CONTENT ANALYSIS OF 10TH GRADE MATH CURRICULUM ACCORDING TO THE 17TH SUSTAINABLE DEVELOPMENT GOALS
| dc.contributor.author | Saleh, Aya | |
| dc.date.accessioned | 2022-10-16T04:58:10Z | |
| dc.date.available | 2022-10-16T04:58:10Z | |
| dc.date.issued | 2022-01-16 | |
| dc.description | This study aims at investigating the availability of the goals of the sustainable development -which comprise 17 goals- in the mathematics in the Palestinian curriculum. This is done through analyzing the content of the Palestinian mathematics curriculum including: goals, content, activities, teaching methods and assessment. This study is an attempt to answer the following questions: 1. To what extent does the 10th grade Palestinian mathematics curriculum cope with the 17 sustainable development goals. From this main question, there is the following sub-question: 2. How do the composers of the Palestinian mathematics curriculum cope with the 17 goals of sustainable development? In order to achieve the goals of this study, the researcher followed the descriptive analytical methods specifically content analysis by using quantitative and qualitative tools. In other words, the researcher has used content analysis card tool for mathematics curriculum as well as well as interviews with five of the authors of the curriculum. The researcher has found that there are variations in abiding with the goals of sustainable development in the mathematics Palestinian curriculum of the 10th grade. It results has been as the following: It is found that the percentage of the presence of the goals of the sustainable development ranges from (0.08%) to (14.63%). Furthermore, the highest percentage is given to the 4th goal which is guaranteeing a good, fair and comprehensive education for all and granting education opportunities all lifelong for all. Also, it has turned out that the 14th goal which is preserving oceans, seas and sea resources using them sustainably” is not considered. Besides, the 15th goal stating the protection the ecological system and restoring it to be used sustainably. Also, it stated woods management sustainably in order to resist deforestation and stop the loss of the biological diversity is not considered either. In other words, both goals have got (0%). Concerning the content of the 10th grade curriculum, the researcher has found out that the goals of the sustainable development are available in the activities and teaching methods (10.62%) and lesser in the rest of the goals (1.73%) that the percentage of the content is (3.18) and evaluation is (6.3%) of the content and evaluation in order . Also, the socio-economic dimension of the goals of sustainable development has been considered more than the environmental ones. . In light of these important results, it is concluded that the authors of the curriculum are unfamiliar with the goals of the sustainable development which explain the results of the content. In light of this study, the researcher recommends giving the priority to the goals of sustainable development whenever a curriculum is developed. This is done by being guided by the model presented by the researcher based on the goals of sustainable development. Also, it is recommended to hold course for teachers to introduce the goals of sustainable development to them and the ways of merging them in the educational curricula. | en_US |
| dc.description.abstract | This study aims at investigating the availability of the goals of the sustainable development -which comprise 17 goals- in the mathematics in the Palestinian curriculum. This is done through analyzing the content of the Palestinian mathematics curriculum including: goals, content, activities, teaching methods and assessment. This study is an attempt to answer the following questions: 1. To what extent does the 10th grade Palestinian mathematics curriculum cope with the 17 sustainable development goals. From this main question, there is the following sub-question: 2. How do the composers of the Palestinian mathematics curriculum cope with the 17 goals of sustainable development? In order to achieve the goals of this study, the researcher followed the descriptive analytical methods specifically content analysis by using quantitative and qualitative tools. In other words, the researcher has used content analysis card tool for mathematics curriculum as well as well as interviews with five of the authors of the curriculum. The researcher has found that there are variations in abiding with the goals of sustainable development in the mathematics Palestinian curriculum of the 10th grade. It results has been as the following: It is found that the percentage of the presence of the goals of the sustainable development ranges from (0.08%) to (14.63%). Furthermore, the highest percentage is given to the 4th goal which is guaranteeing a good, fair and comprehensive education for all and granting education opportunities all lifelong for all. Also, it has turned out that the 14th goal which is preserving oceans, seas and sea resources using them sustainably” is not considered. Besides, the 15th goal stating the protection the ecological system and restoring it to be used sustainably. Also, it stated woods management sustainably in order to resist deforestation and stop the loss of the biological diversity is not considered either. In other words, both goals have got (0%). Concerning the content of the 10th grade curriculum, the researcher has found out that the goals of the sustainable development are available in the activities and teaching methods (10.62%) and lesser in the rest of the goals (1.73%) that the percentage of the content is (3.18) and evaluation is (6.3%) of the content and evaluation in order . Also, the socio-economic dimension of the goals of sustainable development has been considered more than the environmental ones. . In light of these important results, it is concluded that the authors of the curriculum are unfamiliar with the goals of the sustainable development which explain the results of the content. In light of this study, the researcher recommends giving the priority to the goals of sustainable development whenever a curriculum is developed. This is done by being guided by the model presented by the researcher based on the goals of sustainable development. Also, it is recommended to hold course for teachers to introduce the goals of sustainable development to them and the ways of merging them in the educational curricula. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/18069 | |
| dc.language.iso | other | en_US |
| dc.publisher | جامعة النجاح الوطنية | en_US |
| dc.subject | sustainable development, curriculum, 10th grade, mathematics. | en_US |
| dc.supervisor | Dr.Saida Affouneh Prof.Naji Qatanani | en_US |
| dc.title | CONTENT ANALYSIS OF 10TH GRADE MATH CURRICULUM ACCORDING TO THE 17TH SUSTAINABLE DEVELOPMENT GOALS | en_US |
| dc.title.alternative | CONTENT ANALYSIS OF 10TH GRADE MATH CURRICULUM ACCORDING TO THE 17TH SUSTAINABLE DEVELOPMENT GOALS | en_US |
| dc.type | Thesis | en_US |