مستوى تحقيق منهج العلوم للصف الخامس الابتدائي لممارسة التلاميذ لعمليات العلم الأساسية من وجهة نظر معلميه

الباحث

صالح محمد أحمد الحرباوي

المشرف

سبهان يونس مجيد النجم

الجامعة

جامعة الموصل

الكلية / القسم

التربية للعلوم الإنسانية / العلوم التربوية والنفسية

الشهادة

ماجستير

السنة

2024

لغة الرسالة

عربي

الكلمات المفتاحية

منهج العلوم;عمليات العلم الأساسية;الصف الخامس الابتدائي;المعلمون

هدف البحث الحالي إلى التعرف على مستوى تحقيق منهج العلوم للصف الخامس الإبتدائي لممارسة التلاميذ لعمليات العلم الأساسية من وجهة نظر معلميه تكونت عينة البحث الأساسية من )+ (Ys معلم ومعلمة بواقع (4) Leben و )1%( معلمة تم إختيارهم من مجتمع البحث المكون من معلمي العلوم في المدارس الإبتدائية الحكومية في محافظة نينوى للعام الدراسي(77١٠7 _ 75١3)وعلى وفق العينة العشوائية الطبقية تبعاً لمتغيري الجنس وسنوات الخدمة ولتحقيق هدف Gaull والإجابة عن أسئلته ach الباحث إستبانة مكونة بصيغتها النهائية من (TE) فقرة موزعة على عمليات العلم الأساسية الثمانية ويواقع(4) فقرات للملاحظة 5 )£( فقرة للقياس و(؟) فقرة للإستدلال و(5) فقرة للتصنيف 9 )£( فقرة للتنبؤ 9 )£( فقرة للتواصل و(5) فقرة لإستخدام الأرقام و(4) فقرة لإستخدام العلاقات المكانية والزمانية ، وأعتمد الباحث التدريج الثلاثي لليكرت من خلال البدائل بدرجة (كبيرة متوسطة قليلة) كما تحقق من صدق الأداة الظاهري؛ . أما GLA فقد تم حسابه بطريقتين الأولى الإعادة ويلغت ٠685( )والثانية بالإتساق الداخلي من خلال تطبيق معادلة ألفا كرونباخ ويلغت نسبة (684٠)وهم نسب عاليه للثبات، ويذلك أصبحت الأداة جاهزة للتطبيق على أفراد العينة الأساسية، بعدها طبقها الباحث عليهم ميدانياً ثم جمع البيانات وحللها إحصائياً بإستعمال معادلة الوسط المرجح والإختبار التائي لعينة واحدة والإختبار التائي لعينتين مستقلتين وتوصل إلى النتائج الآتية: -١ حقق منهج العلوم مستوى متوسط لممارسة التلاميذ لعمليات العلم الأساسية ككل بنسبة (9057,50) لعنصر الأهداف و بنسبة (YOV,VY) لعنصر المحتوى وبنسبة (55,/اه90) لعنصر طرائق التدريس وبنسبة (%56,+VA) لعنصر الأنشطة التعليمية وبنسبة (655,815/) لعنصر الوسائل التعليمية وبنسبة (55,5957 96) لعنصر التقودم . ؟- يوجد فرق ذو دلالة إحصائية عند مستوى )°+-،( بين المتوسط الحسابى المتحقق لممارسة التلاميذ لعمليات العلم الأساسية من وجهة نظر معلميهم ككل والمتوسط الفرضي له ولصالح لممارسة التلاميذ لعمليات العلم الأساسية والكلي تبعاً لمتغير الجنس ، لجميع عناصر المنهج 4- لا يوجد فرق ذو دلالة إحصائية عند مستوى )٠.05( بين متوسطي تحقيق منهج العلوم لممارسة التلاميذ لعمليات العلم الأساسية والكلي Led لمتغير سنوات الخدمةءلجميع عناصر المنهج. .١ لمنهج العلوم المقرر للصف الخامس الإبتدائي دوراً متوسطأً في تحقيق ممارسة التلاميذ لعمليات العلم الأساسية لجميع عناصر المنهج. .Y تقارب وجهتا نظر المعلمين والمعلمات ( اقل من١٠ سنوات و١٠ سنوات فأكثر) في تحقيق منهج العلوم مستوى متوسط لممارسة التلاميذ لعمليات العلم الأساسية لجميع عناصر المنهج . في ضوء النتائج يوصي الباحث gall ذات العلاقة في مديرية المناهجء وزارة التربية بالآتي نذكر منها: .١ تضمين مقررات العلوم في المرحلة الإبتدائية للعديد من الأنشطة العلمية lle تؤدي إلى زيادة قدرة التلاميذ من إكتساب عمليات العلم الأساسية ثم أقترح الباحث عدة عناوين لدراسات مستقبلية ذات الصلة بمتغيرات البحث نذكر منها.

The goal of the current research is to identify the level of achievement of the science curriculum for the fifth grade of primary school for students’ practice of basic science processes from the point of view of its teachers. The basic research sample consisted of (200) male and female teachers, with (54) male and (146) female teachers selected from the research community consisting of science teachers. In public primary schools in Nineveh Governorate for the academic year (2023-2024), according to a stratified random sample according to the variables of gender and years of service, and to achieve the goal of the research and answer its questions, the researcher prepared a questionnaire consisting in its final form of (36) items distributed among the eight basic science process skills and as follows: 4) A paragraph for the skill of observation, (4) A paragraph for the skill of measurement, (4) A paragraph for the skill of inference, (5) A paragraph for the skill of classification, (4) A paragraph for the skill of prediction, (4) A paragraph for the communication skill, (5) A paragraph for the skill of using numbers, and ( 4) An item for the skill of using spatial and temporal relationships, and the researcher adopted the triple Likert grading through the alternatives (large, medium, few) and also verified the apparent validity of the tool, in addition to its psychometric properties, factorial validity in discrimination and internal consistency for all of its items, and all of them were within the acceptable range. As for reliability, it was calculated in two ways: the first was repetition, and the percentage of objectives was (0.86), the percentage of content (0.84), the percentage of teaching methods (0.84), the percentage of educational activities (0.83), the percentage of educational methods (0.82), and the percentage of evaluation ( 0.84) and the second with internal consistency through applying Cronbach’s alpha equation, and the percentage of objectives reached (0.89), content (0.85), teaching methods (0.87), educational activities (0.88), educational methods (0.84), and evaluation (0.84). 0.86) which are high reliability rates, and thus the tool was ready to be applied to the members of the main sample. The researcher then applied it to them in the field, then collected the data and analyzed it statistically using the weighted mean equation and the t-test for one sample , The t-test was conducted for two independent samples and reached the following results: The science curriculum achieved the students’ practice of basic science processes as a whole by (57.40%) for the objectives component and in the order of (observation, classification, inference, measurement, prediction, communication, use of numbers, use of spatial and temporal relationships) The science curriculum achieved students’ practice of basic science processes as a whole by (57.73%) for the content element and in the order of (observation, classification, inference, communication, prediction, measurement, use of numbers, use of spatial and temporal relationships) The science curriculum achieved students’ practice of basic science processes as a whole by (57.35%) for the teaching methods component and in the order of (observation, classification, inference, measurement, use of spatial and temporal relationships, communication, use of numbers, prediction) The science curriculum achieved the students’ practice of basic science processes as a whole at a rate of (49.34%) for the educational activities component and in the order of (observation, classification, inference, measurement, communication, prediction, use of numbers, use of spatial and temporal relationships) The science curriculum achieved the students’ practice of basic science processes as a whole at a rate of (41.80%) for the educational methods component and in the order of (observation, classification, inference, communication, use of spatial and temporal relationships, measurement, use of numbers, prediction) The science curriculum achieved the students’ practice of basic science processes as a whole at a rate of (49.71%) for the assessment component and in the order of (observation, classification, inference, measurement, prediction, communication, use of numbers, use of spatial and temporal relationships) There is a statistically significant difference at the level of (0.05) between the arithmetic average achieved for students’ practice of basic science operations and the theoretical average, in favor of the theoretical average. For all elements of the curriculum There is a statistically significant difference at the level of (0.05) between the arithmetic averages achieved for basic science process skills as a whole and the hypothesized average (68) among male and female teachers with service (less than 10 years) and the overall average, in favor of the theoretical averages. There is a statistically significant difference at the level of (0.05) between the arithmetic averages achieved for basic science process skills as a whole and the hypothesized average (68) among female teachers with service (10 years or more) and the overall average, in favor of the theoretical averages. There is no statistically significant difference at the level of (0.05) between the averages of achieving the science curriculum for students’ practice of basic and comprehensive science processes according to the gender variable for all elements of the curriculum. There is no statistically significant difference at the level of (0.05) between the average achievement of the science curriculum for students’ practice of basic science processes and the total according to the years of service variable for all elements of the curriculum. Second: Recommendations In light of the results, the researcher recommends the following to the relevant authorities in the Curriculum Directorate, Ministry of Education: Science curricula at the primary level include many scientific activities, which lead to increasing students’ ability to acquire basic science process skills It is necessary to focus teachers’ attention in education on raising the degree of practicing science process skills among students through training and mental practice of each of these skills through sensory activities and investigation and research tasks. Holding training courses for in-service teachers to train them to employ basic science process skills in teaching science, train them to design scientific situations within the curricula, and address weaknesses in basic science process skills that appear to them during education so that the goals of science education, which stipulate that students acquire The scientific method of research and thinking, and their acquisition of basic science process skills. Drawing the attention of educational supervisors, science committees, and science teachers to the importance of students acquiring skills Basic science processes, as well as the necessity of including in classroom practices and semester or final exams questions that measure the level of acquisition of basic science process skills by students with high, average, and low achievement in a way that suits each of them. Third: Proposals As a continuation of the current research, the researcher proposes to conduct the following future studies: The reality of scientific enlightenment among science teachers and its relationship to their students’ practice of basic science process skills. Designing a training program based on science teachers’ needs for basic science processes and its impact on developing their practice. The relationship between the level of science teachers’ practice of basic science process skills and the extent to which their students acquire the same skills.

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