Basic Informations

C.V

Beni-Suif University

Faculty of education

Dep't of Curricula and Instruction

Curriculum Vitae

Dr.AbdelMoez Mohamed Ibrahim Hassan

Dep't of Curricula and Instruction

Faculty of Education, Beni Suef University

                                             

Name: Abdelmoez Mohamed Ibrahim Hassan

Current position: Curriculum teacher and teaching methods - Faculty of  Education - Beni Suef University

General Specialty: Curricula and Teaching Methods

Strict specialization: curricula and teaching methods (geography).

Birthday: 22/12/1981

Place of birth: Beni Suef

Nationality: Egyptian

Marital status: Married

Portable: 01112406935

Address: Beni Suef - Shafei Street - Faculty of Education

E-mailAbdelmoez99@yahoo.com

Qualifications and degrees

1- Ph.D. in Education - Specialization in the curriculum and methods of teaching geography, Faculty of Education, University of Beni Suef, 2011, with the recommendation to print the letter and distribute it to similar universities and institutes at the level of the Republic.

2- Master of Education - Specialization in the curriculum and methods of teaching geography, Faculty of Education, Beni Suef University, 2008 with an excellent grade with a recommendation to print the letter at the expense of the university and its circulation among Egyptian universities.

3- Special Diploma in Education specialises in the curricula and methods of teaching geography, Faculty of Education, Beni Suef University with a very good general grade, September 2005.

4- Bachelor of Arts and Education, Department of Geography, Faculty of Education, Beni Suef Branch, Cairo University, with a very good general grade with honors, May 2002.

Career progression

1- Reued in the Department of Curriculum and Teaching Methods, Faculty of Education- Beni Suef University in the period  From 1/2/2003 to 26/8/2008.

2- Assistant Teacher in the Department of Curriculum and Teaching Methods, Faculty of Education- Beni Suef University from 27/8/2008 to 26/9/2011.

3- Teacher in the Department of Curriculum and Teaching Methods, Faculty of Education- Beni Suef University from 27/9/2011 to the present.

            Research activities 

1. The Effectiveness of Curricula Dramatization Approach in developing some social values through social studies course of the Primary Stage pupils. Master's Thesis, Faculty of Education, Beni Suef University
2. The Effect Of Using Some Social Constructivist Learning Strategies To Develop Social Studies Learning Skills And Some Thinking Skills Of Primary School Pupils. PhD, Faculty of Education, Beni Suef University

Teaching activities

1- Teaching the subject of planning and implementation of kindergarten programs for the students of the Children's Division of the Faculty of Education, Beni Suef University for the academic year 2011/2012.

2. Teaching teaching methods to students of the History and Geography Divisions of the Faculty of Education, Beni Suef University, from 2011 to the present.

3- Teaching the subject of teaching methods to students of the Department of Social Studies in the General Diploma of the Faculty of Education, Beni Suef University from 2012 to the present.

4- Teaching the subject of micro-teaching to students of the people of geography and history of public education at the Faculty of Education of Beni Suef University from 2014 to the present.

5- Teaching the subject of education technology to students of the Arabic language and science divisions, basic education at the Faculty of Education, Beni Suef University from 2011 to 2019.

6- Teaching teaching methods for people with special needs to students of the French Language Division of the Faculty of Education, Beni Suef University, from 2018 to the present.

7- Co-authoring the book ways of teaching social studies1, in the Department of Curriculum and Teaching Methods at the Faculty of Education, Beni Suef University.

10- Co-authoring of the mini-teaching book, in the Department of Curriculum and Teaching Methods at the Faculty of Education, Beni Suef University.

11- Co-author of the book educational means and education technology in the department of curriculum and teaching methods at the Faculty of Education - University of Beni Suef.

12. Participating in the follow-up to practical education in Beni Suef governorate from 2004 to the present.

University activities

1- Participation in many controls at the Faculty of Education, Beni Suef University, such as the control of the general diploma system one year system, and the general diploma control public system.

2- Participation in many controls at the Faculty of Education, Beni Suef University, such as the control of the 4th Division in the year of the old system, and the second and third division control in the year of a new system.

3- Participating in interviews for students of the first division of the Faculty of Education, Beni Suef University from 2011 to the present.

4- Participating in interviews for general diploma students at the Faculty of Education, Beni Suef University, from 2011 to the present.

5- Participation in the executive team of the project to develop practical education for students of the Faculty of Education in light of contemporary global trends at the Faculty of Education, Beni Suef University in 2006.

6- Participation as a member of the Office of Practical Education at the Faculty of Education, Beni Suef University for the academic year 2013/2014.

7- Participation in the Committee of Education affairs and Students at the Faculty of Education, Beni Suef University, from 2016 to the present.

8- Participation as a member of the Board of The Curriculum and Teaching Methods Department of the Faculty of Education, Beni Suef University for the academic year 2011/2012, and the academic year 2019/2020.

9- Participation in cumulative control for the academic year 2018-2019, 2019-2020.

10- Participating in the preparation of the description of micro-teaching courses and teaching methods for programs to prepare history and social studies teachers at the Faculty of Education, Beni Suef University, as part of the Quality and Accreditation Assurance Project in 2016.

11- Participation as a member of the committee formed by the Board of The Curriculum and Teaching Methods Department of the Faculty of Education Of Beni Suef University to develop the five-year plan for the department starting from the academic year 2016/2017.

Training courses

• Attending and passing the course (("Effective Presentation Skills") project to develop the capabilities of faculty and leaders - Beni Suef University.
• Attending and passing the course ((use of technology in teaching)) project to develop the capabilities of faculty and leaders - Beni Suef University.
• Attending and passing the course (ethics of scientific research) project to develop the capabilities of faculty members and leaders - Beni Suef University.
• Attending and passing the course (((time management and meetings)) project to develop the capabilities of faculty and leaders - Beni Suef University.
• Attending and passing the course (teaching for large numbers) project to develop the capabilities of faculty and leaders - Beni Suef University.
• Attending and passing the course (((methods of scientific research)) project to develop the capabilities of faculty members and leaders - Beni Suef University.
• Attending and passing the (English Language) Development Project of faculty and leaders - Beni Suef University. 
• Attending and passing the course (teaching and evaluating performance) project to develop the capabilities of faculty and leaders - Beni Suef University.
• Attending and passing a training program in the field of (political values in the Arab education curriculum) from 5 to 7 May 2009.
•       Obtaining the TOEFL certificate from the Foreign Language Teaching Centre, Beni Suef University 2007.
•       Obtaining the ICTP certificate from the Supreme Council of Universities - Ministry of Higher Education 2006.

Participation in scientific societies 

1- Member of the Educational Society for Social Studies until 2017.

2- Member of the Egyptian Society for Curriculum and Teaching Methods until 2017.

Master Title

The Effectiveness of Curricula Dramatization Approach in developing some social values through social studies course of the Primary Stage pupils

Master Abstract

Beni-Suef university Faculty of Education Curriculum and Instruction Department The Effectiveness of Curricula Dramatization Approach in developing some social values through social studies course of the Primary Stage pupils A Thesis submitted in fulfillment of the Requirements for the MA Degree in Education curriculum and Instruction ( Geography ) Presented By Abdelmoez Mohammed Ebrahem Hassan Demonstrator in curriculum and Instruction Department Supervised By Prof.Dr. Prof.Dr. Ahmed Ebraheem Shalabi Seham Hanafy Mohammed professor of curriculum and Assistant professor of Curriculum Instruction Faculty of Education, and Instruction, Faculty of Education Ain Shams university Beni-Suef university Dr. Nagat Mohammed Wally lecturer of curriculum and methods of teaching, faculty of Education, Beni-Suef university ?????????????????????????? 2008-1429 Summary of research Findings, Recommendations, and Suggestions This section shows the summary of the problem of research and its study plan, the most important findings that it concluded, and the recommendations that should be considered in the light of the results that the research reached as well as the suggested researches that the present study revealed. Introduction Our Arabic and Islamic society lives in a critical period that is characterized by swing of values social and moral norms and deviation of religious instructions. In this age- the age of technical development and knowledgeable explosion-matters go in the way of keeping the person and society away from his values and religion more and more. Beginning with fascination of technical development and reacting to it without a moral and behavioral stock that controls the life, and passing by the increasing tendency of many individuals towards carelessness of the behaviors of some groups and individuals that are against the values of this society. In addition to the appearance of invitations and trends that stand implicitly against these values. The matter of values has aroused the interest of many philosophers and thinkers since ancient ages. But the serious interest in studying the values and studying them in scientific way on the part of scientists and researchers appeared only in the past few ages of this century. This exact interest of studying values in a scientific way is due to their educational importance. Social studies includes studying of human relations that show an importance for pupils education, and aims at developing the citizenship that is responsible by providing them with knowledge, methods of thinking, skills and trends that are necessary for that. Directing the pupils for forming patterns of desirable behavior is considered one of social studies fields. This behavior is a result of the values and ideals which one accepts and the interests and aptitude that are formed inside him about his responsibility of contributing in creating a more advanced society than the present one through developing positive values such as sincerity in work, loyalty to the group and cooperation for general good. Hence the important role of social studies in supporting and developing social values of pupils appears. This necessitates is involving several values in general and social values and choosing the suitable methods and techniques that help the teacher develop values through social studies. A question is asked here, "what are the suitable means for developing and supporting social values of pupils?" The answer of this question is that there are many means and activities that contribute in developing the values such as symposium, reports, debates, holding cultural competitions, and dramatization. The research chose this approach of curriculum dramatization for its great importance. As long as the curriculum dramatization is considered a requirement for curricula in general, it is more important to the curricula of social studies in particular. This is because there is a close relationship between social studies and curriculum dramatization since social studies includes many topics that can be dramatized. Problem of Research The problem of the current research is determined in the following main question. What is the effectiveness of the approach of curriculum dramatization in developing some social values through the subject of social studies of the pupils of primary stage? The following sub-questions branched from the main question. 1. What are the social values that are suitable for the pupils of primary fifth graders? 2. To what extent are these values available in the syllabus of social studies for the pupils of primary fifth graders? 3. How can we are reformulate a unit in the textbook of social studies for the pupils of primary fifth graders by using the approach of curriculum dramatization? 4. What is the effectiveness of using the approach of curriculum dramatization in developing some social studies for the pupils of primary fifth graders? Objectives of the research The current research aimed at : 1. Recognizing the suitable social values for the pupils of primary fifth graders. 2. Recognizing the social values involved in the syllabus of social studies of the primary fifth graders. 3. Recognizing how to reformulate a unit in the textbook of social studies for the pupils of primary fifth stage? 4. Recognizing the effectiveness of using the approach of curriculum dramatization in developing some social values for the pupils of primary fifth stage? The importance of the research The importance of the current research is due to the following : 1. The benefit of teachers and researchers from the scale of social values that the researcher prepared and recognizing how to construct and use it . 2. Opening the field for other researchers to search in the field of social values and develop them, and use the curriculum dramatization approach other educational outcomes. 3. Presenting a list of social values involved in the topics of social studies for primary fifth stage pupils. 4. Presenting a teacher guide according to steps of the approach of the curriculum dramatization to show teachers how to develop the social values through the approach of curriculum dramatization. 5. Benefiting pupils of the primary fifth stage through providing them with a booklet according to the approach of curriculum dramatization. Limitations of the research The current research is limited to the following : 1. The unit of industrial environment in the syllabus of the social studies for primary fifth stage pupils. 2. A sample of the pupils of primary fifth stage in a school of Beni-Suef governorate, in which the research lives and works "Shagaret. El Dorr Primary school" 3. The research is limited to developing the following social values " the value of loving work, the value of respecting time, the value of social solidarity, the value of cooperation, the value of obedience, the value of loving country, the value of the environment preservation" . 4. Analyzing the content of social studies for the primary fifth stage pupils "section of Geography". Method of the research The current research followed : 1. the analytical descriptive method. 2. The quasi-experimental method Tools of the research To know the effectiveness of the approach of curriculum dramatization in developing some social values for primary fifth stage pupils : - Scale of social values ( prepared by the researcher) Procedures of the research The current research followed the following steps : 1. The theoretical Background included : - Curriculum dramatization - Social values 2. Preparing a list pf social values that are necessary for the pupils of the primary fifth graders through : A- analyzing the content of social studies for primary fifth stage pupils "the section of Geography" B- Reviewing the previous studies and researches in the field of studying values. Showing this list to a group of specialized jury members in curriculum and instruction of social studies to ensure its suitability for the pupils of the primary fifth graders and controlling it and putting in final form. 3. Choosing the unit of industrial environment and reformulating it according to the approach of curriculum dramatization, and social values involved in it, and giving it to specialized jury members in curriculum and methods of teaching social studies, and doing the necessary modifications according to their opinions. 4. Preparing a teacher guide according to the approach of curriculum dramatization, and giving it to specialized jury members in curriculum and instruction of social studies, and doing the necessary modifications according to their opinions. 5. Preparing a booklet for the pupils involves lessons of the industrial environment unit according to the approach of curriculum dramatization. 6. Preparing a scale of social values involved in some lessons of industrial environment unit, and giving it to jury members to do the necessary modifications according to their opinions. 7. Conducting the experiment of the research :- • Conducting the pilot study to measure social studies to calculate the validity and reliability easiness and difficulty coefficient and the time for administe5ring of social values. • Choosing a sample of primary fifth grader in schools of Beni-Suef governorate and giving it into two groups , the first is experimental, and the second is control. • The pre administration of the scale of social values on the two groups of the study. • teaching the unit of industrial environment to the pupils of the experimental group using the approach of curriculum dramatization, while the control group studies the same unit by using the traditional method of teaching. 8. Recording the results of the pre and the post administration of the scale of social values for the two groups . 9. Conducting statistical treatment and comparison the results of the two groups of the research in the light of answering the questions of the research, revalidation of hypotheses, presenting some recommendations and suggestions in view of the results of the research , and presenting suggested researches and studies to complete the sides of the research. The results of the research 1. There is statistically significant difference between the mean scores of pupils of the experimental group in the pre administration and the post administration of the scale of social values in favour of the post administration. 2. There is statistically significant difference between the mean scores of pupils of the experimental group and the control one in the post administration of the scale of social values in favour of the experimental one. 3. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values "the value of loving work" in favour of the experimental one. 4. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values " the value of respecting time " in favour of experimental group. 5. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values "the value of social solidarity " in favour of the experimental group. 6. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values "the value of cooperation" in favour of the experimental group. 7. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values "the value of obedience" in favour of the experimental group. 8. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values " the value of loving country " in favour of the experimental group. 9. There is statistically significant difference between the mean scores of pupils in the experimental group and the control one in the post administration of the scale of social values " the value of the environment preservation " in favour of the experimental group. Recommendations and suggestions of the research First : The recommendations of the research In the light of the problem of the study and the nature of sample and the tools, and according to the results that the research concluded , the research recommended the following :- ? The necessity of formulating the objectives of lessons of the content of social studies which are necessary for pupils in all different stages. ? The necessity of achieving the balance between knowledge skill, emotional objectives and not concentrating on specific objectives . ? The necessity of the consideration of the authors of the content of social studies books that the content should be able to be dramatized make study interesting and favoured by all pupils. ? The necessity of reformulating the content of social studies text books in the different stages of education to be suitable for the development. ? The necessity that the content of social studies text books involve several educational activities that are necessary to acquire social values and develop them . ? Providing the content of textbooks in different stages with real situations show the necessary social values that are necessary for each stage. ? The necessity of expanding in using the approach of the curriculum dramatization in the primary educational stage in particular . ? The necessity of using instructional strategies that develop social values using instructional strategies that depend on positivity and activity of the learner in the educational situation. ? The necessity of organizing training courses for the teachers of social studies to know the nature of the approach of curriculum dramatization and its principles and steps. ? Holding training courses for the teachers of social studies to train them on low to dramatize the content of the social studies curricula and how to develop social values for the students by using several educational approaches. ? The researcher prepared a teacher guide according to the approach of curricula dramatization , so the researcher recommends providing teachers of social studies with a teacher guide to teach other topics of social studies in different stages of education according to the approach of curricula dramatization through models of dramatized unit within teacher’s guide. ? The necessary of evaluating students in the light of criteria that is put according to the characteristics of the students. ? Developing the ways and means of evaluation so as not to concentrate on the cognitive side but to concentrate on the emotional and skillful side. ? The necessity of concentrating on the evaluating of the social values in direct situations in the life of pupils to judge their development the curricula of social studies should involve some models of evaluation that are suitable for the measurement of social values of students . ? Benefiting from the scale of social values prepared by the researcher for evaluating the students in other syllabuses to check the growth of the social values. Second : suggested research The researcher felt through conducting this search and the recommendations that there are many problems need to be studied like :- 1. developing the curricula of social studies in the primary stage in the light of social values . 2. The effect of using the approach of curricula dramatization in developing some geographical concepts of the pupils of the primary stage. 3. The effect of using the approach of curricula dramatization developing some social values of pupils secondary stage through social studies course. 4. The effect of using the approach of curricula dramatization in teaching the social studies on developing achievement and the attitude towards subject. 5. The effect of the using curricula dramatization in teaching social studies on developing some skills for the pupils of primary stage. 6. The effectiveness of using the curricula dramatization in achieving some objectives of the subject of social studies pf the pupils in primary stage.

PHD Title

The Effect Of Using Some Social Constructivist Learning Strategies To Develop Social Studies Learning Skills And Some Thinking Skills Of Primary School Pupils

PHD Abstract

Beni-Suif University Faculty of education Dep't of Curricula and Instruction The Effect Of Using Some Social Constructivist Learning Strategies To Develop Social Studies Learning Skills And Some Thinking Skills Of Primary School Pupils Prepared by Abdelmoez Mohamed Ibrahim Hassan Assistant Lecturer Supervised by 2011 Introduction Learners at any level are in a bad need for variety of basic learning skills that can keep up with, the nature of the course on one hand and maturity level of the learners on the other . Such skills are an integral part of the curriculum in any educational stage. Skills play a vital role in social studies curriculum at large and geography in particular. Geography plays also a vital role in developing students' skills. Such skills are an important component in the cognitive structure.Toma George classified social studies learning skills as follows:- 1- critical thinking skills 2- Datal organization and evaluation. 3- Problem solving and analysis 4- Speaking and writing fluently 5- understanding and explaining charts graphs and glopes. 6- making good use of time. 7- Participating in different activities 8- using the computer Social studies create a suitable environment for developing thinking skills. Geography is a rich field for practicing such skills. It accords with the nature of such skills since it includes anumber of charts and figures that can be read in order to help pupils to develop their thinking skills. There are somary teaching strategies that can give momentum to develop social studies . Learning skills among wich are the stragies of social constructive learning. Problem in context In spite of the fact that geography encompasses agreat number of facts concepts and skills that can help the learner to explain natural as well as human phenomena, there are so many social studies learning skills that are are difficult to master. More over, many teachers in the primary stage don’t care for using modern strategies in their teacher . In this way, pupils are not keen on studying such a subject. The reacher made sure of the problem Via : 1- a field study through visiting some primary schools in Beni-Suef 2- results of previous studies Problem of the study The problem of the present study is crystallized in the low level of pupils in social studies learning skills, One evidience is the srtage in chart reading skills, graph reading skills, and statistical reading. More over, many pupils are not keen on studying such studies, specially geography. The problem in the present study can be expressed in the following main question:- "what is the effect of using social contractive learning strategies on developing social studies learning skills and developing thinking skills of primary pupils" Branching out of this question, the following sub-questions were asked; 1- What are the social studies learning skills necessary for primary for the graders? 2- What are the thinking skills that can be developed in primary fourth graders? 2- What is the effect of using some social constructive learning strategies in developing some social studies learning skills primary fourth graders? 3- what the effect of using social constructive learning strategies on developing some thinking skills of primary fourth graders? 5- what kind of correlations exists between developing social studies learning skills and thinking skills of primary fourth graders? Hypotheses of the study The study tested the following hypotheses. 1- There is a statistically significant difference at .01 between the mean scores of the 1st experimental group using the social constructive learning model in the pre and post administrations of the social studies learning skills test in favour of the post. 2. There is a statistically significant difference between the mean scores of the 1st experimental group and those of the control group in the post administration of the learning skills test in favour of the experimental . 3. There is a statistically significant difference between the mean score of the 2nd experimental group using the problem centred learning model in the pre and post administration of the learning skills test in favour of the post. 4. There is a statistically significant difference between the mean score of the 2nd experimental group and those of the control group in the post administration of the learning skills in favour of the experimental. 5. There is a statistically significant difference between the mean scores of the 1st experimental group in three pre and post administrations of the thinking test in favour of the post. 6- There is a statistically significant difference between the mean scores of the 1st experimental group and those of the control group in the post administration of the thinking skills test in favour of the experimental. 7- There is a stastically significant difference between the mean scores of the 2nd experimental group in thepreand post administration of the thinking skills test in favour of the post. 8- There is a stastistically significant difference between the mean score of the 2nd experimental group and that of the control group in the post administration of the thinking skills test in favour of the experimental. 9- There is a positive correlation between the mean scores of the two experimental groups on the learning skills lest and those on the thinking skills test. Limitations of the study The study was limited to the following : 1. A group of primary fourth graders in Beni-Suif 2. Somme skills related to learning social studies(geography) of primary fourth graders. 3. some basic thinking skills. 4- two units of the social studies textbook of primary fourth graders. 5- some social constructive learning strategies. Objectives of the study The study targeted at 1- developing some social learning skills of primary fourth graders. 2. identifying the effect of some social constructive learning on developing some learning and thinking skills primary fourth graders. 3. identifying the correlation relation existing between developing learning skills and skills primary fourth graders. Significance of the study The study contributed to: 1. directing the attention of those who are concerned to the importance of using social constructive learning strategies 2. Providing social studies teachers with executive procedures for implementing lessons using social constructive learning strategies. 3. Providing a list of social studies learning for primary graders. Developing some learning skills primary graders. 5. Developing some thinking skills of primary graders. Instruments of the study 1. social studies learning test ( by the researcher) 2. Basic thinking skills test (by the researcher) Method of the study The researcher used the quasi-experimental method using the two-group experimental design. Procedures of the study In order to answer the study questions, the researcher went through the following : 1. Determining social studies learning skills and thinking skills suitable for primary fourth graders via :- a) A through review of related studies. b) A study of the characteristics of pupils' growth in the primary stage. c) Browsing social studies learning teaching literature. 2. Designing a list of social studies learning skills and submitted such as a list to a jury committee. 3.Formatting the selected unit making use of the social constructive learning strategies in the light of the list of social studies learning skills and basic thinking skills. 4. Submitting the unit to jury committee. 5. Designing a teacher guide and a work book for the pupils. 6. Designing instruments of the study . this step included: a. social studies (geography) learning skills test. b. thinking skills test. 7. selecting the sample of the study. 8. Administration. This step included: a. pre-administration of the learning skills test to the two groups. b.teaching the suggested unit. c. Post administration of the test to the two groups. 9. Analysing data and interpreting results. 10. Forwarding recommendations and suggestions. Results of the study: Statistical analyses of the data revealed the following:. 1. There were statistically significant differences between the mean scores of the 2nd experimental group in the pre and post administration of the social studies learning skills test in favour of the post. 2. There were statistically significant differences between the mean scores of the 1st experimental group and these of the control one in the post administration of the learning skills test in favour of the experimental. 3- There were statistically significant differences between the mean scores of the 2nd experimental group in the e and post administration of the learning skills test in favour of the post. 4- There were statistically significant differences between the mean scores of the 2nd experimental group and those of the control group in the post admistration of the learning skills test in favour of the experimental. 5. There were statistically significant differences between the mean scores of the 1st experimental group in the pre and post administration of the thinking skills test in favour of the post. 6 There were statistically significant differences between the mean scores of the1st experimental group and those of the control one in the post administration of the thinking skills test in favour of the experimental . 7- There were statistically significant differences between the mean scores of the 2nd experimental group in the pre and post administration of the thinking skills test in favour of the post. 8. There were statistically significant differences between the mean scores of the 2nd experimental group and the control group in the post administration of the thinking skills test in favour of the experimental. 9 There proved to be a positive correlation between the mean score of the two experimental groups on the learning skills test and their scores on the thinking skills test.