Abstract
This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography. In light of the results, a number of recommendations and suggestions were presented, including: developing the skills of geography teachers to use information and communication, geographic maps, and geographical information systems in teaching.
Highlights
This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography
Abstract: This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography
واقعي ًا في دراسة الموضوعات الجغرافية. حيث أظهرت النتائج مؤشر على فاعلية استخدام نظم المعلومات الجغرافية في تدريس مقرر الجغرافية من خلال مساعدة المعلم في التحليل والقياس من خلال الخرائط وإجراء العمليات الإحصائية ،وإضافتها للمعلم خبرات تعليمية متقدمة تساعده في تدريس مقرر الجغرافيا ،وإثارة الحماس لدى المعلم في دراسة الموضوعات الجغرافية وإضافة بعد واقعي على دراستها ،وقد اتفقت نتيجة هذه الدراسة مع دراسة ) (Williamson,2002ودراسة (عبد المولا، ،)2006كما تظهر نتائج الإجابات للأسئلة الفرعية المنبثقة عن السؤال الرئيس انخفاض نسبة من يفضل استخدام نظم المعلومات الجغرافية في تدريس مقرر الجغرافية من المعلمين والمعلمات ويعود ذلك لعدم معرفة المعلم استخدامها من جهة وعدم وجود مواضيع مكثفة تساعده على الاستخدام من جهة أخرى ،كما لا يوجد ما يشجع على التدريب والتطبيق العملي بشكل واضح وسليم لمواضيع جغرافية داخل المناهج من قبل المعلم وهذا ما ينعكس سلبي ًا على الطالب وعدم معرفته بها واستخدامها لصعوبتها وعدم وجود الوقت الكافي لانشغال بالأمور الكتابية التي تثقل كاهل المعلم وعدم تشجيع المناهج والمسؤولين بشكل واضح للاستفادة منها والاعتماد على أمثلة بسيطة في مناهج المرحلة الثانوية ،كما لا يساعد استخدام نظم المعلومات الجغرافية المتعلم على الاطلاع على كافة الظواهر الجغرافية المختلفة وذلك لعدم معرفته بها وضعف التدريب أو انعدامه على التطبيق بشكل مستمر واضح ،كما لا تشجع المناهج على ذلك وضعف أداء المعلمين والمعلمات في هذا الجانب مما يشعر الطالب بعدم الأهمية والملل وضعف المتابعة والتقيد بتنفيذ الأهداف داخل الغرفة الصفية والاستبعاد عن التطبيق العملي خارجها ،وقد اتفقت هذه الدراسة مع دراسة (الجبوري)2015 ،ودراسة (الجعافرة ،والعنزي ،)2011،واختلفت هذه الدراسة مع دراسة
Summary
This study aimed to identify the effectiveness of using contemporary techniques in teaching geography course in government basic schools in Marka Directorate of Jordan: 1- That (46 out of 65, and the rate of 70.76%) confirmed the effectiveness of the use of information and communication technology in teaching geography, and that (44 out of 65, and the rate of 67.7%) confirmed the effectiveness of the use of geographical maps in the teaching of geography, and that (43 out of 65, and the rate of 66.15%) They emphasized the effectiveness of the use of geographical information systems in the teaching of geography. 2- That (19 out of 65, and a percentage of 29.24%) confirmed the ineffectiveness of using information and communication technology in teaching geography, and that (21 out of 65, and a percentage of 32.3%) confirmed the ineffectiveness of using geographical maps in teaching geography, and that (22 out of 65, and a percentage of 33.85%) confirmed the ineffectiveness of using geographical information systems in teaching geography.
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