Keywords : Teaching


Level of Difficulty in Teaching Mathematics at the secondary Stage in the Light Reforming the Curriculum and its teachers' Point of view

Khawla Mustapha Al- Harbawi

College Of Basic Education Research Journal, 2014, Volume 13, Issue 2, Pages 1-40

The aim of the research is to know the degree of difficulty in teaching mathematics at elementary level، from the point of view of Mathematics Teachers and according to the research variables.
The sample consisted of (140) school female and male teachers of mathematics at Elementary schools (Intermediate and Secondary) in Mosul City for the academic year (2012 -2013) , achieve the aim of the research,the researcher prepared aquestionnaire of three alternahives (many ,middle ,few ) to test the degree of difficulty in Mathematics consisted of (52) items on (7) domains and they are: (The aims of teaching mathematics،the content، methods of teaching، educational techniques،educational activities،evaluation and Time).
The validity and reliability where confirmed after putting this tool in use by the individuals of the sample and analyzing it statistically. The results show the following:
1-There are difficulties in teaching Mathematics in all domains.
2- Teachers where very close to each other in their attitudes towards the difficulties of teaching mathematics as related to the curriculum reforming and in all domains.
3- Mathematics teachers at Secondary and Intermediate levels have close attitudes concerning the difficulties of teaching Mathematics at Elementary level as related to the curriculum reforming and in all domains.
on the light of these results the researcher has presented number of recommendations and suggestions to complete the current research.

The Effect of Chemistry Teaching According to Learning Dimensions Model on the Development of Chemical Concepts and the Meta-Cognitive Skills for First Grade Secondary Students

Mahmood Abdel-Salam Al-Hafidh; Zainab Abdel-Salam Mohammed

College Of Basic Education Research Journal, 2014, Volume 13, Issue 1, Pages 79-120

The current research aimed to discover the Effectiveness of Chemistry Teaching according to learning dimensions model in the development of chemical concepts and the meta-cognitive skills for first grade secondary students.
The Population of research consists of students of first grade secondary in Libya, also the research was applied on a sample that selected intentionally from students of first grade secondary in Libya, the sample has been divided into two groups, the first was an experimental and consisted of (33) students, where the second was the control and consisted of (31) students.
Tools of this research are the following:
1. Teacher Manual.
2. Student Handbook.
3. The achievement test of chemical concepts.
4. Measurement of meta-cognitive skills.
By using T-test for independent groups to compare between the control and experimental group, we got the following results:
1. The Effect of Chemistry Teaching according to learning dimensions model on the development of chemical concepts and the meta-cognitive skills for first grade secondary students.
2. There are statistically significant differences at (α ≤ 0.001) between the mean-degrees of the students of both the experimental, and the control groups in the achievement test of the chemical concepts.
3. There are statistically significant differences at (α ≤ 0.001) between the means-degrees of the students of both the experimental group, and the degrees of the students of the control group on the full skills measurement of the meta-cognitive skills and its sub-dimensions (self-regulation skills, academic tasks skills, ,procedural control skills).
In the light of the research results, the researchers provided a number of recommendations including:
1. The necessity of a development of style of chemistry teaching in secondary school.
2. The recognition of the content of high school chemistry textbook in the light of the learning dimensions model.
3. Conduct training programs for teachers of chemistry based on the use of the learning dimensions in the teaching of chemistry.
The researchers also provided a number of suggestions to conduct future studies one of them is “The Effect of learning dimensions model on the development of concepts and the meta-cognitive skills in the teaching of other subjects".

The Effect of Exchanging Teaching Strategy on Developing Some Creative Thinking Skills of Sixth Primary Pupils and their Interest in Arabic Reading

Zeina Taha Hassoun Al-Obaidi

College Of Basic Education Research Journal, 2013, Volume 12, Issue 4, Pages 75-114

The current research aims at defining the effect of exchanging teaching strategy on developing some creative thinking skills of sixth primary pupils and their interest in Arabic reading.The sample consisted of (40) Pupils. To achieve the aim of the research, the researcher used two equivalent empirical design (one to be experimental and the other is the control group).The researcher made two tools the first was to measure certain creative thinking skills consisting of (9) question measuring (fluency, flex ability and originality) . The second consisted of (34) items to measure the interest in Arabic reading characterized by reliability and valibity. The experiment lasted (7) weeks. After applying the tools and the appropriate statistical means in analyzing data, the results showed statistically significant differences at the level of (0,05) between the average of developing creative thinking skills and interest in Arabic reading,and in favor of the experimental group that used exchanging teaching strategy over the control group that used traditional method . Given these results, the researcher gave a number of recommendations and suggestions.

Identifying the Basic Teaching Competencies of the Teaching Staff Members of the Education College at AL-Aqsa University in Gaza

Faraj abu shammala

College Of Basic Education Research Journal, 2013, Volume 12, Issue 3, Pages 69-110

This research aimed at identifying the basic teaching competencies of the teaching staff members of the education college at AL-Aqsa university in Gaza, and identifying the level of these competencies from the students' point of view and their relationship with other variables like: sex (male or female), the specialization (scientific or literary),the academic level (third year or forth year). The researcher used the analytical descriptive method and a questionnaire as a research tool consisted of (82) items, in front of each item there are five choices as the competencies related to personal traits are (27) items and the competency items related to the profession and specialization are (55) items. The research sample is consisted of (284) male and female students of the third and forth years. The researcher used the (spss) in conducting the required statistical analyses for the research.
Some of the most important results are as the following:
1. The level of possessing competencies by the teaching staff of education faculty at AL-Aqsa university in Gaza from their viewpoint with a mean of (3.329) out (5) and with a relative weight of (66.585%) and it is a high degree.
2. The level of possessing the teaching staff of the teaching competencies related to the personal traits with a weight of (71.268%), related to the profession and the specialization with a relative weight of (61.901%) and they in both of a high degree.
3. There are significant statistical differences at the level of (α≤0.05) in the average estimates of students at the level of possessing competencies of the teaching staff due to sex for the sake of female.
4. There are no significant statistic differences at the level of (α≤0.05) in the average estimates of students at the level of possessing competencies of the teaching staff due to the academic level at the faculty and due to specialization. In the light of the research results the researcher recommended many recommendations, some of which are:
Taking care of the basic teaching competencies related to the profession and specialization and which are related to the personal traits of the teaching staff in the faculty and encouraging them to conduct teaching curricula and lesson planning with its implementations and evaluation based on the basic competencies.