2024-03-28T21:20:27Z
https://jrciet.journals.ekb.eg/?_action=export&rf=summon&issue=5429
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
Before it’s Too Late Teaching mathematics and science at danger A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century
Reda
Elsaid
Abstracted by: Prof. Reda Mossed Elsaid In an age now driven by the relentless necessity of scientific and technological advance, the current preparation that students in the United States receive in mathematics and science is, in a word, unacceptable. Recent reports of the performance of our country’s students from both the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) echo a dismal message of lackluster performance, now three decades old; it’s time the nation heeded it—before it’s too late. Four important and enduring reasons underscore the need for our children to achieve competency in mathematics and science: (1) the rapid pace of change in both the increasingly interdependent global economy and in the American workplace demands widespread mathematics- and science-related knowledge and abilities; (2) our citizens need both mathematics and science for their everyday decision-making; (3) mathematics and science are inextricably linked to the nation’s security interests; and (4) the deeper, intrinsic value of mathematical and scientific knowledge shapes and defines our common life, history, and culture. Mathematics and science are primary sources of lifelong learning and the progress of our civilization.
Teaching mathematics and science at danger
2019
07
01
11
15
https://jrciet.journals.ekb.eg/article_31944_1e08e948b3cc35f329d238bc0500bd61.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
The Effectiveness of Various Types of Feedback on Primary Stage Students' Writing
Engy
Ahmed
Aly
Qoura
Samah
Hassan
Abstract: T his study aimed at investigating the effectiveness of using various types of feedback on students' writings at the primary school to enhance their ability to express their ideas. This study adopted the quasi experimental design. The participants of the study were forty students in the sixth year primary school. They were divided randomly into three experimental groups. The first one received oral conferences feedback while the second one got peer feedback. The third group was provided the traditional written feedback directly by teachers. Instruments of the study were a pre-post EFL writing test and a writing rubric to assess pupils' writing according to the identified sub-skills. The instruction using various types of feedback was applied in the first term of academic year (2016/2017) and lasted for two months. The findings suggested that using Oral Conferences Feedback affects students' writing in a positive way than providing only the traditional written feedback from teachers or Peer Feedback. Oral Conferences Feedback enhances students' motivation to practise writing skill. It provides opportunities for pupils to negotiate the meaning and clarify teachers' written Feedback.
writing skill
Oral Conferences Feedback
Peer Feedback
Teacher Written Feedback
2019
07
01
17
33
https://jrciet.journals.ekb.eg/article_31946_7402fecd89e01dd3a9de420a007820db.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
The Effectiveness of Consilience on Teaching Science Supported with Visual Arts in Developing Some Primary Stage Pupils' Visual Thinking Skills and the Attitude towards the Relation between Science and Arts
Eman
Elhosiny
Hamdi
Otiefa
Mohamed
Abo – Shama
Abstract: T he purpose of this study was to investigate that the subject of this study was to determine the role of consilience on teaching science and the educational system in Egypt influenced students' attitudes towards the relation between Science and arts. It has provided insights about the visual thinking skills influence students' visualization of science concept, how visual arts shape students' learning attitudes to increase pupils' academic achievement. The study utilized E.O Wilson's (1998) aspects to consilience (unity of knowledge) theory, which it is a special form of integration. Primary Stage Pupils' came from homogeneous background in terms of different education systems in Egypt have been participated. The results shows the correlation between achievement and attitudes towards science and arts is equal (0.454), and between attitudes towards science and arts and visual thinking skills is found to be equal (0.408). This research is advocated for consilience on teaching Science supported with Visual Arts to promote visual thinking skills and attitudes towards the relation between science and arts. Implications of the study is science curriculum might be welcome based on the Sci-Visual Art education and supported Science Content with consilience may be presented as a Superior method.
Consilience
Attitude
visual thinking skills
Visual Arts
Sci-Visual Art
2019
07
01
35
45
https://jrciet.journals.ekb.eg/article_31947_1e34922594bcc62bc960b66c458056b9.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
L’effet des pratiques enseignantes "les orthographes approchées" sur la conscience phonémique et sur l’écriture selon la norme chez les élèves du secondaire en FLE
Doaa
Ahmed
Résumé L a présente étude porte sur une démarche innovante en enseignement de l’écrit : les orthographes approchées. L’étude a pour objectif d’évaluer l’impact de cette démarche didactique sur la conscience phonémique et sur l’atteinte de l’écriture conventionnelle orthographique en français langue étrangère (FLE). L’étude se déroule auprès des élèves égyptiens de la première année du secondaire, qui commencent l’apprentissage du français à cet âge. Pour ce faire, nous avons adopté un plan de recherche expérimentale : d’abord, un prétest pour deux groupes : un groupe expérimental (N=35 élèves) et un autre groupe contrôle (N=35 élèves); ensuite, un programme basé sur des pratiques d’orthographes approchées pour uniquement les élèves du groupe expérimental et, enfin, un post-test pour les deux groupes. L’enseignante expérimentatrice a suit une formation sur les orthographes approchées avant et durant l’intervention. L’analyse des données a permis de trouver un impact positif de cette pratique sur la conscience phonémique et sur l’écriture selon la norme orthographique. Les élèves du groupe expérimental ont manifesté une performance significative plus supérieure à celle des élèves du groupe contrôle en extraction et en combinatoire phonologique, en conventionalité phonologique et orthographique.
les orthographes approchées
une démarche didactique
les élèves du secondaire
la conscience phonémique
le français langue étrangère (FLE)
2019
07
01
47
84
https://jrciet.journals.ekb.eg/article_31949_7492a0e91305068bccdc8febec98c523.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
Using a Program Based on Cooperative Group Activities for Developing 1st Year Secondary School Students' Language Proficiency and Attitudes Towards Learning English
Omnia
Abdel Latif
Howida
Masoud
Abstract T he present study was conducted to investigate the effect of using a program based on cooperative learning group activities on developing language proficiency and attitudes towards learning English of first year secondary school female students at Minia Secondary School for Girls. A pre-post control group research design was used to achieve the research objectives. Sixty students were randomly divided into two groups: the experimental and the control groups. The experimental group students were trained in cooperative learning group activities based program to enhance their language proficiency and attitudes towards learning English. Control group students were taught following the regular method of teaching. Instruments of the study included a language proficiency test and an attitude scale to measure their performance before and after implementing the program and as a means of calculating the pre and post performance of the students. A training program was built to train the experimental group. Analysis of data obtained by students (using t- test) revealed that the experimental group significantly surpassed the control in the post performance. Discussion of these findings, recommendations and suggestions for further research are presented.
cooperative learning
language proficiency
Attitudes
2019
07
01
85
121
https://jrciet.journals.ekb.eg/article_31950_094a431b5160b3ac6bd06955ff773c55.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
Creative Self-Efficiency Among Special Education Department Students '' High Achiever and the normal '' at Alqaseem University
Fatima
AlRashidi
Abstract :
T
his study aimed to investigate the creative self-efficiency among special education department students '' the, High Achiever students and the normal students '' at Alqaseem University, in the light of the educational level, the sample of the study consisted of special education department students of ALQASEEM University. in the kingdom of Saudi Arabia, who were randomly selected, (204) students, (62) of High Achiever students, and(142) of normal students .The results of study indicated that the creative self-efficiency was high, where the creative self-efficacy of creative thinking domain placed the first class, whereas the self-efficacy of creative performance placed the second class -There were statistically significant differences at (α=0.05) due to the achievement of ( High Achiever/normal ) in all domains and on the total degree, in favour of High Achiever students.-There were statistically significant differences at (α=0.05) from second to forth year, in favour of the fourth year in self-efficacy of creative thinking area and in tool as whole.
Creative Self-Efficiency
Special Education Department Students
High Achiever
normal
2019
07
01
123
139
https://jrciet.journals.ekb.eg/article_31951_8e0eafdbe01fc4e05ecd35ce103caa84.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
Effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills
Hanan
Mabrouk
Gihan
Genedy
Abstract: T he present study aimed to investigate the effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills. The participants of the study included 80 female students from Faculty of Education at Jouf University. The researchers prepared an observation checklist and an attitude scale. They also prepared some tasks, activities, sites for videos and data for students to do at home. They taught the experimental group through flipped classroom via Blackboard System, while the control group taught through the traditional method for a whole semester. The findings revealed that using the Blackboard System proved to be effective in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills.
active learning
flipped classroom
Blackboard System
Art work skills
2019
07
01
141
161
https://jrciet.journals.ekb.eg/article_31952_fb0573801d3d8c6ce37cf27968122e90.pdf
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2356-9107
2019
4
3
A Case Studt of an Intervention Program for Students with Dyslexa in A primary School in the UAE
Elazab
Elshazly
Abstract T his paper aims to explore the effect of an iPad program and the usage of different downloaded apps to help students with dyslexia on reading, writing and spelling abilities in two classes of an open elementary school. The investigation takes after a blended strategy approach (survey; face to face interviews; pre-posttests). Twenty (20) third graders male students with dyslexia, going to English as a Foreign Language classes were the members of the examination. Students' implementation on spelling, reading and writing abilities were tried after trained through an iPad intercession program with multisensory applications. The experimental group's implementation (10 students with dyslexia) was contrasted with the control group's (10 students with dyslexia) educated through non-PC based, techniques. A pre-appraisal test was directed for assessing the reading, spelling and writing abilities of the two gatherings of understudies before the mediation. After eight (8) weeks, both groups were involved in post-tests for evaluating their performance on reading, spelling and writing skills. The examination found that the students' with dyslexia aptitudes were enhanced after the iPad intercession program rather than the students taught through standard strategies.
iPad
EFL
Dyslexia
multi-sensory approach
iPad applications
2019
07
01
163
179
https://jrciet.journals.ekb.eg/article_31953_e89367c24bac17ecb5ef41768b830596.pdf