There are numerous difficulties associating with the teaching process in the secondary public schools in Kuwait. The aim of the study is to determine some of the difficulties facing science teachers in secondary schools of Mubarak AL Kabeer governorate in Kuwait. The difficulties encountered by science teachers in secondary schools were examined under these issues: curriculum objectives, student assessment system, school management and science laboratory. Seventy-seven science teachers were chosen randomly from secondary schools in Mubarak AL Kabeer governorate. A structured pretested self-administered questionnaire in Arabic was used to collect data for this study. The analyzed data indicated that both male and female science teachers have difficulties with the curriculum objectives, student assessment system, school management and science laboratory. This study suggested number of recommendations for teachers and administrators in secondary schools
This conceptual paper examines the impact of body image on Adolescents' quest for cosmetic surgery. A reflective analysis of the literature was utilized. Factors shaping one's perception of own body was explained .The causes and effects were also highlighted. The study has shown, that there has been a definite increase in the number of teenagers undergoing various cosmetic procedures and that a correlation can be drawn between this quest and poor body image, which could have alarming physical, social and emotional consequences. As for the causes the study has concluded that the quest to achieve a better appearance is mainly due to the socially portrayed "ideal beauty standards". There is a consensus among researchers and medical practitioners that, the main pushing factor towards going under the knife is social especially enhancement procedures. It was also found that; the media and the rigorous capitalist's campaign to boost consumerism is behind the rampant body idealization culture. In addition, the study has also shown that the availability of advanced cosmetic procedures in some countries has led to the increase of adolescents' seeking body modifications.
Conceptually, the notions of Islamic education, Islamic curriculum, and the nature of the Islamic faith are inseparable. Islamic curriculum in particular is based on what the Islamic world views as coherent and fixed divine verities, values, and criteria. This complex intertwines with mutable human experiences, mediums of learning, and skills. A Muslim teacher is one who integrates all this and delivers it to learners in order for them to attain the degree of perfection with which Allah is affiliated. In this manner, the Islamic curriculum transcends the limitation of space outlining the pure religious knowledge to embody every useful knowledge. These principles can be considered in their strictly puritan and ideal Islamic terms but may also be expressed in terms of more realistic historical application. There are three main periods of Islamic curriculum: the stage of formation and standardization coeval with Prophet Muhammad’s message and his first four successors (609 ce–661 ce); the stage of diversity in the post-Classical era (661 ce–1450ce), which can be divided into pre-madrasa and madrasa eras; and the stage of regression and reform, which stretches from the 10th century ah (1495ce–1591ce) to the present day. With regard to the latter, a number of historical, cultural, social, and political developments in the Muslim world have contributed to the decline of the Islamic model of learning. By the end of the 19th century efforts were being made to revive and reform the Islamic curriculum. However, this model continues to be plagued by various challenging issues, such as the dualism of curriculum in many parts of the Muslim world, as well as the rigidity, passivity, social alienation, and irrelevancy of present variations of the Islamic curriculum.
The study aimed to investigate the impact of implementing a proposed program for developing critical thinking skills among student teachers at the High Institute for Teachers in Bashir Al Ibrahimi, Algeria. The quantitative, semi-experimental, one-group approach was used, consisting of a pre- and post-test. The developed program was applied to a sample of 37 male and female students from science specializations. The California Critical Thinking Test (2000) version (A) was used after testing its validity and reliability. The results showed that there were statistically significant differences between post and pre-test for some critical thinking skills, namely analysis, induction and deduction, while there were no statistically significant differences between the post and pre-test for inference and evaluation skills. Based on the study findings and Cohen Index (D), the impact of implementing the developed program on developing critical thinking skills was generally weak.
Creative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.
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