معوقات استخدام عناصر البيئة المادية لتدريس مادة علم الأحياء من وجهة نظر مدرسي المادة (دراسة ميدانية في المدارس الثانوية في محافظة دمشق)
Abstract
تهدف الدراسة إلى تعرُّف أهم معوقات استخدام عناصر البيئة المادية للمدرسة الثانوية (غرفة الصف، تقنيات التعليم، المخابر التعليمية، الحدائق المدرسية، البناء المدرسي), والتي تؤثر في تدريس مادة علم الأحياء، من وجهة نظر مدرسي المادة في المدارس الثانوية بدمشق، وذلك باستخدام المنهج الوصفي . أما عينة الدراسة فقد تم سحبها عشوائياً و شملت (35) مدرساً ومدرسة (25 مدرسة و10 مدرسين)، وأخذ بعين الاعتبار متغيرات الجنس والخبرة، وجرى تطبيق الدراسة خلال الفصل الدراسي الثاني من العام 2009- 2010. ومن أهم النتائج التي توصلت إليها الدراسة: وجود عوائق بدرجة مرتفعة من وجهة نظر مدرسي مادة علم الأحياء في المدارس الثانوية نحو استخدام عناصر البيئة المادية توزعت على التوالي (الحديقة بنسبة 84%، والتقنيات التعليمية بنسبة 78%، وغرفة الصف بنسبة 77%، و البناء المدرسي بنسبة 77%، و المخابر التعليمية بنسبة 76%) ولم يتبين وجود فروق تعزى لمتغيرات الجنس والخبرة.
The research aims at recognizing the obstacles of physical environment factors of secondary school (classroom, instructional means, instructional laboratories, school gardens, and instructional buildings) in teaching biology from biology teachers' perspective in Damascus secondary schools, as well as identifying the most prominent obstacles that hinder the best use of physical factors. This is to be achieved through using the descriptive approach and an instrument prepared by the researcher. The research sample was randomly chosen, and it included (35) teachers (25 females and 10 males). The variables of gender, experience, and academic qualification were taken into consideration. The study was applied during the second semester from the school year 2009-2010. The most important findings of the study were as follows: There were high-degree obstacles from teachers' perspective towards physical environment factors. These obstacles were (the garden with a percentage of 84%, the means with a percentage of 78%, the classroom with a percentage of 77%, the building with a percentage of 77%, and the laboratory with a percentage of 76%). However, there were no differences that could be attributed to the variables of gender, experience, which emphasizes teachers' agreement on these obstacles.
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