The Implications of Idealism as an Educational Philosophy in Jordanians' Elementary Curriculum Stage as Perceived by Teachers = التطبيقات التربوية للنظرية المثالية في مناهج المرحلة الابتدائية في الأردن من وجهة نظر المعلمين

Momany, Mohammad A.; Khasawneh, Omar M.; Alrefaie, Arwa

doi:10.12816/0043014

Cited by 2 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A prior designed questionnaire from Momany et al [ 62 ] was utilized as the instrument for data collection. The questionnaire was designed to explore the philosophical notion of Idealism, covering the areas of curriculum, educational values, school functions, the role of the teacher, and teaching methods.…”

Section: Methodsmentioning

confidence: 99%

“…Momany et al [ 62 ] explored elementary teachers’ perspectives regarding the educational philosophical implications of Idealism as an educational theory throughout public schools in Jordan. Their study findings showed that, with a mean of (2.13), elementary teachers in Jordan negatively regarded the idealistic educational philosophy being implemented throughout public schools.…”

Section: Introductionmentioning

confidence: 99%

“…With a mean of (2.3), the content domain placed first, while with a mean of (1.9), the teachers’ domain placed last. In addition, their study findings showed that, with a mean of (2.13), the general perceptions of elementary teachers in terms of executing idealistic educational philosophical principles were consistent across public elementary schools in Jordan [ 62 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

et al. 2023

View full text Add to dashboard Cite

Educational philosophy, in general, is at the heart of the growth of education. It outlines the institution’s goals, subject matters, teaching methods, roles of teachers as well as the role of students, assessment methods, and teaching/learning experiences. The study aimed to identify the educational philosophical implications of idealism in schools in Al Ain city of the United Arab Emirates from the perspectives of mathematics teachers. The researchers used a questionnaire with thirty-two Likert-type items as a quantitative method for data collection. The instrument was administered to a randomly selected sample of 82 (46 male and 36 female) mathematics teachers in Al Ain city. The data were analyzed in IBM SPSS version 28 for one sample t-tests and independent samples t-tests to compare teachers’ perceptions of curriculum, education values, school functions, roles of teachers, and teaching methods with gender and school type. Further analyses included a one-way ANOVA for teaching experiences and teaching cycles, bivariate correlations between the variables, and a generalized linear model to identify the significant predictors of the teaching method. The findings of the study showed that mathematics teachers in Al Ain city embrace an idealistic philosophy of curriculum, educational values, the role of schools and teachers, and teaching methods in general. The teachers’ perceptions of the curriculum and school functions were found to be significant predictors of their teaching methods. These findings have both pedagogical and curricular implications.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

et al. 2023

View full text Add to dashboard Cite

show abstract

The Effect of a Training Program Based on Mathematical Problem-Solving Strategies on Critical Thinking Among Seventh-Grade Students

2022

View full text Add to dashboard Cite

The present study aimed at investigating the effect of a training program based on mathematical problem-solving strategies on critical thinking skills among seventh-grade students in King Abdullah II schools of Excellence. The study adopted the quasi-experimental research approach. The participants of the study comprised of 29 male seventh graders. The participants were randomly distributed into a control group (n = 14) and an interventional group (n = 15). The study adopted the critical thinking skills test (75 items). The tests consisted of five subtests (identifying assumptions, deduction, conclusion, interpretation, and discussion). The interventional training program was a group of training situations complementary to the official curriculum. These situations were based on the strategy of building an organized list or a table, the strategy of finding a pattern, trial and error strategy, the strategy of using an equation or a law, the strategy of building a model or a diagram, the strategy of solving an easier problem, deletion strategy, go backward strategy, and logical justification strategy. The results showed that there were significant statistical differences in the critical thinking post-test scores between the control group (M = 26.5714, SD = 3.95580) and the interventional group (M = 43.6667, SD = 4.68534, t = 10.640, p = 0.000). The study concluded that the training program based on solving mathematical problems is an effective interventional tool to improve the seventh graders’ critical thinking skills. The study recommends reviewing the content of the curricula designed for the elementary stage in Jordan and including drills related to solving mathematical problems that aim to improve critical thinking skills of the elementary stage students.

show abstract

Cited by 2 publications

References 4 publications

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

Idealism as an educational philosophy of mathematics teachers in Al Ain City Schools of the United Arab Emirates

The Effect of a Training Program Based on Mathematical Problem-Solving Strategies on Critical Thinking Among Seventh-Grade Students

Contact Info

Product

Resources

About