Pub Date : 2023-01-01DOI: 10.21608/psjer.2023.178248.1009
Marwa Mohamed Elbaz
{"title":"Place-Based Education: Community as a Multidisciplinary Learning Environment","authors":"Marwa Mohamed Elbaz","doi":"10.21608/psjer.2023.178248.1009","DOIUrl":"https://doi.org/10.21608/psjer.2023.178248.1009","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131141291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.21608/psjer.2023.165118.1005
R. Ali, Dalia Yehia, Asmaa Geith
{"title":"The Effect of using a course based on Digital Story Strategies on Developing Prep-Stage Pupils' English Descriptive Writing","authors":"R. Ali, Dalia Yehia, Asmaa Geith","doi":"10.21608/psjer.2023.165118.1005","DOIUrl":"https://doi.org/10.21608/psjer.2023.165118.1005","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128580103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.21608/psjer.2022.171421.1007
Sami Alshehri
{"title":"Perceptions of Mathematics Teachers toward using the Internet of Things (IoT) in the Acquisition of Math Concepts and Supporting Students' Performance","authors":"Sami Alshehri","doi":"10.21608/psjer.2022.171421.1007","DOIUrl":"https://doi.org/10.21608/psjer.2022.171421.1007","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121697599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.21608/psjer.2023.181595.1013
Rasha Said, Maha El-Bayaa, Walaa M. El-Henawy, Jehan El Bassuony
Ergonomics is a multidisciplinary scientific discipline that studies man-artifact interaction. Ergonomics-tailored teaching and learning materials and activities require to consider jointly the needs of the users (i.e. teachers and students) and the resources within the learning environment. The fundamental question confronting educational ergonomics is how to incorporate ergonomics into interventions targeting designing features in the learning environment to improve the learning performance of EFL students, particularly English language integrated skills. This paper, therefore, sets out to show how ergonomics features that consider users’ factors and reduce discomfort can be utilized in teaching the English language. It addresses the following points: the definition of ergonomics based-instruction, the importance of using ergonomics in EFL education, and how teachers can incorporate ergonomics in teaching the English language integrated skills. Finally, the researchers provide conclusions and pedagogical implications as well as suggestions for future research agenda regarding adopting an ergonomics perspective in EFL education and fostering ergonomics literacy.
{"title":"Using Ergonomics Based Instruction in Teaching English Language Integrated Skills","authors":"Rasha Said, Maha El-Bayaa, Walaa M. El-Henawy, Jehan El Bassuony","doi":"10.21608/psjer.2023.181595.1013","DOIUrl":"https://doi.org/10.21608/psjer.2023.181595.1013","url":null,"abstract":"Ergonomics is a multidisciplinary scientific discipline that studies man-artifact interaction. Ergonomics-tailored teaching and learning materials and activities require to consider jointly the needs of the users (i.e. teachers and students) and the resources within the learning environment. The fundamental question confronting educational ergonomics is how to incorporate ergonomics into interventions targeting designing features in the learning environment to improve the learning performance of EFL students, particularly English language integrated skills. This paper, therefore, sets out to show how ergonomics features that consider users’ factors and reduce discomfort can be utilized in teaching the English language. It addresses the following points: the definition of ergonomics based-instruction, the importance of using ergonomics in EFL education, and how teachers can incorporate ergonomics in teaching the English language integrated skills. Finally, the researchers provide conclusions and pedagogical implications as well as suggestions for future research agenda regarding adopting an ergonomics perspective in EFL education and fostering ergonomics literacy.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123850979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.21608/psjer.2023.178668.1010
Abdelfatah Zahra
{"title":"Educational Institutions and Climate Change Awareness: \"Analytical Study of UNESCO's Document on Climate Action\"","authors":"Abdelfatah Zahra","doi":"10.21608/psjer.2023.178668.1010","DOIUrl":"https://doi.org/10.21608/psjer.2023.178668.1010","url":null,"abstract":"","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126531955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21608/psjer.2022.155767.1001
R. Soliman, Heba Shaker
This study is looking at textbooks as an ideological phenomenon. It uses a content analysis combined with a focus on the linguistic features of the English textbooks (ETBs) and History textbooks (TBs) officially approved and published in Egypt for the secondary stage of education. Inferences are drawn about the embedded ideology of the textbooks (TBs) under investigation by focusing on the theme selection by omission or emphasis, the linguistic devices, images, and texts. The effects of the political and socioeconomic change in Egypt on TBs content and design are highlighted and matched against the objectives of teaching both English and History there. The findings of this study show that Neoliberalism dominates the design and content of History textbooks. History textbooks align with the Scholar Academic ideology while English textbooks align with the Social Reconstruction ideology and the Learner Centered ideology. Suggestions and recommendations offered in this study will help textbook (TB) evaluators and teachers develop a method of evaluating the textbook embedded ideology so that their judgments for textbook selection and evaluation can be made on reasonably secure grounds. It guides textbook designers to integrate the Learner-Centered ideologies and the Social Reconstruction ideologies into textbook images, texts, and tasks so that learners will develop both language and identity.
{"title":"The Embedded Ideology in English and History Textbooks at the Public High Schools in Egypt","authors":"R. Soliman, Heba Shaker","doi":"10.21608/psjer.2022.155767.1001","DOIUrl":"https://doi.org/10.21608/psjer.2022.155767.1001","url":null,"abstract":"This study is looking at textbooks as an ideological phenomenon. It uses a content analysis combined with a focus on the linguistic features of the English textbooks (ETBs) and History textbooks (TBs) officially approved and published in Egypt for the secondary stage of education. Inferences are drawn about the embedded ideology of the textbooks (TBs) under investigation by focusing on the theme selection by omission or emphasis, the linguistic devices, images, and texts. The effects of the political and socioeconomic change in Egypt on TBs content and design are highlighted and matched against the objectives of teaching both English and History there. The findings of this study show that Neoliberalism dominates the design and content of History textbooks. History textbooks align with the Scholar Academic ideology while English textbooks align with the Social Reconstruction ideology and the Learner Centered ideology. Suggestions and recommendations offered in this study will help textbook (TB) evaluators and teachers develop a method of evaluating the textbook embedded ideology so that their judgments for textbook selection and evaluation can be made on reasonably secure grounds. It guides textbook designers to integrate the Learner-Centered ideologies and the Social Reconstruction ideologies into textbook images, texts, and tasks so that learners will develop both language and identity.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134356518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21608/psjer.2022.155894.1002
Abdelfatah Zahra
The current research aimed to recognize UNESCO's vision to promote the dimensions of global citizenship in education as outlined in the 2030 Agenda for Sustainable Development, and to highlight the goals of quality education as a method for promoting the dimensions of global citizenship. The research used the method of philosophical analysis in addition to the descriptive approach, explaining the method of content analysis in its qualitative dimension. The research found that the education of citizenship in its global dimension in a diverse and interdependent world achieves the social and political function by making a sense of common destiny among Nations, as it lives in an interdependent world facing the same fate.
{"title":"UNESCO's Vision to Promote The dimensions of Global Citizenship in Education \"Analytical Study in Light of The 2030 Agenda for Sustainable Development\"","authors":"Abdelfatah Zahra","doi":"10.21608/psjer.2022.155894.1002","DOIUrl":"https://doi.org/10.21608/psjer.2022.155894.1002","url":null,"abstract":"The current research aimed to recognize UNESCO's vision to promote the dimensions of global citizenship in education as outlined in the 2030 Agenda for Sustainable Development, and to highlight the goals of quality education as a method for promoting the dimensions of global citizenship. The research used the method of philosophical analysis in addition to the descriptive approach, explaining the method of content analysis in its qualitative dimension. The research found that the education of citizenship in its global dimension in a diverse and interdependent world achieves the social and political function by making a sense of common destiny among Nations, as it lives in an interdependent world facing the same fate.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123281822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21608/psjer.2022.154335.1000
Doaa elbarbari, Islam Abo-Aita, Rafeek Elmeanawy
The current study sought to determine the level of practicing some habits of mind (thinking flexibly, struggling for accuracy, using the senses to collect information, applying prior knowledge, and reciprocal thinking) in social studies for middle school students in Egypt. The study followed the descriptive survey method. A scale consisting of 50 phrases was used, distributed over five domains. The scale was applied electronically to a group of 340 students from Gharbia Governorate. The results showed that the responses of the research participants were medium as a total average, and to a moderate degree in all the sub-domains, which means that the level of practice of the preparatory stage students for the habits of mind in the subject of social studies is moderate. The study recommended the necessity of developing the habits of mind among middle school students. Attention to training middle school students on the habit of struggle for accuracy in particular. Using a variety of teaching strategies helps students practice habits of mind in social studies.
{"title":"The Level of Practicing Habits of Mind in Social Studies among Preparatory Stage Students in the Arabic Republic of Egypt","authors":"Doaa elbarbari, Islam Abo-Aita, Rafeek Elmeanawy","doi":"10.21608/psjer.2022.154335.1000","DOIUrl":"https://doi.org/10.21608/psjer.2022.154335.1000","url":null,"abstract":"The current study sought to determine the level of practicing some habits of mind (thinking flexibly, struggling for accuracy, using the senses to collect information, applying prior knowledge, and reciprocal thinking) in social studies for middle school students in Egypt. The study followed the descriptive survey method. A scale consisting of 50 phrases was used, distributed over five domains. The scale was applied electronically to a group of 340 students from Gharbia Governorate. The results showed that the responses of the research participants were medium as a total average, and to a moderate degree in all the sub-domains, which means that the level of practice of the preparatory stage students for the habits of mind in the subject of social studies is moderate. The study recommended the necessity of developing the habits of mind among middle school students. Attention to training middle school students on the habit of struggle for accuracy in particular. Using a variety of teaching strategies helps students practice habits of mind in social studies.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129294368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21608/psjer.2022.160896.1003
Aya Khedr, Walaa M. El-Henawy, Jehan El Bassuony
Action learning is an approach enabling individuals to work as teams on complex issues that encounter them in their academic field or in their workplace. Through dialogue, reflective listening, deep questioning, experimentation, and feedback, learning is gained, and individuals develop their capacities to professionally solve any upcoming problems. In this paper, action learning is a cyclical process that values EFL pre-service teachers as being a source of knowledge and users of knowledge to bring out innovative ideas and actions collaboratively and through action learning sets work on issues related to EFL education. The purpose of this paper is to review literature and previous studies and research presenting the nature of action learning, its components, stage systems, process, and benefits. Besides, the paper sought to propose a framework to involve action learning in the EFL preparation programs by presenting a set of recommendations for promoting EFL pre-service teacher program at the faculties of education, as well as in the field of EFL education.
{"title":"From Business to Education: Action Learning in EFL Teacher Preparation Programs","authors":"Aya Khedr, Walaa M. El-Henawy, Jehan El Bassuony","doi":"10.21608/psjer.2022.160896.1003","DOIUrl":"https://doi.org/10.21608/psjer.2022.160896.1003","url":null,"abstract":"Action learning is an approach enabling individuals to work as teams on complex issues that encounter them in their academic field or in their workplace. Through dialogue, reflective listening, deep questioning, experimentation, and feedback, learning is gained, and individuals develop their capacities to professionally solve any upcoming problems. In this paper, action learning is a cyclical process that values EFL pre-service teachers as being a source of knowledge and users of knowledge to bring out innovative ideas and actions collaboratively and through action learning sets work on issues related to EFL education. The purpose of this paper is to review literature and previous studies and research presenting the nature of action learning, its components, stage systems, process, and benefits. Besides, the paper sought to propose a framework to involve action learning in the EFL preparation programs by presenting a set of recommendations for promoting EFL pre-service teacher program at the faculties of education, as well as in the field of EFL education.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126362363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21608/psjer.2022.160500.1004
Dina M. Ayman, Mahmoud Mohaseb, J. El-Bassuony
Instructional Scaffolding is a constructive strategy that helps learners to do activities and tasks with the assistance or support of an expert. It is not confined only to the information that should be acquired; it also calls for social interaction between the learner and the expert. Thus, learning environments are one of the most significant responsibilities that teachers should develop to engage and motivate learners. One of these learning environments is hybrid learning environment. The paper addresses the instructional scaffolding strategies and the course plan of hybrid learning environment. This aim of the present paper is to provide an overview of a recent research on hybrid learning environment, instructional scaffolding and discuss the implications of the research for language instruction. The discussion presents definitions of instructional scaffolding, characteristics of instructional scaffolding, instructional scaffolding strategies, and features of instructional scaffolding. In addition, the paper highlights the definition of hybrid learning environment, the plan course of hybrid learning environment, and its role in relation to instructional scaffolding.
{"title":"Using Instructional Scaffolding in hybrid learning environment: A critical Review","authors":"Dina M. Ayman, Mahmoud Mohaseb, J. El-Bassuony","doi":"10.21608/psjer.2022.160500.1004","DOIUrl":"https://doi.org/10.21608/psjer.2022.160500.1004","url":null,"abstract":"Instructional Scaffolding is a constructive strategy that helps learners to do activities and tasks with the assistance or support of an expert. It is not confined only to the information that should be acquired; it also calls for social interaction between the learner and the expert. Thus, learning environments are one of the most significant responsibilities that teachers should develop to engage and motivate learners. One of these learning environments is hybrid learning environment. The paper addresses the instructional scaffolding strategies and the course plan of hybrid learning environment. This aim of the present paper is to provide an overview of a recent research on hybrid learning environment, instructional scaffolding and discuss the implications of the research for language instruction. The discussion presents definitions of instructional scaffolding, characteristics of instructional scaffolding, instructional scaffolding strategies, and features of instructional scaffolding. In addition, the paper highlights the definition of hybrid learning environment, the plan course of hybrid learning environment, and its role in relation to instructional scaffolding.","PeriodicalId":212766,"journal":{"name":"Port Said Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128491078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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