هدفت هذه الدراسة إلى التعرف على درجة استخدام معلمات الرياضيات لأدوات التقويم البديل من وجهة نظرهن، وتحديد إذا كانت توجد فروق ذات دلالة إحصائية تعزى لمتغير سنوات الخبرة التدريسية، ولتحقيق أهداف الدراسة تم استخدام المنهج الوصفي. وتكونت عينة الدراسة من 37 معلمة من معلمات الرياضيات في الحلقة الثانية من التعليم الأساسي في محافظة ظفار في سلطنة عُمان. وتم بناء استبانة مكونة من (21) فقرة موزعة على (4) محاور تمثل أدوات التقويم البديل وهي: قواعد تقدير الأداء (7) فقرات، ملفات الإنجاز (6) فقرات، الاختبارات الكتابية (4) فقرات، خرائط المفاهيم (4) فقرات وفقاً لمقياس ليكرت الخماسي. وأظهرت نتائج الدراسة أن المعلمات بشكل عام يستخدمن أدوات التقويم البديل بدرجة مرتفعة، وجاء استخدام أداة قواعد تقدير الأداء بالمرتبة الأولى، يليها أداة ملفات الإنجاز ثم الاختبارات الكتابية، بينما خرائط المفاهيم احتلت المرتبة الأخيرة، كما أشارت النتائج إلى أنه توجد فروق ذات دلالة إحصائية في درجة استخدام المعلمات لأدوات التقويم البديل تعزى لمتغير سنوات الخبرة التدريسية لصالح الفئة الأكبر (سنوات خبرة أكثر من 16سنة)، وأوصت الدراسة أن تولي معلمات الرياضيات المزيد من الاهتمام حول استخدام أدوات التقويم البديل والتركيز بشكل أكبر على التقنيات الخاصة بها، وإجراء المزيد من الدراسات ذات العلاقة بالتقويم البديل.
درجة استخدام معلمات الرياضيات لأدوات التقويم البديل من وجهة نظرهن
alternative assessment
alternative assessment tools
female mathematics teachers
basic education
Publication Date
Fri Jan 31 2025
Journal Name
Journal Of Studies And Researches Of Sport Education
The effect of using the educational bag on the level of learning some offensive skills with the epee weapon
The effect of using the educational bag on the level of learning some offensive skills with the epee weaponDr. Lamia Hassan Al-Diwan
D. Fatima Abdel-Maliki
Dr. Kholoud Laith Abdel Karim2005 Technical and technological development has been increasing day after day and has included all areas of life
including the educational process
which has benefited from technologies such as (computer
video
and pictorial models) in introducing them as tools to aid the learning process. Educational packages have proven their effectiveness in education as they prepare learners with different areas of experience. Sensory audio-visual
through which the learner acquires different educational experiences through interaction
practice
participation
and communication with the data of the surrounding environment through the diversity of knowledge sources that suit his inclinations and needs. The research aimed to prepare an educational bag to teach some offensive skills in the epee weapon. And to find out the effect of using the proposed educational bag on the level of learning some offensive skills in the epee weapon. We hypothesized that the proposed educational package has a positive impact on the level of learning some offensive skills with the epee weapon. There were statistically significant differences in testing the level of learning some offensive skills with the epee weapon between the post-tests of the experimental and control groups
and in favor of the experimental group. The researchers used the experimental method to suit the nature of solving the research problem
and the research sample was chosen intentionally from the girls’ fencing club players (beginners) in the governorate. Basra for the year 2005. The number of players was (16)
which represented the entire study population. The experiment was conducted in the sports hall of the South Oil Sports Club in Basra. We concluded that the educational package has a positive impact on the level of learning some offensive skills in the epee weapon. There were statistically significant differences in the learning level test for some offensive skills in the epee weapon between the experimental group and the control group in the post-tests and in favor of the experimental group. We recommended the necessity of using the proposed educational curriculum to learn some offensive skills in the epee weapon in fencing lessons or in sports clubs. Adopting modern techniques in training
teaching or teaching fencing skills and searching for new methods. Conducting similar studies on other skills or different samples.Keywords: educational bag
offensive skills with an epee weapon
fencing game. Teaching methods. Basra Girl Sports ClubLamya Hassan Aldewan [email protected] of Basra - College of Education and Sports Scienceshttps://orcid.org/0000-0003-0377-6915
Keywords
educational bag
offensive skills with an epee weapon
fencing game. Teaching methods. Basra Girl Sports Club
Publication Date
Sat Sep 01 2018
Journal Name
Polyhedron
Novel dichloro (bis {2-[1-(4-methylphenyl)-1H-1, 2, 3-triazol-4-yl-κN3] pyridine-κN}) metal (II) coordination compounds of seven transition metals (Mn, Fe, Co, Ni, Cu, Zn and Cd)
The 1
3-dipolar cycloaddition “click” reaction between an azide and an alkyne to give a 1
2
3-triazole was reported by Huisgen in 1961 [1]. In 2002 the Copper(I)-catalyzed Azide-Alkyne Cycloaddition (CuAAC) to prepare a 1
2
3-triazole was reported [2]
[3]. The existence of relatively basic nitrogen atoms in the 1
2
3-triazole rings
and the possibility of introducing additional donor groups in the substituents (Fig. 1)
made the CuAAC “click” reaction an attractive method to prepare differently substituted 1
2
3-triazoles. These compounds have been used as ligands to coordinate to various metal ions that display a range of applications such as in electrochemical and photochemical studies
in supramolecular chemistry
magnetism
metal-ion sensing and catalysis [4]. The reasons for the success of the “click” reaction
is that it is easy to carry out and is widely applicable. It is not affected by a variety of functional groups
and can be carried out with a variety of Cu(I) catalysts and solvents
including aqueous conditions. The Cu(I) catalysts overcome the high activation energy barrier of the non-catalyzed Huisgen reaction by changing the mechanism of the reaction. A large variety of copper catalysts can be used for the CuAAC reaction
on condition that the maximum concentration of Cu(I) species is generated during the reaction. The pre-catalyst can be a Cu(II) salt (usually CuSO4) together with a reducing agent (often sodium ascorbate) or a Cu(I) compound in the presence of a base or amine ligand and a reducing agent to prevent oxidation to Cu(II). Some strong oxidising cupric salts or complexes such as Cu(OAc)2 also work. The solvent is very flexible from organic to aqueous
with the most commonly used combination water + an alcohol (t-BuOH
MeOH or EtOH). The key role of the solvent or solvent mixture is to solubilize the substrates and Cu(I) catalyst in order to ensure rapid reactions. Such aqueous conditions are very useful for biochemical conjugations
as well as for organic syntheses.
We recently reported on the synthesis of a series of differently substituted 1
2
3-triazole chromophores
the substituted 2-(1-phenyl-1H-1
2
3-triazol-4-yl)pyridine ligands [5]
see Fig. 2 middle
with substituents R = H (L1)
CH3 (L2)
OCH3 (L3)
COOH
F
Cl
CN
CF3
O(CH2)3CH3 and N(CH3)2. These versatile ligands were found to coordinate to various first row transition metals
such as manganese
cobalt and nickel [6]. Here we extend the series to include more first row transition metal(II) coordination compounds
iron
copper and zinc
as well as a second row transition metal(II) coordination compound
cadmium
containing the 2-(1-(4-methyl-phenyl)-1H-1
2
3-triazol-1-yl)pyridine chromophore (Fig. 2 right with R = CH3). This series of seven novel coordination compounds is the first series of pyridyl-triazole based transition metal coordination compounds where seven different transition metals are coordinated to the same 1
2
3-triazole chromophore
namely 2-(1-(4-methyl-phenyl)-1H-1
2
3-triazol-1-yl)pyridine.