Prof. Tafida S A Y E D A H M E D Ghanem
Research Professor - Curricula Development Research Division- National Center for Educational Research and Development (NCERD) Cairo, Egypt
Phone: 0106 556 2022
Address: 12 Lotfy Waked st. from El-Gomhoria st. Silver Tower, NCERD, Ataba 11511, mail box 638 , Cairo, Egypt
Phone: 0106 556 2022
Address: 12 Lotfy Waked st. from El-Gomhoria st. Silver Tower, NCERD, Ataba 11511, mail box 638 , Cairo, Egypt
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Prof. Tafida Sayed Ahmed Ghanem
Abstract
Building the Egyptian person through quality education is the main objective of the national strategy for sustainable development in light of Egypt’s vision (2030 AD), and in light of the passage to the new republic; This research paper aimed to present proposed mechanisms for integrating community partnership in education as one of the elements of quality education, and as one of the hoped-for solutions to the aggravating problems in the Egyptian education field. Where the researcher presented what the schools of the new republic are, and the concept of the quality of the new education system (2.0). Then, she reviewed the problems and challenges facing education in the schools of the new republic, and the researcher also provided an analytical description of how to integrate community partnership into education to extract from it the foundations for achieving the quality of the new education system (2.0) in the schools of the new republic. Then, in conclusion, the researcher presented a set of proposed mechanisms to achieve the quality of the new education system (2.0) in the schools of the new republic in the light of integrating community partnerships in education.
Keywords: Education quality, the new education system (2.0), the schools of the new republic, community partnership.
(Covid-19) Crisis - A Suggested Vision
Prof. Tafida Sayed Ahmed Ghanem
Research Professor and Head of Curriculum Construction and Design Department- Curriculum Development Research Division
National Center for Educational Research and Development (NCERD)- Cairo
prof.tafida.ghanem@ncerd.edu.eg
Research Summary
The research aims to present a proposed vision for the integration of scientific education research as an approach for achieving sustainable development in Arab societies. In light of the repercussions of climate change, and the coincidence of the crisis of the (Covid-19) epidemic. Which ensuing environmental, economic, and social problems with numerous conditions that obstruct the paths of sustainable development in our region. Where the researcher dealt with the description and analysis of the present problems, the level of sustainable development in Arab societies, and the role of scientific education in bringing about sustainable development targeted at the Arab level. In addition, put forward a proposed vision to direct integrated scientific education research towards the requirements of educational institutions by supporting science and technology education, and spreading scientific awareness. The research recommends the necessity of supporting integrated scientific education research and disseminate scientific, environmental, and health culture in Arab societies.
Keywords: scientific education research; sustainable development; Arab societies; climate change; and epidemic (Covid-19).
Abstract:
The aim of the research is to prepare a proposal for integrating climate change adaptation’ concepts in the curricula of STEM schools by designing the Interdisciplinary Conceptual Curriculum based on (STEAM) Course. The researcher followed the descriptive approach in a theoretical study to identify the major practical concepts and related key concepts appropriate students’ level, and defining a way of including climate change adaptation’ concepts in the curriculum. As well as a procedural study to identify the extent to which these concepts are included in the curricula of STEM schools in the Arab Republic of Egypt. Besides, identify expert opinions on the components of the proposed (STEAM) curriculum. The results showed the weakness of including the concepts of climate change adaptation in the current curricula, and the relevance of the proposed curriculum components. The researcher recommended including the concepts in the curricula of STEM schools, and applying the (STEAM) curriculum.
Abstract
Climate change is considered one of the complex issues in the twenty-first century. Though, the importance of enhancing the role of education in climate change’s mitigation and adaptation capabilities emerges through several axes. This paper discusses teachers training in pre-university education of education for climate change, and support teacher’s training within the framework of comprehensive school, and environmental education initiatives. This paper reviews climate change, sustainable development, some international efforts in the field of teacher training programs on climate change education, and training schools affiliated with UNESCO within the framework of the comprehensive school curriculum. Finally, in light of the descriptive study, the researcher reaches to determine the developmental dimensions for training pre-university education teachers on climate change education, which are education for sustainable environmental development, and teaching climate change, and disasters education in comprehensive school framework. Moreover, define the principles for training pre-university education teachers on climate change education.
Key words: climate change education – comprehensive school - developmental dimensions - pre-university education teachers - sustainable development - challenges of the twenty-first century.
Dr. Tafida Sayed Ahmed Ghanem
Associate Professor - National Center for Educational Research and Development
) NCERD(
This research was concerned with the problem of insufficient in teaching of geology for the general secondary school students with considering of science standards’ practices, and the students’ learning patterns; besides, the low level of students in acquisition of the essential geological concepts and development of the higher-order thinking skills. The aim of the research is to build a strategy for teaching geology based on the interaction between the science standards’ practices (scientific practices and engineering practices) and some learning patterns of Herrmann’s model (binary-learning pattern and tri-learning pattern); and measure its effectiveness of development of the geological concepts and the higher-order thinking skills among general secondary students through applying the geological concepts test and the higher-order thinking skills test, which were designed by the researcher, as well as identifying the differences between the two empirical research groups according to the type of practices and learning patterns, and the interaction between them. The study followed both the descriptive and the experimental method with a group of (106 students). The results showed the impact of the proposed strategy on students' acquisition of geological concepts and the development of higher-order thinking skills; the superiority of the tri-learning pattern on the binary-learning pattern; there was an interaction in two dimensions and the total degree of the concept test, with absence of interaction of the other dimensions; and there was an interaction in two dimensions in thinking test, and absence of interactions in the other dimensions and the total degree.
Keywords: Geological Concepts – Higher-order Thinking Skills - Whole Brain Thinking Model - Science Standards’ Practices - Learning Patterns.
Dr. Tafida Sayed Ahmed Ghanem
Associate Research Professor, National Center for Educational Research and Development
Abstract
The current research concerned with the problem of insufficiency of science teaching in the third grade of the preparatory stage providing students with the skills and attitudes necessary for work and life in 21st century using the appropriate learning models. The aim of this research is to enable science teacher to develop the productivity and accountability skills and attitudes towards the cooperative work for preparatory school students by introducing a model for science teaching based on project-based learning. The research applied the descriptive method to determining the productivity and accountability skills, and the dimensions of the attitudes towards cooperative work that appropriate for the third-graders, and to preparing, the proposed teaching model based on project-based learning. Moreover, redesign the “Universe and the Solar System” unit of study upon the proposed model, and design the observation card and the attitude questionnaire. The research applied the experimental method, which was carried out by two groups: experimental group (35) students, and control group (37) female students. The research results showed that: There were statistically significant differences at (0.01) between the mean scores of the control group and the experimental group, and between pre-test and post-test. Besides, declared the research hypotheses for all dimensions of the productivity and accountability skills’ observation cards, and the attitudes towards the cooperative work questionnaire, which favored for the experimental group and for the post-test. It showed the weak results of the control group that studied the unit using the traditional method. The high impact of the proposed teaching model for the experimental group, which studied using the project-based learning model, was confirmed. It could develop the following skills: goal setting, planning to achieve goals, carrying out work tasks, participation and cooperation in work, assessment of work and results, responsibility, improvement and development of work. It could develop the following attitudes: the conviction of the need for cooperative work, the integration into the cooperative working groups, establishment of relations with group members, and pursuit of success in the cooperative work. The researcher recommended that the 21st century skills of work and life should be included in science curricula for the preparatory stage, and the emphasize teaching on the development of skills and positive attitudes in science teaching using project-based learning.
Keywords: Project-based learning - Productivity and accountability skills – Attitudes towards the cooperative work - Preparatory stage – Science teaching - The universe and the solar system unit of study.
Dr. Tafida Sayed Ahmed Ghanem
Abstract
The current research tackled the problem of the poor quality of science curricula in the basic education stage, the lack of curricula in achieving quality requirements according to international standards, neglecting the application of international trends in the field of science curricula, the weakness of science curricula in developing basic scientific concepts in terms of diversity and comprehensiveness, Learning of scientific concepts, and the lack of science curricula in achieving the values of the knowledge society of students. The aim of the research was to develop science curricula in the basic education stage in order to achieve the requirements of the strategic plan for the quality of curricula in the light of Japanese experience. The development of basic scientific concepts, and the values of the knowledge society among students in the basic education stage. The study followed the curriculum descriptive approach in determining the quality requirements of science curricula in basic education in the framework of the strategic plan for pre-university education (2014-2030), determining the dimensions of the quality of science curricula in basic education in the light of Japanese experience, And the knowledge society to be included in the science curriculum of the basic education stage in the light of Japanese experience, and put forward a vision to develop the science curriculum in the basic education stage to achieve the requirements of the strategic plan for the quality of curricula in the light of Japanese experience, Animal senses and movements (13 concepts), biological systems and processes in the human body (12 concepts), classification of animals (3 concepts), And the evolution of animals (4 concepts); the test was divided into four sections according to the tasks of assessing the learning of concepts, namely: concept definitions, concept characteristics, examples of concept, and linking concepts. The values of the knowledge society are defined in five dimensions: knowledge values, informational values, values of self and continuous learning, values of learning and innovation, values of cooperation and teamwork. The semi-experiential approach was followed by using the design of a single group to apply the unit and the research tools (pre-post-test design) on a group of middle school students, forty-two students from the second grade students in “Misr Insurance Company School” for Girls in the first semester of (2016/2017), in order to measure the effectiveness of the proposed curriculum in students' acquisition of science concepts and knowledge society values specified in the applied unit. The results of the research showed the effectiveness of the developed curriculum in the development of basic scientific concepts, and knowledge society values of the research group of second grade students, and that the proposed science curriculum was highly effective in acquiring scientific concepts and values of the knowledge society. And the development of their knowledge, skills, and values, and achieve a functional structural view of knowledge, and the functional organization of knowledge. This is due to the differences between the pre-post-test application of the concept test and the knowledge society questionnaire; The results confirmed students' understanding of the concepts included in the unit, and achieved the formation of the concept and definition and characterization and linking concepts. The results also emphasized the focus on conceptual learning, the achievement of learning outcomes, the achievement of the objectives of the search for knowledge, the positive use of diverse educational resources for self-learning, the participation of the learner and his peers in the process of learning and sharing of knowledge, Continuous learning. The research results recommend building science curricula in the basic education stage in the light of contemporary Japanese experience. And training science teachers in basic education to teach science according to education quality requirements. Reconsidering the time plan for teaching science in basic education and increasing the number of hours of learning science using advanced educational methods through increasing periods of activities, experimentation, field studies and projects.
For first year secondary students
Dr. Tafida Sayed Ahmed Ghanem
Associate Professor - National Center for Educational Research and Development NCERD
The research dealt with the problem of the lack of biology curriculum in the first grade of secondary in the inclusion of interdisciplinary modules, poor training of students in research skills and the development of cognitive skills and emotional skills related to innovative quality, and the development of professional tendencies in areas related to contemporary medical, health and technological sciences. The research aimed to measure the effectiveness of a proposed unit in biomolecular electronics based on research-based learning in the development of innovative quality and professional tendencies of secondary school students. The researcher followed the descriptive analytical approach in determining the foundations of building the proposed unit of study in bioelectronics, determining the dimensions of bioelectronics related to the course of biology, and determining the dimensions of innovative quality knowledge, skill and sentimental, and identify professional tendencies related to the subject of the proposed unit of study in bioelectronics suitable for development among secondary school students The researcher designed the proposed unit in the light of research-based learning, and identified the bases of building the unit and research topics in biomolecular electronics related to the course of biology, and prepared an innovative quality scale and a measure of professional tendencies, and applied the unit of study and research tools before and after a sample of (22) first graders The results of the research showed the effectiveness of the unit in the development of some cognitive dimensions represented in the acquisition of deep and wide knowledge in the field of specialization from multiple sources, and the acquisition of knowledge in areas associated with the field of specialization interfaces from appropriate sources, and the acquisition of Some of the skill dimensions are solving real problems in a new way, providing acceptable solutions, reorganizing or activating old positive ideas and practices in a new way, evaluating innovations in the light of understanding the needs of the market; and some emotional dimensions are involved in The culture of quality and innovation, the aspiration for creativity, innovation and innovation, and the desire to implement ideas in reality, and the insatiable continuous and self-learning of the first year secondary students; Medical and therapeutic professions, scientific and research professions, engineering professions, industrial professions, service professions and social welfare; recommended the researcher to pay attention to the teaching of interdisciplinary science in the biology course; and to include innovative quality objectives in the curriculum of biology for the secondary level; Medical, health and technology of secondary school students.
Dr. Tafida Sayed Ahmed Ghanem
National Center for Educational Research and Development
Abstract
This research was concerned with the problem of the low level of primary science teachers of twenty-first century competencies, and poor of cognitive competencies of twenty-first century. The objective of this research was to raise the level of cognitive competencies among primary science teachers related to the competencies of the twenty-first century, and measure the impact of a proposed training unit to acquire certain cognitive competencies. The research followed descriptive method to determine learning outcomes of the twenty-first century, teachers' competencies of twenty-first century, and to design the proposed training program; also used the quasi-experimental method using one experimental group and a pre-post- test design to implement the program and measure its impact on developing teachers' cognitive competencies. The researcher determined the primary science teachers' training needs using two teachers' questionnaire of teacher self-estimation of their level of 21st century competencies, and teachers' training needs; and cognitive competencies test. The program was applied on a group of twenty-two primary science teachers in the school year (2015/2016) in Cairo. The results showed statistical difference between the pre-test and post test results favor to post-test, and confirmed that the impact of the program was high in acquisition of the certain cognitive competencies. The research recommended the need of primary science teachers training on the twenty-first century competencies for curricula and teaching activities and evaluation.
Key Words: Twenty-first century competencies- Cognitive competencies- Training needs- Primary science teachers.
Tafida Sayed Ahmed Ghanem
National Center for Educational Research and Development
ABSTRACT
This research concerned with the problem of inadequate curricula and programs of high schools in teaching sustainable environmental development, and lack of use the effective teaching strategies for promoting higher-order thinking skills and the positive attitudes. It aimed to measure the impact of sustainable environmental development program on promoting strategic thinking skills and attitudes towards the sustainable development for the environment among high school students. It relied on descriptive and quasi-experimental methodology design. The researcher has identified the program on the light of the strategic planning process, and the strategic thinking skills (analysis, interpretation, and Prospection). The program was applied and its tools on a group of second grade of twenty-two students at Heliopolis in the second semester of the academic year (2015/2016). The results showed difference between the pre-test and the post test results favor to the post-test, and confirmed the impact of the program. It recommended building programs and curricula, including sustainable development and environmental issues so as to assist in the development of strategic thinking skills, and guide students to participate in the environmental and sustainable development at the national level.
Keywords: Sustainable Environmental Development - Strategic Planning Process – Strategic Thinking Skills – Sustainable Development for the Environment- Educational Program –High School Students.
المرحلة الثانوية العامة>
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء في المرحلة الثانوية العامة على سبعة مجالات رئيسة كما يلي:
(1) المجال الأول: العلم والاستقصاء.
- طبيعة العلم.
- ممارسات الاستقصاء.
(2) المجال الثاني: الكون.
- نظام الكون.
- المجموعة الشمسية.
(3) المجال الثالث: الأرض.
- نظام الأرض.
- الملامح التاريخية للأرض.
- التشكيلات الطبيعية على سطح الأرض.
(4) المجال الرابع: الطقس والمناخ.
- الظواهر المناخية.
- تغير المناخ.
(5) المجال الخامس: النظم البيئية.
- تكوين النظم الإيكولوجية.
- خصائص الأقاليم البيئية.
- التنمية البيئية المستدامة والإنسان.
(6) المجال السادس: تكنولوجيا الفضاء وتطبيقاتها.
- تكنولوجيا الاستشعار من البعد.
- السفر إلى الفضاء.
(7) المجال السابع: التصميم الهندسى
- فهم عملية التصميم الهندسى.
- فهم أبعاد حل المشكلات باستخدام التصميم الهندسى.
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء فى المرحلة الإعدادية، على خمس مجالات رئيسة كما يلى:
1) المجال الأول: العلم والاستقصاء.
- خصائص العلم.
- ممارسات الاستقصاء.
2) المجال الثاني: الكون.
- نظام الكون والنظام الشمسى.
3) المجال الثالث: الأرض.
- تركيب نظام الأرض.
- الملامح التاريخية للأرض.
- التشكيلات الطبيعية على سطح الأرض.
4) المجال الرابع: الطقس والمناخ.
- ظواهر المناخ.
5) المجال الخامس: تكنولوجيا الفضاء وتطبيقاتها.
- تكنولوجيا الاستشعار من البعد.
- السفر إلى الفضاء.
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء فى المرحلة الابتدائية على خمس مجالات، وهى كالتالي:
1) المجال الأول: خصائص العلم وممارسات الاستقصاء.
2) المجال الثاني: الكون.
3) المجال الثالث: الأرض.
4) المجال الرابع: الطقس والمناخ.
5) المجال الخامس: تكنولوجيا الفضاء وتطبيقاتها.
Prof. Tafida Sayed Ahmed Ghanem
Abstract
Building the Egyptian person through quality education is the main objective of the national strategy for sustainable development in light of Egypt’s vision (2030 AD), and in light of the passage to the new republic; This research paper aimed to present proposed mechanisms for integrating community partnership in education as one of the elements of quality education, and as one of the hoped-for solutions to the aggravating problems in the Egyptian education field. Where the researcher presented what the schools of the new republic are, and the concept of the quality of the new education system (2.0). Then, she reviewed the problems and challenges facing education in the schools of the new republic, and the researcher also provided an analytical description of how to integrate community partnership into education to extract from it the foundations for achieving the quality of the new education system (2.0) in the schools of the new republic. Then, in conclusion, the researcher presented a set of proposed mechanisms to achieve the quality of the new education system (2.0) in the schools of the new republic in the light of integrating community partnerships in education.
Keywords: Education quality, the new education system (2.0), the schools of the new republic, community partnership.
(Covid-19) Crisis - A Suggested Vision
Prof. Tafida Sayed Ahmed Ghanem
Research Professor and Head of Curriculum Construction and Design Department- Curriculum Development Research Division
National Center for Educational Research and Development (NCERD)- Cairo
prof.tafida.ghanem@ncerd.edu.eg
Research Summary
The research aims to present a proposed vision for the integration of scientific education research as an approach for achieving sustainable development in Arab societies. In light of the repercussions of climate change, and the coincidence of the crisis of the (Covid-19) epidemic. Which ensuing environmental, economic, and social problems with numerous conditions that obstruct the paths of sustainable development in our region. Where the researcher dealt with the description and analysis of the present problems, the level of sustainable development in Arab societies, and the role of scientific education in bringing about sustainable development targeted at the Arab level. In addition, put forward a proposed vision to direct integrated scientific education research towards the requirements of educational institutions by supporting science and technology education, and spreading scientific awareness. The research recommends the necessity of supporting integrated scientific education research and disseminate scientific, environmental, and health culture in Arab societies.
Keywords: scientific education research; sustainable development; Arab societies; climate change; and epidemic (Covid-19).
Abstract:
The aim of the research is to prepare a proposal for integrating climate change adaptation’ concepts in the curricula of STEM schools by designing the Interdisciplinary Conceptual Curriculum based on (STEAM) Course. The researcher followed the descriptive approach in a theoretical study to identify the major practical concepts and related key concepts appropriate students’ level, and defining a way of including climate change adaptation’ concepts in the curriculum. As well as a procedural study to identify the extent to which these concepts are included in the curricula of STEM schools in the Arab Republic of Egypt. Besides, identify expert opinions on the components of the proposed (STEAM) curriculum. The results showed the weakness of including the concepts of climate change adaptation in the current curricula, and the relevance of the proposed curriculum components. The researcher recommended including the concepts in the curricula of STEM schools, and applying the (STEAM) curriculum.
Abstract
Climate change is considered one of the complex issues in the twenty-first century. Though, the importance of enhancing the role of education in climate change’s mitigation and adaptation capabilities emerges through several axes. This paper discusses teachers training in pre-university education of education for climate change, and support teacher’s training within the framework of comprehensive school, and environmental education initiatives. This paper reviews climate change, sustainable development, some international efforts in the field of teacher training programs on climate change education, and training schools affiliated with UNESCO within the framework of the comprehensive school curriculum. Finally, in light of the descriptive study, the researcher reaches to determine the developmental dimensions for training pre-university education teachers on climate change education, which are education for sustainable environmental development, and teaching climate change, and disasters education in comprehensive school framework. Moreover, define the principles for training pre-university education teachers on climate change education.
Key words: climate change education – comprehensive school - developmental dimensions - pre-university education teachers - sustainable development - challenges of the twenty-first century.
Dr. Tafida Sayed Ahmed Ghanem
Associate Professor - National Center for Educational Research and Development
) NCERD(
This research was concerned with the problem of insufficient in teaching of geology for the general secondary school students with considering of science standards’ practices, and the students’ learning patterns; besides, the low level of students in acquisition of the essential geological concepts and development of the higher-order thinking skills. The aim of the research is to build a strategy for teaching geology based on the interaction between the science standards’ practices (scientific practices and engineering practices) and some learning patterns of Herrmann’s model (binary-learning pattern and tri-learning pattern); and measure its effectiveness of development of the geological concepts and the higher-order thinking skills among general secondary students through applying the geological concepts test and the higher-order thinking skills test, which were designed by the researcher, as well as identifying the differences between the two empirical research groups according to the type of practices and learning patterns, and the interaction between them. The study followed both the descriptive and the experimental method with a group of (106 students). The results showed the impact of the proposed strategy on students' acquisition of geological concepts and the development of higher-order thinking skills; the superiority of the tri-learning pattern on the binary-learning pattern; there was an interaction in two dimensions and the total degree of the concept test, with absence of interaction of the other dimensions; and there was an interaction in two dimensions in thinking test, and absence of interactions in the other dimensions and the total degree.
Keywords: Geological Concepts – Higher-order Thinking Skills - Whole Brain Thinking Model - Science Standards’ Practices - Learning Patterns.
Dr. Tafida Sayed Ahmed Ghanem
Associate Research Professor, National Center for Educational Research and Development
Abstract
The current research concerned with the problem of insufficiency of science teaching in the third grade of the preparatory stage providing students with the skills and attitudes necessary for work and life in 21st century using the appropriate learning models. The aim of this research is to enable science teacher to develop the productivity and accountability skills and attitudes towards the cooperative work for preparatory school students by introducing a model for science teaching based on project-based learning. The research applied the descriptive method to determining the productivity and accountability skills, and the dimensions of the attitudes towards cooperative work that appropriate for the third-graders, and to preparing, the proposed teaching model based on project-based learning. Moreover, redesign the “Universe and the Solar System” unit of study upon the proposed model, and design the observation card and the attitude questionnaire. The research applied the experimental method, which was carried out by two groups: experimental group (35) students, and control group (37) female students. The research results showed that: There were statistically significant differences at (0.01) between the mean scores of the control group and the experimental group, and between pre-test and post-test. Besides, declared the research hypotheses for all dimensions of the productivity and accountability skills’ observation cards, and the attitudes towards the cooperative work questionnaire, which favored for the experimental group and for the post-test. It showed the weak results of the control group that studied the unit using the traditional method. The high impact of the proposed teaching model for the experimental group, which studied using the project-based learning model, was confirmed. It could develop the following skills: goal setting, planning to achieve goals, carrying out work tasks, participation and cooperation in work, assessment of work and results, responsibility, improvement and development of work. It could develop the following attitudes: the conviction of the need for cooperative work, the integration into the cooperative working groups, establishment of relations with group members, and pursuit of success in the cooperative work. The researcher recommended that the 21st century skills of work and life should be included in science curricula for the preparatory stage, and the emphasize teaching on the development of skills and positive attitudes in science teaching using project-based learning.
Keywords: Project-based learning - Productivity and accountability skills – Attitudes towards the cooperative work - Preparatory stage – Science teaching - The universe and the solar system unit of study.
Dr. Tafida Sayed Ahmed Ghanem
Abstract
The current research tackled the problem of the poor quality of science curricula in the basic education stage, the lack of curricula in achieving quality requirements according to international standards, neglecting the application of international trends in the field of science curricula, the weakness of science curricula in developing basic scientific concepts in terms of diversity and comprehensiveness, Learning of scientific concepts, and the lack of science curricula in achieving the values of the knowledge society of students. The aim of the research was to develop science curricula in the basic education stage in order to achieve the requirements of the strategic plan for the quality of curricula in the light of Japanese experience. The development of basic scientific concepts, and the values of the knowledge society among students in the basic education stage. The study followed the curriculum descriptive approach in determining the quality requirements of science curricula in basic education in the framework of the strategic plan for pre-university education (2014-2030), determining the dimensions of the quality of science curricula in basic education in the light of Japanese experience, And the knowledge society to be included in the science curriculum of the basic education stage in the light of Japanese experience, and put forward a vision to develop the science curriculum in the basic education stage to achieve the requirements of the strategic plan for the quality of curricula in the light of Japanese experience, Animal senses and movements (13 concepts), biological systems and processes in the human body (12 concepts), classification of animals (3 concepts), And the evolution of animals (4 concepts); the test was divided into four sections according to the tasks of assessing the learning of concepts, namely: concept definitions, concept characteristics, examples of concept, and linking concepts. The values of the knowledge society are defined in five dimensions: knowledge values, informational values, values of self and continuous learning, values of learning and innovation, values of cooperation and teamwork. The semi-experiential approach was followed by using the design of a single group to apply the unit and the research tools (pre-post-test design) on a group of middle school students, forty-two students from the second grade students in “Misr Insurance Company School” for Girls in the first semester of (2016/2017), in order to measure the effectiveness of the proposed curriculum in students' acquisition of science concepts and knowledge society values specified in the applied unit. The results of the research showed the effectiveness of the developed curriculum in the development of basic scientific concepts, and knowledge society values of the research group of second grade students, and that the proposed science curriculum was highly effective in acquiring scientific concepts and values of the knowledge society. And the development of their knowledge, skills, and values, and achieve a functional structural view of knowledge, and the functional organization of knowledge. This is due to the differences between the pre-post-test application of the concept test and the knowledge society questionnaire; The results confirmed students' understanding of the concepts included in the unit, and achieved the formation of the concept and definition and characterization and linking concepts. The results also emphasized the focus on conceptual learning, the achievement of learning outcomes, the achievement of the objectives of the search for knowledge, the positive use of diverse educational resources for self-learning, the participation of the learner and his peers in the process of learning and sharing of knowledge, Continuous learning. The research results recommend building science curricula in the basic education stage in the light of contemporary Japanese experience. And training science teachers in basic education to teach science according to education quality requirements. Reconsidering the time plan for teaching science in basic education and increasing the number of hours of learning science using advanced educational methods through increasing periods of activities, experimentation, field studies and projects.
For first year secondary students
Dr. Tafida Sayed Ahmed Ghanem
Associate Professor - National Center for Educational Research and Development NCERD
The research dealt with the problem of the lack of biology curriculum in the first grade of secondary in the inclusion of interdisciplinary modules, poor training of students in research skills and the development of cognitive skills and emotional skills related to innovative quality, and the development of professional tendencies in areas related to contemporary medical, health and technological sciences. The research aimed to measure the effectiveness of a proposed unit in biomolecular electronics based on research-based learning in the development of innovative quality and professional tendencies of secondary school students. The researcher followed the descriptive analytical approach in determining the foundations of building the proposed unit of study in bioelectronics, determining the dimensions of bioelectronics related to the course of biology, and determining the dimensions of innovative quality knowledge, skill and sentimental, and identify professional tendencies related to the subject of the proposed unit of study in bioelectronics suitable for development among secondary school students The researcher designed the proposed unit in the light of research-based learning, and identified the bases of building the unit and research topics in biomolecular electronics related to the course of biology, and prepared an innovative quality scale and a measure of professional tendencies, and applied the unit of study and research tools before and after a sample of (22) first graders The results of the research showed the effectiveness of the unit in the development of some cognitive dimensions represented in the acquisition of deep and wide knowledge in the field of specialization from multiple sources, and the acquisition of knowledge in areas associated with the field of specialization interfaces from appropriate sources, and the acquisition of Some of the skill dimensions are solving real problems in a new way, providing acceptable solutions, reorganizing or activating old positive ideas and practices in a new way, evaluating innovations in the light of understanding the needs of the market; and some emotional dimensions are involved in The culture of quality and innovation, the aspiration for creativity, innovation and innovation, and the desire to implement ideas in reality, and the insatiable continuous and self-learning of the first year secondary students; Medical and therapeutic professions, scientific and research professions, engineering professions, industrial professions, service professions and social welfare; recommended the researcher to pay attention to the teaching of interdisciplinary science in the biology course; and to include innovative quality objectives in the curriculum of biology for the secondary level; Medical, health and technology of secondary school students.
Dr. Tafida Sayed Ahmed Ghanem
National Center for Educational Research and Development
Abstract
This research was concerned with the problem of the low level of primary science teachers of twenty-first century competencies, and poor of cognitive competencies of twenty-first century. The objective of this research was to raise the level of cognitive competencies among primary science teachers related to the competencies of the twenty-first century, and measure the impact of a proposed training unit to acquire certain cognitive competencies. The research followed descriptive method to determine learning outcomes of the twenty-first century, teachers' competencies of twenty-first century, and to design the proposed training program; also used the quasi-experimental method using one experimental group and a pre-post- test design to implement the program and measure its impact on developing teachers' cognitive competencies. The researcher determined the primary science teachers' training needs using two teachers' questionnaire of teacher self-estimation of their level of 21st century competencies, and teachers' training needs; and cognitive competencies test. The program was applied on a group of twenty-two primary science teachers in the school year (2015/2016) in Cairo. The results showed statistical difference between the pre-test and post test results favor to post-test, and confirmed that the impact of the program was high in acquisition of the certain cognitive competencies. The research recommended the need of primary science teachers training on the twenty-first century competencies for curricula and teaching activities and evaluation.
Key Words: Twenty-first century competencies- Cognitive competencies- Training needs- Primary science teachers.
Tafida Sayed Ahmed Ghanem
National Center for Educational Research and Development
ABSTRACT
This research concerned with the problem of inadequate curricula and programs of high schools in teaching sustainable environmental development, and lack of use the effective teaching strategies for promoting higher-order thinking skills and the positive attitudes. It aimed to measure the impact of sustainable environmental development program on promoting strategic thinking skills and attitudes towards the sustainable development for the environment among high school students. It relied on descriptive and quasi-experimental methodology design. The researcher has identified the program on the light of the strategic planning process, and the strategic thinking skills (analysis, interpretation, and Prospection). The program was applied and its tools on a group of second grade of twenty-two students at Heliopolis in the second semester of the academic year (2015/2016). The results showed difference between the pre-test and the post test results favor to the post-test, and confirmed the impact of the program. It recommended building programs and curricula, including sustainable development and environmental issues so as to assist in the development of strategic thinking skills, and guide students to participate in the environmental and sustainable development at the national level.
Keywords: Sustainable Environmental Development - Strategic Planning Process – Strategic Thinking Skills – Sustainable Development for the Environment- Educational Program –High School Students.
المرحلة الثانوية العامة>
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء في المرحلة الثانوية العامة على سبعة مجالات رئيسة كما يلي:
(1) المجال الأول: العلم والاستقصاء.
- طبيعة العلم.
- ممارسات الاستقصاء.
(2) المجال الثاني: الكون.
- نظام الكون.
- المجموعة الشمسية.
(3) المجال الثالث: الأرض.
- نظام الأرض.
- الملامح التاريخية للأرض.
- التشكيلات الطبيعية على سطح الأرض.
(4) المجال الرابع: الطقس والمناخ.
- الظواهر المناخية.
- تغير المناخ.
(5) المجال الخامس: النظم البيئية.
- تكوين النظم الإيكولوجية.
- خصائص الأقاليم البيئية.
- التنمية البيئية المستدامة والإنسان.
(6) المجال السادس: تكنولوجيا الفضاء وتطبيقاتها.
- تكنولوجيا الاستشعار من البعد.
- السفر إلى الفضاء.
(7) المجال السابع: التصميم الهندسى
- فهم عملية التصميم الهندسى.
- فهم أبعاد حل المشكلات باستخدام التصميم الهندسى.
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء فى المرحلة الإعدادية، على خمس مجالات رئيسة كما يلى:
1) المجال الأول: العلم والاستقصاء.
- خصائص العلم.
- ممارسات الاستقصاء.
2) المجال الثاني: الكون.
- نظام الكون والنظام الشمسى.
3) المجال الثالث: الأرض.
- تركيب نظام الأرض.
- الملامح التاريخية للأرض.
- التشكيلات الطبيعية على سطح الأرض.
4) المجال الرابع: الطقس والمناخ.
- ظواهر المناخ.
5) المجال الخامس: تكنولوجيا الفضاء وتطبيقاتها.
- تكنولوجيا الاستشعار من البعد.
- السفر إلى الفضاء.
اشتملت المعايير القومية فى علوم الأرض وتكنولوجيا الفضاء فى المرحلة الابتدائية على خمس مجالات، وهى كالتالي:
1) المجال الأول: خصائص العلم وممارسات الاستقصاء.
2) المجال الثاني: الكون.
3) المجال الثالث: الأرض.
4) المجال الرابع: الطقس والمناخ.
5) المجال الخامس: تكنولوجيا الفضاء وتطبيقاتها.
استراتيجية بناء الإنسان المصرى: البرنامج الرئيس الثانى: تأكيد الهوية العلمية.
البرنامج الفرعى الأول: تطوير منظومة التعليم قبل الجامعى.
الأهداف الاستراتيجية:
1- تحسين جودة النظام التعليمى بما يتوافق مع النظم العالمية.
2- إتاحة التعليم للجميع دون تمييز.
3- تحسين تنافسية نظم ومخرجات التعليم.
1) تأهيل المدارس للاعتماد.
2) تطوير المناهج التعليمية والكتاب المدرسى ونظم التقويم.
3) تحسين الأوضاع المهنية والاجتماعية والمالية للمعلمين وأعضاء هيئة التدريس.
4) تطوير البنية التكنولوجية للتعليم قبل الجامعى.
5) التصدي لمشكلة الأمية.
البرنامج الفرعى الثانى: إتاحة التعليم للجميع دون تمييز.
زيادة عدد المدارس والفصول
البرنامج الفرعى الثالث: تنافسية نظم ومخرجات التعليم.