THE EFFECTIVENESS OF FLIPPED EDUCATION STRATEGY IN GEOGRAPHY CURRICULUM FOR DEVELOPING ENVIRONMENTAL CONCEPTS AMONG SECOND GRADE SECONDARY SCHOOL
Mohamed F.
Mobarak
Directorate of Education in Qena
author
Ferra H.
Mohammad
Faculty of Education, Ain Shams University
author
Ahmed H.
Mohamed
Faculty of Special Education, South Valley University
author
text
article
2021
eng
The current study aimed to know the effectiveness of using the flipped classroom strategy in developing the environmental concepts of second-grade secondary students in the subject of geography. The research followed the quasi-experimental design. The research sample consisted of (70) students in the second grade of secondary school in the Qena Educational Administration. They were divided into two groups, one of which was experimental of (35) students who were taught the second unit of the geography curriculum (environment, its system and management) according to the flipped class strategy, and the other was a control consisting of (35) students who were taught for the same unit in the usual way for the 2019/2020 academic year. A list of environmental concepts was prepared, which was extracted after analyzing the content of the curriculum, as well as from multiple readings in this area, and an environmental concepts test, a teacher's guide, a student handbook, an educational channel on YouTube and a platform on the Edmodo website for the topics of that unit were prepared according to the inverted classroom strategy.
The results of the research revealed the existence of statistically significant differences at the level of (0.05) between the mean scores of students for the control and experimental groups in testing environmental concepts for the benefit of the experimental group. Geography.
It recommended the possibility of using the flipped classroom strategy in teaching different courses and for different educational stages.
Journal of Environmental Science
Ain Shams University, Faculty of Graduate Studies and Environmental Research
1110-0826
50
v.
5
no.
2021
187
223
https://jes.journals.ekb.eg/article_182314_0e394e09bf76c5f2fe84b00dd28fb729.pdf
dx.doi.org/10.21608/jes.2021.182314
ENVIRONMENTAL ISSUES IN ENGLISH CURRICULA OF PRIMARY STAGE IN INTERNATIONAL AND GOVERNMENTAL SCHOOLS - A COMPARATIVE STUDY
Mirna S.
Adeeb
Faculty of Arts, Ain Shams University
author
Abdel Messeh S.
Abdel Messeh
Institute of Environmental Studies and Research, Ain Shams University
author
Amira E.
Khater
Faculty of Women, Ain Shams University
author
text
article
2021
eng
This study aimed to identify to what extent the content of the English language curricula of the primary stage for the international (American) schools and the governmental schools include environmental issues. The descriptive comparative method was applied to compare between the two curricula. The researchers prepared a list of environmental issues, designed an analysis form for the two curricula, the content was analysed, a questionnaire for educators applied on 20 educators from governmental schools and 20 educators from international schools and another questionnaire was presented to pupils applied on 30 pupils from governmental schools and 30 pupils from international schools.
After analysing the two curricula, the results show that there is an obvious difference between the two curricula in discussing the environmental issues.
The study recommends reformulating the English language curriculum of the governmental schools to cope with what is happening in the field of environment and focus on the environmental awareness and behaviour.
Journal of Environmental Science
Ain Shams University, Faculty of Graduate Studies and Environmental Research
1110-0826
50
v.
5
no.
2021
225
264
https://jes.journals.ekb.eg/article_182315_9d7dbd3fcb44251cf14fe3fa58218ed0.pdf
dx.doi.org/10.21608/jes.2021.182315