الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 551 |  |  |
| | | from | 551 | | |
المستخلص
The current research aimed to develop the physics curriculum at the secondary stage in light of the Social Emotional Learning (SEL) approach to develop decision-making skills and the trend towards studying physics among secondary school students. To achieve this goal, the research sought to answer the following questions: 1- What are the dimensions of social emotional learning (SEL) to be taken into account in the physics curriculum at the secondary stage? 2- To what extent does the physics curriculum currently applied at the secondary stage take into account the dimensions of social emotional learning? 3- What is the proposed scenario for developing the physics curriculum at the secondary stage in light of the dimensions of learning Social sentimental? 4- What is the effectiveness of teaching a unit of the proposed physics curriculum in light of the dimensions of social emotional learning in developing the decision-making skill of first-year secondary students? 5- What is the effectiveness of teaching a unit of the proposed physics curriculum in the light of the dimensions of social-emotional learning in developing the tendency towards studying it among first-year secondary students? The research materials and tools have been prepared, which are: a form for analyzing the content of the physics curriculum at the secondary stage in the light of (SEL) dimensions, a teacher’s guide for teaching the “Circular Motion” unit, a student activity brochure, a scale of decision-making skills, a scale of attitude towards studying physics, and an achievement test on the “Movement” unit. circular””. The current research reached several results, the most important of which are: 1-The dimensions of social emotional learning are not available in the content of physics curricula at the secondary stage. 2- There is a statistically significant difference at the level (0.05) between the scores of the students of the experimental and control groups in the post application of the decision-making test, in favor of the experimental group. 3- There is a statistically significant difference at the level (0.05) between the scores of the students of the experimental and control groups in the post application of the trend scale, in favor of the experimental group. 4- There is statistical significance at the significance level (0.05) between the average scores of the experimental and control groups in the post application of the achievement test in the ””Circular Movement”” unit, the experimental group.The researcher recommends the necessity of evaluating and developing physics curricula at the secondary level in light of the social emotional learning approach, and interest in enriching the content of physics curricula with educational activities that require the student to practice a set of laboratory and practical skills, and attention to the development of decision-making skills and the trend towards studying physics among students by including activities and topics that help students on its development.