Papers by Prof. Tafida S A Y E D A H M E D Ghanem
المؤتمر الدولى الأول، كلية التربية جامعة الأسكندرية "رقمنة المنهج وجدارات المستقبل" 2 ~ 3 سبتمبر 2023م, 2023
This paper aims to present a proposed vision for the design of science curricula in light of digi... more This paper aims to present a proposed vision for the design of science curricula in light of digital transformation and future competencies. In order to keep pace with social changes and continuous technological developments that have been reflected in the field of education. The paper dealt with models for designing science curricula, the process of digital transformation in education, and future competencies. The proposed vision also included the foundations for designing science curricula in light of digital transformation and future competencies and a model for designing science curricula in light of digital transformation and future competencies. The science curriculum design model relied on integrating digital skills, future-oriented competencies, emerging technologies, integration across scientific and technological curricula areas, and digital learning. The design model included providing scientific expertise and integrated technological applications from various fields of science and integrating knowledge competencies, personal competencies, self-management competencies, and digital competencies in the objectives, content, and activities of the curriculum. The proposed design model is based on teacher-designed digital educational materials, customized and collaborative digital educational activities, online digital educational resources, learning management systems, online learning platforms, virtual and augmented reality, adaptive learning systems, digital collaboration tools, and digital assessment and feedback tools. This enables the teacher to achieve the educational goals of the science curricula and enables the students to achieve the learning outcomes targeted by the curricula for life and work in the future.
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آليات مقترحة لتحقيق جودة النظام التعليمى الجديد (2.0) في مدارس الجمهورية الجديدة في ضوء دمج الشراكة المجتمعية في التعليم , 2023
Suggested Mechanisms to Achieve the Quality of the New Education System (2.0) in the Schools of t... more Suggested Mechanisms to Achieve the Quality of the New Education System (2.0) in the Schools of the New Republic in Light of the Integration of Community Partnership in Education
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.
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ورقة بحثية, 2021
The Integration of Scientific Education Research as an Approach for Achieving Sustainable Develop... more The Integration of Scientific Education Research as an Approach for Achieving Sustainable Development in Arab Societies in Light of the Problem of Climate Change and the
(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).
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Research, 2021
Including Concepts of Climate Change Adaptation in light of (STEAM) Course in the Curriculum of H... more Including Concepts of Climate Change Adaptation in light of (STEAM) Course in the Curriculum of High School of Excellence Students in Science & Technology
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.
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日本理科教育学会全国大会要項, Sep 14, 2008
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日本理科教育学会全国大会要項, Sep 14, 2008
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paper, 2020
Developmental dimensions of teachers training on education in the field of climate change within ... more Developmental dimensions of teachers training on education in the field of climate change within the framework of the comprehensive school to meet the challenges of the twenty-first century
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.
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A Proposed Strategy Based on the Interaction Between Science Standards’ Practices and Learning Pa... more A Proposed Strategy Based on the Interaction Between Science Standards’ Practices and Learning Patterns for Herrmann in the Development of Geological Concepts and Higher-order Thinking Skills Among General Secondary School’s Students
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.
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A Proposed Model in Science Teaching Based On Project-based Learning and Its Impact on the Develo... more A Proposed Model in Science Teaching Based On Project-based Learning and Its Impact on the Development of Productivity and Accountability Skills, and The Attitudes towards the Cooperative work for the Preparatory Stage Students
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.
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Developing the Science Curriculum of Basic Education Stage for Achieve the Requirements of the St... more Developing the Science Curriculum of Basic Education Stage for Achieve the Requirements of the Strategic Plan of Curriculum Quality in the Light of Japanese Experience and Its Effectiveness in the Acquisition of Scientific Concepts and the Knowledge Society Values
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.
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A proposed module in biomolecular electronics based on research-based learning and its effectiven... more A proposed module in biomolecular electronics based on research-based learning and its effectiveness in developing innovative quality and professional inclinations
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.
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A Proposed Training Program in Twenty-First Century Teachers' Competencies based on Contemporary ... more A Proposed Training Program in Twenty-First Century Teachers' Competencies based on Contemporary Training Needs for Primary Science Teachers and its impact on developing their Cognitive Competencies
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.
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PROPOSED PROGRAM OF SUSTAINABLE ENVIRONMENTAL DEVELOPMENT ON THE LIGHT OF THE STRATEGIC PLANNING ... more PROPOSED PROGRAM OF SUSTAINABLE ENVIRONMENTAL DEVELOPMENT ON THE LIGHT OF THE STRATEGIC PLANNING PROCESS AND ITS IMPACT ON PROMOTING STRATEGIC THINKING SKILLS AND ATTITUDES TOWARDS THE SUSTAINABLE DEVELOPMENT FOR THE ENVIRONMENT AMONG HIGH SCHOOL STUDENTS
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.
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هدف البحث الحالي إلى تضمين معايير علوم الأرض والفضاء المواكبة للمعايير العالمية المعاصرة، ومتطلبا... more هدف البحث الحالي إلى تضمين معايير علوم الأرض والفضاء المواكبة للمعايير العالمية المعاصرة، ومتطلبات عصر المعرفة، والتعليم في القرن الحادى والعشرين فى منهج العلوم بالمرحلة الإعدادية، وذلك لقصور المنهج في تضمين معايير علوم الأرض والفضاء المعاصرة؛ كما هدف إلى قياس فاعلية المنهج المقترح في تحقيق بعض الأهداف التعليمية لدى التلاميذ؛ وأستند البحث إلى المنهج الوصفى التحليلى لوصف معايير علوم الأرض والفضاء المقترحة، ولتحليل محتوى مقررات العلوم في الصفوف الثلاث للمرحلة الإعدادية باستخدام أداة تحليل المحتوى في ضوء المعايير، وكذلك وصف التصور المقترح لتضمين معايير علوم الأرض والفضاء بالمنهج، وتحديد عناصر المنهج المقترح، والأهداف التعليمية المستهدفة منه، كما تم بناء وحدة دراسية من المنهج المقترح بعنوان "تكنولوجيا الأقمار الصناعية"، وقياس فعاليتها في تحقيق بعض الأهداف التعليمية المعرفية والمهارية المستهدفة من المنهج المقترح؛ وكذلك تم استخدام المنهج شبه التجريبى في البحث لتطبيق أحد وحدات المنهج المقترح على مجموعة من تلاميذ الصف الأول الإعدادى عددها (32) تلميذًا؛ وقياس فعاليتها في تحقيق بعض الأهداف المعرفية والمهارية لعلوم الأرض والفضاء باستخدام نتائج الاختبار القبلى والبعدى للأهداف التعليمية المستهدفة؛ وجاءت نتائج الدراسة الوصفية لتحليل منهج العلوم بالمرحلة الإعدادية في ضوء المعايير المقترحة في علوم الأرض والفضاء؛ لتوضح أن نسبة تحقق المعايير المقترحة في المرحلة الإعدادية (20.6%)، وهى نسبة منخفضة؛ وجاءت نسبة التحقق بالصف الأول الإعدادى (25.2%)، والصف الثانى الإعدادى (25.2%)، والصف الثالث الإعدادى (20.6%)، كما جاءت نسب تحقق المعايير كالتالى: معيار الكون (4%)، ومعيار "الأرض" (8.9%)، ومعيار الطقس والمناخ (2.1%)، ومعيار تكنولوجيا الفضاء (صفر)؛ كما أظهرت نتائج الفروق بين نتائج التطبيق القبلى والبعدى لاختبار الأهداف التعليمية؛ فعالية المنهج في تحقيق الأهداف المعرفية (الفهم، والتطبيق، والتحليل)، والأهداف المهارية (قراءة صور الأقمار الصناعية، وتفسير صور الأقمار الصناعية) لدى تلاميذ الصف الأول الإعدادى؛ حيث جاءت نسبة بلاك (1.6) مما دل على مستوى فعالية عال للمنهج المقترح.
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this research examine and discusses the impact of the recently introduced Japanese conceptual les... more this research examine and discusses the impact of the recently introduced Japanese conceptual lessons (Hypotheses and Experiments Lessons "HEL") on primary education in Egypt. The researcher conducted a comparison between the traditional science lessons and the Japanese conceptual lessons in science classes in urban and remote regions of Egypt in three grades of primary school. Students' observation cards, questionnaires, students' enjoyment of science and self-efficacy as aspects of students' engagement in science learning, were analysed. The study identified differences between primary school students' level of engagement in science learning in urban and remote regions as urban region had better result, and highlighted the promising impact of the Japanese conceptual lessons as a new teaching approach, comparing to the traditional method, aiming to promote primary students' engagement in science learning in its both dimensions' enjoyment of science and self-efficacy in primary schools.
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عرض لتوجهات مناهج العلوم فى ضوء خصائص نظام التعليم اليابانى وجودة المناهج واستراتيجيات العلوم وال... more عرض لتوجهات مناهج العلوم فى ضوء خصائص نظام التعليم اليابانى وجودة المناهج واستراتيجيات العلوم والتجديد
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National Research, 2019
شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكن... more شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكنولوجيا الفضاء وعلوم الأرض في مناهج التعليم العام بجمهورية مصر العربية المرحلة الثالثة، 2018/ 2019) في مراحله الثلاثة؛ وقامت في المرحلة الثالثة من المشروع بإعداد معايير قومية لتضمين علوم الأرض وتطبيقات تكنولوجيا الفضاء في مناهج
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.
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National Research, 2018
شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكن... more شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكنولوجيا الفضاء وعلوم الأرض في مناهج التعليم العام بجمهورية مصر العربية المرحلة الثانية، 2017/ 2018)؛ وقامت في المرحلة الثانية من المشروع بإعداد معايير قومية لتضمين علوم الأرض وتطبيقات تكنولوجيا الفضاء في مناهج المرحلة الإعدادية.
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.
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National Research , 2017
شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكن... more شاركت الباحثة في الفترة من 2016 ~ 2019 في المراحل الثلاثة للمشروع (معايير قومية مقترحة لتضمين تكنولوجيا الفضاء وعلوم الأرض في مناهج التعليم العام بجمهورية مصر العربية، 2016/ 2017)؛ وقامت في المرحلة الأولى من المشروع بإعداد معايير قومية لتضمين تطبيقات تكنولوجيا الفضاء علوم الأرض في مناهج المرحلة الابتدائية.
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.
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Research Article, 2017
تناول البحث الحالى مشكلة قصور أداءات معلمى العلوم بالمرحلة الإعدادية اللازمة لضمان جودة التعليم ف... more تناول البحث الحالى مشكلة قصور أداءات معلمى العلوم بالمرحلة الإعدادية اللازمة لضمان جودة التعليم فى ضوء معايير الاعتماد المؤسسى. وهدف البحث إلى الكشف عن الفاعلية التعليمية لمعلم العلوم فى المرحلة الإعدادية، وتحديد مستوى أداءات معلمى العلوم المهنية بالمرحلة الإعدادية لضمان جودة التعليم، وتحديد اتجاهات معلمى العلوم بالمرحلة الإعدادية نحو معايير ضمان جودة التعليم والاعتماد المؤسسى. وقامت الباحثة بدراسة وصفية تحليلية لوصف معايير ضمان جودة التعليم فى ضوء معايير الاعتماد المؤسسى، وتحديد أداءات معلم العلوم المهنية لضمان جودة التعليم فى ضوء معايير ضمان جودة التعليم والاعتماد المؤسسى. وتحليل البيانات الناتجة من استخدام أداة الاستبانة وبطاقة الملاحظة لقياس مدى تمكن معلمى العلوم بالمرحلة الإعدادية من أداءات ضمان جودة التعليم، واستخدام مقياس الاتجاه لقياس اتجاه معلمى العلوم نحو معايير ضمان جوة التعليم والاعتماد المؤسسى. وطبقت أدوات البحث على مجموعة من معلمى العلوم بالمرحلة الإعدادية عددها (54) معلمًا من بعض المدارس التابعة لمديريات التعليم بالقاهرة والقليوبية والجيزة. وتوصلت نتائج البحث إلى أن مستوى تمكن معلمى العلوم بالمرحلة الإعدادية من أداءات المعلم المهنية لضمان جودة التعليم لا يصل لمستوى التمكن المحدد (80%). وهناك ضعف فى اتجاه معلمى العلوم نحو معايير ضمان جودة التعليم والاعتماد المؤسسى. وأوصت النتائج بضرورة تدريب معلمى العلوم بالمرحلة الإعدادية على أداءات المعلم المهنية لضمان جودة التعليم فى ضوء معايير الاعتماد المؤسسى، ونشر ثقافة جودة التعليم بين المعلمين.
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Papers by Prof. Tafida S A Y E D A H M E D Ghanem
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.