الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 119 |  |  |
| | | from | 119 | | |
المستخلص
Introduction:
Human resources are considered one of the most important treasures of the communities. Moreover, the civilization of any community is measured by how far it can use those treasures and its ability to direct the behavior of its members to a building way which contributes to its development. Children are our most valuable human resources. Therefore, the development of any community to its human resources starts from its care about childhood, its programs, and any thing that relates to it.
Geological concepts are considered one of the important scientific concepts, since it enables the child to know the earth on which he lives, what is inside it, its layers, minerals inside it, and other important natural resources without which we can not live. They also enable us to tell him about some natural phenomena such as volcanoes which are considered by everyone to be harmful regardless considering God’s wisdom behind them, and earthquakes which he must understand and train on dealing with them when they occur.
Thus the relationship between the child and the planet along with his understanding to it increase. Therefore, his appreciation to it and to God’s greatness, who granted it to us, increases. Furthermore we raise up figures who love science and who are able to solve the problems we encounter, and we plant the seeds of good individuals and scientists in our community who are able to recognize and understand their community. To achieve this, we must choose a good educational environment.
Children museums are one of the best educational environments for the child. They are organizations which aim at meeting their needs and interests by way of providing exhibits and programs that arouse their curiosity and motivate them to learn. They play a very important role in the children’s life since they allow the child to see examples, infer meanings, test his abilities, arouse his curiosity, and spark his enthusiasm.
The science of museum pedagogy has become one of the serious sciences in most countries of the world. Moreover, there is no museum in these countries that does not include a department for the child, education, and museum pedagogy. Nowadays, it has become a must in all directions and on all levels. They allow the children to know some of the facts and basic information about their natural environment. They also give the children the chance to experiment, explain, learn, connect with the world, and inspire their imagination, criticism, evaluation, and continuous thinking.
Study problem:
The problem of the study can be stated in the following basic question:
What is the role of museum pedagogy in simplifying the geological concepts to a kindergarten child?
from this basic question, some secondary questions emerge:
1. How far do some of the geological concepts suit the stage of kindergarten?
2. What is the effectiveness of the program of museum pedagogy in simplifying the geological concepts for a kindergarten child?
Study objectives:
1. Directing those who are in charge of setting the programs of the kindergarten child to the importance of the geological concepts for the child in recognizing his planet, all what relates to it, its internal layers; its importance to us since it contains the necessary minerals, and the importance of keeping it and the well use of it. Moreover, their importance for the child in recognizing some of the natural phenomena and their effect on us and the way of dealing with them when they occur.
2. Preparing a conscious generation who loves science and who is able to work in various domains.
3. Attempting to direct both of the teachers and those who are in charge of the educational process to the effective educational role of museum pedagogy in the stage of kindergarten.
4. The current study helps the child to recognize the ability of the Creator through some of the geological concepts which are tackled in the study.
Study significance:
1. Setting a group of museum pedagogy activities which simplify the geological concepts to the kindergarten child.
2. Setting a geological content for a museum pedagogy program for the kindergarten child.
3. Setting an image test for the geological concepts to the kindergarten child.
4. Knowing how far the geological concepts suit the stage of kindergarten.
5. Knowing the role which the museum pedagogy plays in simplifying the geological concepts to the kindergarten child.
Study hypotheses:
First hypothesis:
”There are statistically significant differences between the average marks of the children in the experimental group and the control group on the suggested program for developing the geological concepts of kindergarten child”
Second hypothesis:
”There are statistically significant differences between the average marks of the pre- test and the post test of the experimental group on the test of the geological concepts of the kindergarten child”
Study methodology:
The current study uses the experimental method to carry out the experimental treatment by using the research design, which is titled as per-test post-test control group design. In this test both groups do a per-test then the first group is subjected to treatment and the second group is subjected to the traditional way in the ordinary conditions. Afterwards, both groups do a post-test and then a comparison is drawn, to know the effect of the treatment (Kamal Zayton 2004, 220).
Study sample:
The sample of the study is formed of:
• The exploratory sample, which is formed of a number of (60) children from 5 to 6 years old.
• The basic sample, which is formed of a number of (37) children from 5 to 6 years old.
Study tools:
The current study has used the following tools:
1. An image test for the geological concepts (the topic of the study) Prepared by the researcher
2. Museum pedagogy program which is suggested to simplify some of the geological concepts (the topic of the study) to the kindergarten child. Prepared by the researcher
3. IQ test for children. Prepared by Eglal Seri
4. Social, economic, and cultural standard measurement.
Prepared by Ahmed Saleh
Study results:
1. Statistically significant differences were found at the level of index (0.01) between the marks of the children of the control group and the experimental group on the image test of the geological concepts of the kindergarten child in the units (layers of the earth, volcanoes, minerals, and earthquakes) for the experimental group.
2. There are no statistically significant differences due to gender differences (boys - girls) on the image test of the geological concepts of the kindergarten child in the units (layers of the earth, volcanoes, minerals, and earthquakes), whereas statistically significant differences were found at the level of index (0.05) in the dimension of earthquakes for the benefit of the girls.
3. A statistically significant effect was found at the level of index (0.01) for the museum pedagogy program which is suggested on the children of the experimental group between the pre and post measurement and for the benefit of the post measurement on the image test of the geological concepts of the kindergarten child.