درجة ممارسة معلمي الرياضيات للمرحلة الأساسية العليا في الأردن لمهارات التفكير الجانبي‏

المؤلفون

DOI:

https://doi.org/10.35516/edu.v50i1.4554

الكلمات المفتاحية:

درجة الممارسة، مهارات التفكير الجانبي، معلمو الرياضيات

الملخص

الأهداف: هدفت الدراسة إلى الكشف عن درجة ممارسة معلمي الرياضيات للمرحلة الأساسية العليا في الأردن لمهارات التفكير الجانبي، والفروق فيها على وفق متغيرات الجنس والمؤهل العلمي وسنوات الخبرة.

المنهجية: استخدمت الدراسة المنهج الوصفي المسحي، وذلك بتطبيق أداة الاستبانة المكونة من (20) فقرة على عينة مكونة (123) معلمًا ومعلمة، اختيروا بالطريقة العشوائية من مدارس تربية البادية الشمالية الشرقية للعام الدراسي (2021-2022 )

النتائج: أظهرت نتائج الدراسة أن درجة ممارسة معلمي الرياضيات للمرحلة الأساسية العليا لمهارات التفكير الجانبي من وجهة نظر عينة الدراسة كانت متوسطة، كما بينت النتائج أنه لا توجد فروق ذات دلالة إحصائية في تقديرات عينة الدراسة حول درجة ممارسة معلمي الرياضيات للمرحلة الأساسية العليا لمهارات التفكير الجانبي تعزى لمتغيرات الجنس والمؤهل العلمي والخبرة.

الخلاصة: في ضوء ما أسفرت عنه نتائج الدراسة، فإنه يوصى إلى ضرورة تدريب معلمي الرياضيات على أهم استراتيجيات وطرائق تنمية مهارات التفكير الجانبي وتوظيفها في التدريس، وإجراء دراسات مماثلة على عينات مختلفة ومراحل تعليمية أخرى، كالمرحلة الثانوية، والمرحلة الابتدائية، ومقارنة نتائجها بنتائج الدراسة الحالية.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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التنزيلات

منشور

2023-03-28

كيفية الاقتباس

حمادنة M. A. . (2023). درجة ممارسة معلمي الرياضيات للمرحلة الأساسية العليا في الأردن لمهارات التفكير الجانبي‏ . دراسات: العلوم التربوية, 50(1), 254–270. https://doi.org/10.35516/edu.v50i1.4554

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