تقويم منهج "" التكنولوجيا وتنمية التفكير بالمرحلة الإعدادية في ضوء أهداف التربية البيئية""

 

"EVALUATING TECHNOLOGY AND DEVELOPING THE THINKING CURRICULUM IN PREPARATORY STAGE IN THE LIGHT OF ENVIRONMENTAL EDUCATION OBJECTIVES

Salah Abd el Mohsen Mohamed"    

"                                              "            تتحدد مشكلة البحث في تعرف دور منهج "" التكنولوجيا وتنمية التفكير "" بالمرحلة الإعدادية في تحقيق أهداف التربية البيئية .

              للتصدي  لتلك  المشكلة استخدم الباحث الأدوات التالية  : 

o              قائمة بأهداف التربية البيئية التي يجب تحقيقها من خلال منهج "" التكنولوجيا وتنمية التفكير "" بالمرحلة الإعدادية.

o              معيارًا لتقويم أهداف منهج "" التكنولوجيا وتنمية التفكير "" في ضوء قائمة الأهداف التي تم التوصل إليها.

o              أداة لتحليل محتوى منهج "" التكنولوجيا وتنمية التفكير "" في ضوء قائمة الأهداف التي تم التوصل إليها.

              وقد أظهرت الدراسة النتائج التالية :

o              بالنسبة للفرض الخاص بإعداد قائمة بأهداف التربية البيئية التي ينبغي تضمينها في منهج "" التكنولوجيا وتنمية التفكير” بالمرحلة الإعدادية، فقد توصلت الدراسة لهذه القائمة.

o              بالنسبة للفرض الخاص بإعداد قائمة بأهداف منهج "" التكنولوجيا وتنمية التفكير” بالمرحلة الإعدادية، في ضوء أهداف التربية البيئية فقد توصلت الدراسة لهذه القائمة .

o              بالنسبة للفرض الخاص بتطبيق قائمة أهداف التربية البيئية التي يجب تضمينها في أهداف ومحتوي منهج "" التكنولوجيا وتنمية التفكير"" علي أهداف ومحتوي المنهج الحالي للتكنولوجيا وتنمية التفكير بالمرحلة الإعدادية كانت النتائج كما يلي  :

•              لا تعكس أهداف ""منهج التكنولوجيا وتنمية التفكير "" بالمرحلة الإعدادية أهداف التربية البيئية التي توصلت إليها الدراسة بدرجة كافية.

•              لا يعكس محتوى منهج "" التكنولوجيا وتنمية التفكير "" بالمرحلة الإعدادية أهداف التربية البيئية كما تضمنتها قائمة الأهداف التي توصلت إليها الدراسة .

o                بالنسبة للفرض الخاص بإمكانية تطوير منهج التكنولوجيا وتنمية التفكير بالمرحلة الإعدادية في ضوء أهداف التربية البيئية ، فقد توصلت الدراسة إلي وضع تصور مقترح "" لمنهج التكنولوجيا وتنمية التفكير""  للمرحلة الإعدادية في ضوء أهداف التربية البيئية متضمناً الأهداف والمحتوي واستراتيجيات التدريس ، وأهم معايير التقويم وأساليبه.

Summary of the Study

The environment is a frame in which man lives and obtains factors of life from clothes, food medicine, and house. He also practices in it his relations with his fellowmen reacting, affecting and affected by these relations. A long time ago such relations wavered between peace and conflict, harmony and clashes, construction and destruction until they developed from the mere utilization of man of the environmental resources until their depletion even their destruction. The largest uprising in the field: “industrial and technological revolution”, which is a double weapon, because every technology has hidden new dangers. Thus, man must realize this fact. It became necessary that the effort became directed towards educating man environmentally so that he eventually behaves in a human civilized manner with the environment, helps in the good use of its resources, plans for the development of renewable resources and works on solving its problems to give better life for me. Through environmental education, people and communities because become more aware of their environments as well as providing them with knowledge, values, skills and experience that facilitate means of solving their problems in the present and in the future and to have directions, values, an d needed skills to understand the relation between man ands his culture. Education is a general responsibility of institutions and organizations internationally and locally, and the large burden of achieving it lies on educational institutions. Environmental education is one of several entrances to develop and modernize education and employs it to solve the problems of society. It takes part in preparing the students to make positive decisions to use, keep, maintain, unwaste, or pollute resources.

The researcher believes that “ technology and development of thinking” is one of the study curriculums that can take part in achieving the targets of environmental education for students. This subject contains the study of the available resources, information, knowledge and the use of different resources to solve technological problems and the good use of the available resources whether human or physical. For that reason, the people concerned with planning, building, and developing methods of technology and “ technology and development of thinking” by directing these methods of work through its curricula on educating students environmentally.

Study Problem :

 The study problem is summarized in the following questions:

1.             What are the targets of “ technology and development of thinking” curricula in the preparatory stage in light of environmental education?

2.             What is the degree of contribution “ technology and development of thinking” curricula in the preparatory stage in achieving targets of environmental education.

3.             What is the degree of contents of  “ technology and development of thinking ” curricula in the preparatory stage in achieving targets of environmental education.

4.             What is the suggested frame for the curricula of “ technology and development of thinking” in light of environmental education that the research will reach.

Study  Importance :

1.             Help curriculum planners of “ technology and development of thinking” in the preparatory stage in the ministry of education in putting the document of curricula (targets and contents) in achieving the targets of environmental education.

2.             Providing a list of the targets of environmental education that can be achieved through the curricula of  “technology and development of thinking” in the preparatory stage.

3.             Providing a model to develop the curricula of  “technology and development of thinking” in the preparatory stage that we can make use of in developing some similar curricula.

Study Outline :

The study was restricted by the following outline:

1.             The curricula of “technology and development of thinking” in preparatory stage in 2005-2006

2.             Analyzing the targets and contents of (curriculum document) “technology and development of thinking” in preparatory stage in 2005-2006

3.             Providing general frame for the targets and contents of (curriculum document) “technology and development of thinking” in preparatory stage in light of environmental education targets.

Study Hypotheses :

1.             The targets of the curriculum “technology and development of thinking” in preparatory stage do not include environmental education targets.

2.             The contents of the curriculum  “technology and development of thinking” in preparatory stage do not pay attention to environmental education targets.

3.             it is possible to develop the curriculum “technology and development of thinking” in preparatory stage in light of environmental education targets.

Study Tools :

It is a list of the targets of environmental education that must be achieved through the curriculum “technology and development of thinking” in preparatory stage-Evaluating of targets of curriculum “technology and development of thinking” in light of the list of targets that was reached at.

Results :

4.             as for the axis of preparing a list of the targets of environmental education that must be included in the curriculum “technology and development of thinking” in preparatory stage, the study reached to this list.

5.             as for the axis of the results related to applying the list of targets of environmental education that must be included in the targets and contents of the curriculum “technology and development of thinking” to the present targets and contents of the curriculum “technology and development of thinking” to the  in preparatory stage was as follows:

•              The targets of “technology and development of thinking” in preparatory stage do not reflect the targets of environmental education sufficiently, in light of which the first hypothesis is correct.

•              The content of “technology and development of thinking” in preparatory stage does not reflect the targets of environmental education as included in the list of targets that the researcher reached, in light of which the second hypothesis is correct.

•              as for the axis of the results related to the possibility of developing the curriculum “technology and development of thinking” in preparatory stage in light of environmental education , the study reached at putting a suggested concept for the curriculum of “technology and development of thinking” in preparatory stage in light of environmental education  and the contents,, targets and strategies of teaching, and standards and methods of Evaluating.

Study  Recommendations :

•              In light of the problems, hypotheses and results of the study, there was a deficiency in the inclusion of the targets of environmental education in the targets of  “technology and development of thinking” in preparatory stage, the researcher recommends the following:

1.             The importance of forming the targets to include the targets of environmental education adopted by this study clearly and in a balanced way

2.             Developing lists of environmental education targets suitable for each stage of the education before the university

3.             Developing lists of environmental education targets suitable for each subject of the education before the university

4.             Stressing the importance of environmental education as one of the contemporary issues that must be included in the curricula

•              This study reflected a deficiency in the inclusion of the targets of environmental education in “technology and development of thinking” in preparatory stage, the researcher recommends the following:

1.             Guarantee the complete agreement between the targets of curricula that include the targets of environmental education and the contents of these curricula

2.             The importance of including in “technology and development of thinking” in preparatory stage the topics that were reached at in the study and related to ther targets of environmental education

Study  Suggestions :

In light of the results of the study and the theoretical frame, the study suggests the following:

1.             preparing curricula of “technology and development of thinking” in preparatory stage in light of  the suggested concept put in this study

2.             Putting a suggested concept to the curricula of the preparatory stage in light of environmental education targets

3.             Include targets of environmental education in the targets and contents of elementary stages

4.             Include targets of environmental education in the targets and contents of secondary stages

5.             Putting a suggested concept for an independent curriculum for the environmental education before the university

6.             Putting a matrix to follow the targets of the environmental education before the university"