اتجاهات مدرسي مادة التربية القومية نحو استخدام الاستراتيجية البنائية في التدريس
Bibliographic record
Abstract
يهدف البحث إلى التعرف على اتجاهات مدرسي مادة التربية القومية نحو الاستراتيجية البنائية (Constructivist learning) في التدريس وعلى مدى اختلاف اتجاهات المدرسين باختلاف متغيرات عدة، وهي: الجنس, وسنوات الخبرة بالتدريس, والاختصاص العلمي. وقد استخدم في البحث المنهج الوصفي التحليلي, وتم اختيار العينة بالطريقة العشوائية, فبلغ عددها (50) مدرساً ومدرسة من مدارس محافظة دمشق, وتم إعداد مقياس لذلك تألف من (38) فقرة، وتم اعتماد سلم الدرجات الخماسي (بدرجة كبيرة جداً،بدرجة كبيرة، بدرجة متوسطة، بدرجة قليلة، بدرجة معدومة). وكانت أهم نتائج البحث: -لا توجد فروق ذات دلالة إحصائية عند مستوى (0.05) بين اتجاهات المدرسين تعزى لمتغير الجنس، ومتغيري الخبرة والتخصص في المجموع الكلي - ظهرت فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05) بالفقرة (29) تُعزَى لمتغير الخبرة، وبالفقرات(12، 16، 17، 18 ،29) تعزى لمتغير التخصص. و كانت أهم توصيات البحث : 1- إقامة دورات تدريبية للمدرسين أثناء الخدمة على تطبيق الاستراتيجية البنائية. 2- بناء مناهج بما يتوافق والاستراتيجية البنائية. The research aims to identify trends in national education teachers towards strategic building block in teaching. And to know how different trends teachers across several variables: gender and years of experience teaching scientific specialization. And to use random curriculum study (50) was a teacher and school study applied in Damascus governorate schools. A descriptive, analytical, and therefore is scale setting, consisted of 38 paragraphs. And the quinquennial is adoption recognized degrees significantly, moderately, little, even non-existent was selected as members of a sample random way attend SHE. The main results of the research there was no statistically significant differences at (0, 05) between teachers due to the sex variable And the Grand total of two experiences, specialization. It featured teams statistically significant when significance level is (0, 05) paragraph (29) attributed to variable experience, and (12-16-17-18-29) attributed to variable specialization.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.106 | 0.068 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".