams in Primary Science Textbooks in Saudi Arabia: تحليل محتوى كتب العلوم بالمرحلة الابتدائية في المملكة العربية السعودية  في ضوء الرسوم التوضيحية

2020 ◽  
Vol 4 (28) ◽  
Author(s):  
Sawsan Nasser Al-Ahmadi, Samar Sulaiman Al-Raddadi, Amjad Mo
Keyword(s):  
Saudi Arabia ◽  
Content Analysis ◽  
Analytical Approach ◽  
Primary Science ◽  
Primary Stage ◽  
Science Textbooks ◽  
Schematic Diagrams

The present study aimed to determine the degree of diagrams inclusion in primary Science Textbooks in Saudi Arabia. Based on Hegarty, Carpenter and Just (1996) diagrammatic typology. Diagrams coded as (iconic diagrams, schematic diagrams, charts and graphs). The descriptive analytical approach was used in order to achieve the study goal. The sample of the study consisted of all science textbooks (12) in the primary stage for the year (2019). The results showed that the distribution of the diagrams type as follows: Iconic diagrams (89%), Schematic diagrams (10.4%), Charts and graphs (0.47%). In the light of the results, more attention is recommended toward diagrams in primary science textbooks.

scholarly journals Content Analysis of General Science Text Book for 8th Grade

2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Zubair Ahmad Shah
Keyword(s):  
Science Textbook ◽  
General Science ◽  
Text Book ◽  
Curriculum Analysis ◽  
Science Textbooks ◽  
Developmental Levels ◽  
Operational Level ◽  
8Th Grade ◽  
Concrete Operational ◽  
Development Levels

General science textbooks due to integrated contents of Biology, Chemistry, Physics and; Earth and Space, need special attention of curriculum developers. The contents in general science textbooks can be evaluated through different methods and curriculum analysis taxonomy (CAT) is one of these. This research paper explores the contents of general science textbook of 8th grade taught in all government schools and in some private schools of Punjab province. The contents of textbook were broken down in term of Piagetian developmental levels by using Curriculum Analysis Taxonomy (CAT). The findings show that majority of contents of General science textbook were at Concrete Operational level while a small number of contents demands Formal Operational level. This uneven distribution of contents at different Piagetian developmental levels were also observed when contents of Biology, Chemistry, Physics and; Earth and Space were separately studied. It is recommended that the distribution of contents should follow model based on Piagetian development levels and the selection of contents should be on the basis of breadth and depth of the concepts. 

PENDIDIKAN BERBASIS BUDAYA (Presfektif Pemikiran H.A.R. Tilaar)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
AGUNG KURNIAWAN DJIBRAN
Keyword(s):  
Content Analysis ◽  
Text Book ◽  
Interactive Process ◽  
National Education ◽  
Teachers And Students ◽  
The Government ◽  
Education Culture ◽  
Education Opportunity ◽  
Education Concept ◽  
Education Process

AbstractH.A.R. Tilaar emphasizes to the importance of education based on culture, because education is process of culture. Therefore, between the education and culture has been greatly relation, because the education is not able to be separated from culture that has reflected and grown up dynamically in Indonesian society.The purpose of this research is to determine how the education based on culture according to H.A.R. Tilaar’s perspective. The object of this research was H.A.R. Tilaar’s Perspective which concerns to the education based on culture.The approach of this research was literature review. The source of the data were a text book written by H.A.R. Tilaar and other literatures related to this research. The technique of analyzing data were the content analysis of the text book written by H.A.R. Tilaar and other literatures.The result of this research are : (a) H.A.R. Tilaar conceptualizes the education as an culturing processes; (b) the education process is an culturing process through the interactive process between teachers and students; (c) it is necessary to the Government of Indonesia to correct the National education concept by proposing several aspects such as ; (1) the basic value of education; (2) to notice the function of sociological education; (3) the relation between culture and education; (4) the education as The Agent ofChange, and (5) to get the equalization of education opportunity; and (d) to grow up the creative and adaptive thinking toward education phenomenawhich always move dynamically in the environment of the Indonesian community which has its complexity.Keyword: Education, Culture.

DINAMIKA KRITERIA PENENTUAN AWAL BULAN QAMARIAH DALAM PENANGGALAN UMM AL-QURA' SAUDI ARABIA

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Nur Aris
Keyword(s):  
Saudi Arabia ◽  
Content Analysis ◽  
Universal Time ◽  
Archival Research

Paper ini adalah archival research dengan content analysis sebagai metodenya yang bertujuan untuk menjelaskan dinamika yang terjadi pada kriteria penentuan awal bulan qamariah penanggalan Umm al-Qura Saudi Arabia. Berdasarkan data-data baik yang berupa dokumen atau tulisan anggota komisi supervisor penanggalan Umm al-Qura' dan korespondensi yang dilakukan dengan informan kunci, ditemukan bahwa: Pertama, dinamika kriteria penentuan awal bulan qamariah dalam penanggalan Umm al-Qura' merupakan produk dialog antar tiga kepentingan, yaitu: 1) kepentingan modernisasi birokrasi pemerintahan yang diwakili oleh kerajaan, 2) kepentingan syariat yang diwakili oleh ulama yang berbasis rukyat murni, dan 3) kepentingan ilmiah-astronomis yang diwakili oleh ilmuan di KACST. Dialog antar tiga kepentingan tersebut tidak terjadi sebelum 1393 H karena penanggalan Umm al-Qura' sebelum tahun tersebut merupakan penanggalan bulanan dengan kriteria rukyat. Pasca oil booming dan modernisasi birokrasi pemerintahan, penanggalan berbasis rukyat tidak lagi memadahi. Pemerintah Saudi Arabia membutuhkan sistem organisasi waktu jangka panjang berbasis tahunan. Persoalan ini membawa penanggalan Umm al-Qura' harus merubah kriterianya dari rukyat kepada kriteria hisab astronomis. Dialog antar tiga kepentingan di atas mulai muncul pada 1393 H, ketika Fad}l Ahmad diminta oleh pemerintah Saudi Arabia mengkompilasi penanggalan Umm al-Qura' untuk beberapa tahun ke depan. Fadl Ahmad sebagai seorang astronom menawarkan konjungsi sebelum pukul 00:00 GMT berbasis Universal Time (UT). Pada saat itu, kriteria tawaran Fadl Ahmad bisa diterima oleh para ulama, namun hanya sementara, karena pada tahun 1422 H kriteria penanggalan Umm al-Qura' diganti dengan Moonset after Sunset di Mekah. Ulama menolak dengan tegas penggunaan waktu UT (00:00 GMT) yang mereka anggap sebagai sistem waktu orang kafir, mereka menginginkan waktu Islam, maka waktu Mekah (zona +3) dijadikan sebagai referensinya. Kriteria konjungsi juga diganti karena seringkali hilal baru terlihat satu atau dua hari setelah tanggal yang ditentukan pada penanggalan Umm al-Qura'. Ketidaksinkronan antara penanggalan Umm al-Qura' pada periode kedua ini dengan praktek rukyat di Saudi juga menjadi dasar perubahan tersebut. Pada tahun 1423 H, kriteria penanggalan Umm al-Qura' mengalami perubahan lagi. Konjungsi yang pada periode ketiga (1420 H-1422H) dihilangkan, digunakan lagi. Kriteria penanggalan Umm al-Qura' pada periode ini terdiri dari dua parameter astronomis yaitu konjungsi sebelum Magrib dan Moonset after Sunset di Mekah. Kriteria ini sering disebut dengan wila>dah al-hilal syar’iyyan. Kedua, astronom dalam keanggotaan komisioner memegang peran penting dalam rumusan kriteria penentuan awal bulan dalam penanggalan Umm al-Qura' dalam setiap periode perkembangannya.

A Description of Middle School Male Singers’ Voice Change and Voice Part Assignment

2021 ◽  
pp. 875512332110182
Author(s):  
Ryan Austin Fisher ◽  
Nancy L. Summitt ◽  
Ellen B. Koziel
Keyword(s):  
Middle School ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Voice Change ◽  
Stage 4 ◽  
Public Middle School ◽  
Middle School Choir ◽  
Choral Programs ◽  
Stage 1 ◽  
The Voice

The purpose of this study was to describe the voice change and voice part assignment of male middle school choir members. Volunteers ( N = 92) were recruited from three public middle school choral programs (Grades 6-8). Participants were audio-recorded performing simple vocal tasks in order to assess vocal range and asked to share the music they were currently singing in class. Results revealed 23.91% of participants’ voices could be categorized as unchanged, 14.13% as Stage 1, 3.26% as Stage 2, 10.87% as Stage 3, 26.09% as Stage 4, and 21.74% as Stage 5. The majority of sixth-grade participants were classified as unchanged or in Stage 1 of the voice change and the majority of eighth-grade participants were classified in Stages 4 to 5 of the voice change. Of the participants labeled “tenors” in their choir, over 60% were classified as either unchanged voices or in Stage 1 of the voice change.

scholarly journals The Inclusion of Rights of People with Disabilities and Women and Girls in Water, Sanitation, and Hygiene Policy Documents and Programs of Bangladesh and Cambodia: Content Analysis Using EquiFrame

2021 ◽  
Vol 18 (10) ◽  
pp. 5087
Author(s):  
Nathaniel Scherer ◽  
Islay Mactaggart ◽  
Chelsea Huggett ◽  
Pharozin Pheng ◽  
Mahfuj-ur Rahman ◽  
...  
Keyword(s):  
Content Analysis ◽  
People With Disabilities ◽  
Analysis Tool ◽  
Middle Income ◽  
Policy Documents ◽  
Sanitation And Hygiene ◽  
Gender Inclusion ◽  
Core Concepts ◽  
Women And Girls ◽  
And Gender

People with disabilities and as women and girls face barriers to accessing water, sanitation, and hygiene (WASH) services and facilities that fully meet their needs, especially in low- and middle-income countries. Women and girls with disabilities experience double discrimination. WASH policies should support and uphold the concepts of disability and gender inclusion, and they should also act as a guide to inform WASH programs and service delivery. Using a modified version of the EquiFrame content analysis tool, this study investigated the inclusion of 21 core concepts of human rights of people with disabilities and women and girls in 16 WASH policy documents and seven end-line program reports from Bangladesh and Cambodia. Included documents typically focused on issues of accessibility and neglected wider issues, including empowerment and support for caregivers. The rights of children and women with disabilities were scarcely focused on specifically, despite their individual needs, and there was a disconnect in the translation of certain rights from policy to practice. Qualitative research is needed with stakeholders in Bangladesh and Cambodia to investigate the inclusion and omission of core rights of people with disabilities, and women and girls, as well as the factors contributing to the translation of rights from policy to practice.

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