معايير (STEM) المتضمنة في مقررات المرحلة الأساسية (1-4) في فلسطين
Date
2024-01-04
Authors
شيرين فتحي علي صبح
Shereen Fathi Ali Suboh
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة التعرف إلى معايير (STEM) المتضمنة في مقررات المرحلة الأساسية (1-4) في فلسطين وذلك من خلال تحليل المقررات، اعتمدت الباحثة المنهج الوصفي التحليلي منهجا لدراستها، حيث تكوّن مجتمع الدّراسة من جميع مقررات التربية الوطنية والحياتية والتنشئة الوطنية والاجتماعية والعلوم والحياة والرياضيات للمرحلة الأساسية (1-4) في فلسطين، الطبعة الرابعة (2020م/ 1441ه) وعددها عشرون كتابا ضمن معايير .(STEM) ولتحقيق أهداف الدراسة قامت الباحثة ببناء أداة بطاقة تحليل المحتـوى، تكونت القائمة من (48) مؤشرًا موزعة على ستة معايير. وتمّ التأكد من صدق وثبات الأداة بالطرق العلمية والإحصائية المناسبة. وكان من أبرز نتائج الدراسة أنّ جميع معايير (STEM) قد تحققت في محتوى مقررات التربية الوطنية والحياتية والتنشئة الوطنية والاجتماعية والعلوم والحياة والرياضيات للمرحلة الأساسية (1-4) في فلسطين واختلاف مدى توافرها؛ حيث تراوحت بين (2.9%) بمستوى توافر منخفض جدا إلى (46.9%) بمستوى توافر متوسط. حيث حصل المعيار تنمية مهارات القرن الحادي والعشرين على الترتيب الأول بنسبة تضمين (46.9%) يليه بالترتيب الثاني معيار التمركز حول المفاهيم المتكاملة بنسبة تضمين (26.7%) ثُمّ يليه بالترتيب الثالث معيار تحقيق التكامل بين مجالات (STEM) بنسبة تضمين (18.7 %)، ثُمّ يليه بالترتيب الرابع المعيار السادس استخدام التكنولوجيا بشكل استراتيجي بنسبة تضمين (2.8%)، ثُمّ يحتل المعيار الرابع تضمين ممارسات العلوم الترتيب الخامس بنسبة تضمين (2.5%)، ويليه مباشرة بالترتيب الأخير المعيار الخامس تضمين مهارات الهندسة بأقل نسبة تضمين (2.4%) وأخيرا يحتل الترتيب الأخير (الخامس) معيار. وبناء على نتائج الدراسة أوصت الباحثة بضرورة تضمين المعايير الرابع " تضمين ممارسات العلوم" والخامس " تضمين مهارات الهندسة" والسادس "استخدام التكنولوجيا بشكل استراتيجي" بشكل أكبر في مقررات المرحلة الأساسية (1-4) في فلسطين.
This study aimed to identify the STEM standards included in the basic stage curricula (1-4) in Palestine, through analyzing the curricula. The researcher adopted the descriptive analytical method as a method for her study, as the study population consisted of all the curricula of national and life education, national and social upbringing, science, and life. And mathematics for the basic stage (1-4) in Palestine, fourth edition (2020 AD / 1441 AH), and it includes twenty books within the STEM standards. To achieve the objectives of the study, the researcher built a content analysis card tool. The list consisted of (48) indicators distributed among six standards. The validity and reliability of the tool was confirmed using appropriate scientific and statistical methods. One of the most prominent results of the study was that all STEM standards were achieved in the content of the national and life education, national and social upbringing, science, life, and mathematics curricula for the basic stage (1-4) in Palestine, and the extent of their availability varied. It ranged from (2.9%) with a very low level of availability to (46.9%) with a medium availability level. The standard for developing twenty-first century skills ranked first with an inclusion rate of (46.9%), followed in second place by the standard for focusing on integrated concepts with an inclusion rate of (26.7%), then followed in third place by the standard for achieving integration between STEM fields with an inclusion rate of (18.7%). Then it is followed in fourth order by the sixth standard, using technology strategically with an inclusion rate of (2.8%), then the fourth standard, including science practices, ranks fifth with an inclusion rate of (2.5%), and it is immediately followed in last order by the fifth standard, including engineering skills, with the lowest inclusion rate (2.4%), and finally The last (fifth) standard is ranked. Based on the results of the study, the researcher recommended the necessity of including the fourth criteria, “Including science practices,” the fifth, “Including engineering skills,” and the sixth, “Using technology strategically,” more in the basic stage curricula (1-4) in Palestine.
This study aimed to identify the STEM standards included in the basic stage curricula (1-4) in Palestine, through analyzing the curricula. The researcher adopted the descriptive analytical method as a method for her study, as the study population consisted of all the curricula of national and life education, national and social upbringing, science, and life. And mathematics for the basic stage (1-4) in Palestine, fourth edition (2020 AD / 1441 AH), and it includes twenty books within the STEM standards. To achieve the objectives of the study, the researcher built a content analysis card tool. The list consisted of (48) indicators distributed among six standards. The validity and reliability of the tool was confirmed using appropriate scientific and statistical methods. One of the most prominent results of the study was that all STEM standards were achieved in the content of the national and life education, national and social upbringing, science, life, and mathematics curricula for the basic stage (1-4) in Palestine, and the extent of their availability varied. It ranged from (2.9%) with a very low level of availability to (46.9%) with a medium availability level. The standard for developing twenty-first century skills ranked first with an inclusion rate of (46.9%), followed in second place by the standard for focusing on integrated concepts with an inclusion rate of (26.7%), then followed in third place by the standard for achieving integration between STEM fields with an inclusion rate of (18.7%). Then it is followed in fourth order by the sixth standard, using technology strategically with an inclusion rate of (2.8%), then the fourth standard, including science practices, ranks fifth with an inclusion rate of (2.5%), and it is immediately followed in last order by the fifth standard, including engineering skills, with the lowest inclusion rate (2.4%), and finally The last (fifth) standard is ranked. Based on the results of the study, the researcher recommended the necessity of including the fourth criteria, “Including science practices,” the fifth, “Including engineering skills,” and the sixth, “Using technology strategically,” more in the basic stage curricula (1-4) in Palestine.
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Citation
صبح، شيرين فتحي. (2024). معايير (STEM) المتضمنة في مقررات المرحلة الأساسية (1-4) في فلسطين
[رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-
scholars.com/e05529