درجة توافر مهارات التفكير العلمي المستمدة من القرآن الكريم في كتب التربية الإسلامية للمرحلة الأساسية العليا بالأردن = Availability of Scientific Thinking Skills Derived from the Quran in Islamic Education Textbooks Basic Stage in Jordan

2018 ◽  
pp. 131-142
Author(s):  
شاهر ذيب أبو شريخ
Keyword(s):  
Thinking Skills ◽  
Islamic Education ◽  
Scientific Thinking ◽  
Basic Stage

scholarly journals Analytical thinking skills included in Islamic education books for grades  (6, 7, 8) of the basic stage in Jordan: مهارات التفكير التحليلي المتضمنة في كتب التربية الإسلامية للصفوف  (السادس، السابع، الثامن) من المرحلة الأساسية في الأردن

2020 ◽  
Vol 4 (6) ◽  
Author(s):  
Iman Majali Abdullatif Al-Obaysat
Keyword(s):  
Analytical Method ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Islamic Education ◽  
Seventh Grade ◽  
Basic Book ◽  
The Third ◽  
Basic Stage ◽  
Analytical Thinking ◽  
Number Of Iterations

This study aimed to reveal the degree of inclusion of analytical thinking skills in Islamic education books in Jordan, by analyzing the content of those books in order to answer the questions of the study, the study used the descriptive analytical method, and the tool was to build a list of analytical thinking skills, which included five skills The results of the study revealed the availability of analytical thinking skills to varying degrees in Islamic education books for grades (6, 7, 8) in Jordan, where the skill of The comparative and interviewing skill came in the second place, and a high percentage, and the observation skill came in the third rank, with a medium percentage, and my skills were similar and different, and the ranking in the last rank respectively and at a low percentage. The results showed that the Islamic education book for the sixth grade has It ranked first in the total number of iterations totaling (513) repetitions, where the share of the sixth basic book (188) repetitions, followed by the textbook of the eighth grade primary (167) repetitions, followed by the book of the seventh grade of the primary (158) repetitions, The study recommended Further studies to identify analytical thinking skills in books and other levels of study.

scholarly journals Classroom Instructional Practices of Islamic Education Teachers in the Basic Stage at Al-Mafraq Governorate and Its Relation to Gender and Experience Variables

2015 ◽  
Vol 7 (3) ◽  
pp. 77
Author(s):  
Nosiba Ali Al-Mousa
Keyword(s):  
Standard Deviation ◽  
Instructional Practices ◽  
Reliability And Validity ◽  
T Test ◽  
Islamic Education ◽  
Test Results ◽  
Social Standard ◽  
Basic Stage ◽  
The Relationship

<p>This study aimed to identify Classroom Instructional Practices of Islamic education teachers<br />at basic stage in AL- Mafraq and to identify the relationship between these practices and<br />gender and experience variables as well as interaction between them. The researcher prepared<br />a scale which its reliability and validity were checked to measure the level of classroom<br />instructional practices. The sample of study which consisted of (64) teachers (male and<br />female) was chosen randomly.<br />Data were collected and analyzed statistically using means, standard deviation, t-test and<br />Tuky test. Results revealed that the classroom studying practices of Islamic education<br />teachers in basic stage in AL- Mafraq agreed with acceptable educational and social standard<br />(80%), whereas the percentage of the classroom instructional practices was (81-89%). The<br />results also revealed lack of statistical significant differences in the classroom instructional<br />practices of Islamic education teachers in the basic stage in AL- Mafraq due to the gender<br />variable but there were statistical significant differences at (0,05=OC) in classroom<br />instructional practices due to experience variable in favor of respondents with experiences ( 4<br />years and less) and 10 years and more).Additionally, there were no statistical significant<br />differences in the classroom instructional practices of Islamic education teachers due to<br />interaction between gender and experience variable. The researcher recommended conducting<br />further studies with different variables.</p>

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

scholarly journals Kecakapan Berpikir Dalam Konteks Pendekatan Pembelajaran Pada Kurikulum Sekolah Di Indonesia

2019 ◽  
Vol 14 (01) ◽  
pp. 63-84
Author(s):  
Marwan Salahuddin ◽  
Fatimatul Asroriyah
Keyword(s):  
Learning Process ◽  
Thinking Skills ◽  
School Curriculum ◽  
Learning Activities ◽  
Learning Approach ◽  
Scientific Thinking ◽  
Thinking Process ◽  
And Behavior ◽  
Previous Learning

The thinking skills are indispensable in the context of the learning approach, as it is a scientific thinking process aimed at growing the expected personality. It also affects the learning process and the ability to develop its goals through strengthening attitudes, skills and knowledge in an integrated way. The process includes activities: observing, asking, trying, reasoning, and communicating. In the course of the school curriculum in Indonesia and its learning process, the strengthening of cognitive and skill aspects is still dominant, while the attitude (spiritual and social) is still lacking, but this attitude will support the learning activities oriented to cultivation of character. Because the curriculum and the previous learning process still appear to be opposite and have not indicated the process of achieving competence in the attitude aspect, the curriculum of the school applied today is tailored to that need. So as to accommodate the elements of personality that include: beliefs, values, and behavior as a whole.

How to Improve Your Own Scientific Thinking

2019 ◽  
pp. 351-373
Author(s):  
Bradley E. Alger
Keyword(s):  
Behavioral Economics ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Sunk Cost ◽  
Mental Processes ◽  
Scientific Publications ◽  
Curse Of Knowledge ◽  
Intrinsic Forces

Chapter 14 suggests concrete ways to improve your scientific thinking about your own hypotheses and how to identify them in the scientific publications of others. The chapter continues exploration of the effects of unconscious mental processes on scientific thinking by emphasizing methods for minimizing such effects. Practical exercises include finding and diagramming hypotheses, illustrated by a detailed example from the literature. Building on the notions that scientists’ own intellectual productions entail significant ego investment and are subject to the concerns from behavioral economics that were raised in Chapter 11, this chapter suggests ways for scientists to step back and view their own scientific thinking skills objectively. The goal is to help promote sound thinking by calling readers’ attention to subtle intrinsic forces that can undermine it. Strategies for improvement include avoiding the “curse of knowledge,” taking the “outside” view, and ignoring the “sunk cost fallacy” when it comes to their own ideas.

What Scientists Think About Scientific Thinking

2019 ◽  
pp. 219-234
Author(s):  
Bradley E. Alger
Keyword(s):  
Online Survey ◽  
Research Work ◽  
Great Majority ◽  
Original Data ◽  
Thinking Skills ◽  
Biological Research ◽  
Scientific Thinking ◽  
Research Papers ◽  
Neuroscience Research ◽  
A Minor

This chapter reports original data from two surveys conducted to find out how scientists view the hypothesis and related concepts. One was an online survey of hundreds of members of biological research societies. The scientists reported on their knowledge of and training in the use of the hypothesis, their views about hypothesis testing as compared with other modes of conducting science, such as Discovery Science, open-ended questioning, and Big Data methods. Respondents estimated how the various scientific modes influenced their work and how much they relied on each one. Most respondents,70% of them, reported having received little or no training in scientific thinking; however, 90% felt confident about their thinking skills. Nevertheless, more than 90% felt that formal training in this area would be helpful. The great majority relied on hypotheses in their research work. The second survey, analyzed all (more than 150) neuroscience research papers that appeared sequentially in top journals during 2015 to determine how the papers were structured, particularly with respect to the hypothesis. Only 33% of the papers had an explicitly stated hypothesis, whereas, in 45%, the hypothesis was “implicit.” A minor, though notable, fraction of the papers misused the term “hypothesis.” The results are germane to several topics covered in the remainder of the book.

Sign in / Sign up

Export Citation Format

Share Document