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1 0.75 22 0.63 43 0.75 2 0.63 23 0.63 44 0.50 3 0.63 24 0.50 45 0.63 4 0.63 25 0.50 46 0.75 5 0.63 26 0.25 47 0.75 6 0.63 27 0.63 48 0.75 7 0.75 28 0.75 49 0.63 8 0.75 29 0.75 50 0.25 9 0.38 30 0.63 51 0.75 10 0.50 31 0.63 52 0.38 11 0.63 32 0.50 53 0.50 12 0.63 33 0.75 54 0.38 13 0.75 34 0.63 55 0.38 14 0.25 35 0.63 56 0.25 15 0.38 36 0.75 57 0.25 16 0.50 37 0.75 58 0.25 17 0.75 38 0.50 59 0.38 18 0.63 39 0.63 60 0.38 19 0.63 40 0.38 61 0.25 20 0.50 41 0.38 62 0.50 21 0.63 42 0.63

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Test Validity

Referees' Validity

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23 220 80 80 0.267 0.443 26.67 44 24 235 65 65 0.217 0.413 21.67 52 25 178 122 122 0.407 0.492 40.67 16 26 226 74 74 0.247 0.432 24.67 47 27 180 120 120 0.400 0.491 40.00 18 28 265 35 35 0.117 0.322 11.67 62 29 191 109 109 0.363 0.482 36.33 25 30 194 106 106 0.353 0.479 35.33 26 31 199 101 101 0.337 0.473 33.67 28 32 207 93 93 0.310 0.463 31.00 34 33 212 88 88 0.293 0.456 29.33 39 34 248 52 52 0.173 0.379 17.33 58 35 212 88 88 0.293 0.456 29.33 38 36 205 95 95 0.317 0.466 31.67 32 37 170 130 130 0.433 0.496 43.33 10 38 191 109 109 0.363 0.482 36.33 23 39 210 90 90 0.300 0.459 30.00 36 40 187 113 113 0.377 0.485 37.67 21 41 166 134 134 0.447 0.498 44.67 9 42 219 81 81 0.270 0.445 27.00 43 43 190 110 110 0.367 0.483 36.67 22 44 263 37 37 0.123 0.329 12.33 61 45 217 83 83 0.277 0.448 27.67 42 46 214 86 86 0.287 0.453 28.67 40 47 246 54 54 0.180 0.385 18.00 56 48 249 51 51 0.170 0.376 17.00 59 49 228 72 72 0.240 0.428 24.00 49 50 206 94 94 0.313 0.465 31.33 33 51 202 98 98 0.327 0.470 32.67 29 52 212 88 88 0.293 0.456 29.33 37 53 257 43 43 0.143 0.351 14.33 60 54 209 91 91 0.303 0.460 30.33 35 55 241 59 59 0.197 0.398 19.67 53 56 224 76 76 0.253 0.436 25.33 46 57 179 121 121 0.403 0.491 40.33 17 58 247 53 53 0.177 0.382 17.67 57 59 203 97 97 0.323 0.469 32.33 31 60 202 98 98 0.327 0.470 32.67 30 61 229 71 71 0.237 0.426 23.67 50 62 245 55 55 0.183 0.388 18.33 55

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4 1.210 3.000 1.790 0.914 30.25 33.922

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8 2.850 6.000 3.150 1.454 35.63 37.520 855 0.000

11 3.380 8.250 4.870 1.546 30.73 54.559 1014 0.000

6 1.697 4.500 2.803 1.093 28.28 44.412 509 0.000

9 2.413 6.750 4.337 1.289 26.81 58.275 724 0.000

8 3.343 6.000 2.657 1.564 41.79 29.416

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154 1.643 1.064 146 1.753 1.124

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154 2.383 1.324

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154 3.253 1.679 146 3.438 1.433

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154 2.442 1.400

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American Association for the Advancement of Science (AAAS) (1989) Science for All Americans, Project(2061),Report on literacy Goals in Science ,Mathematics and technology, D.C. Publication ,Washigton.

Agin, M.L., Education for scientific literacy : Aconceptual frame Reference and some Applications."Science Education,Vol.58,No.3 ,1974,pp.403-415

Biological Science Curriculum study (BSCS)(1988):Advances in Genetic Technology ,Lexington ,MASS D.C. Heath.

Collett, A.T. Science Teaching in Secondary School Aguide for Modernzing Instruction, Bosten : All and Bacon .Inc.,(1973) P.112

Collette, A.T. & Chiapptta E.L.(1984):Science Instruction in the Middle and Secondary Schools .S.T.Louis , Tornto Time Mirror , Masby College Publishing.

Hober,S.A."The PSSC Courese " Reading in Science Education for Secondary School .(New York:The Macamillan co.1967) P.418.

Harvard Project Physics: Resource Books (New York Holt Rinchart and winaton ,1975 P.111

Hinman,Richard.L(1999):Scientific Literacy Revisited Phidelta Kappan,V81,N3,NOV.

Jegede , O.J(1997):School Science and the Development of Scientific Culture: A Review of Contemporary Science Education in Africa. International Journal of Science Education,19,1.

Klopfer, L.S.(1968):Scientific Inquiry, Chicago , paper presented at (NASTA).

Maarschalk, J, "Scientific Literacy Through Informal Science Teaching" European Journal of Science Education, Vol.8,No 4.1986, pp.353-6-360.

Mitman, A.L. OTHERS(1987):Instruction Addressing the Component of Scientific Literacy and Relating to student outcomes American Educational Research journal ,winter,vol.24,No.4

O'Hearn, G.T.; Scientific Literacy and Alternative futures Science Education, Vol.60,No 1.1976, pp.103-114.

Rubb , P.A. & Anderson, H.O.(1978):"Development of an Instrument Assess secondary School students understanding of the nature of scientific knowledge , Science Education,vol.26,no,4,New York.

Reichard, D.E.(1985):Politics on Scientific Literacy, Science Education, vol 06,No.3.

Showalter, victor(1974):"What is Unified Science Education? Part 5,Program objectives and Scientific Loiteracy prism, center for unified science Education,Ohio.

Jennison , Brenda (1998): Atoll of Two Countries:Physics in Japan an English Perspective ,Physics Education,33 (6) November Pella,M.O.(1976):"The place or Function of science for Aliterate Citizenry, Science Education, Vol.60,No.1,pp.97-101.

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In order to answer the study questions and verification of the premises, the researcher used the descriptive-analytical method, and prepared a list of the dimensions of physical literacy. The researcher also prepared a test of physical literacy that has been judged by experts, and then applied the test on a pilot sample of (30) students from the scientific eleventh grade students to calculate the truth and consistency and the difficulty and discrimination for them. The study sample was selected to include (300) students, male and female students from scientific eleventh grade students from Shuhada'a Rafah Secondary School for boys and Al-Quds Secondary School for girls, and those students have been selected randomly and physical literacy test was applied on a sample survey at the end of the second semester of the academic year (2008 2009), and then test results were collected to confirm the validity of the hypotheses. Several statistical methods had been used to analyze the data, including percentages and frequencies, test (t) of the independent samples and the results were as follows:

1- the level of physical literacy to the scientific eleventh grade students is less than the limit required of the scale that is 75% of the total mark for the measurement for the physical literacy.

2- the study proved that there is no statistically significant differences between the level of physical literacy to the scientific eleventh grade students due to the factor of sex (male, female) with average of male students (20,526%), and the average grades of female students (20,781%), while the general average of the degrees of students equal to (20,65%).

The researcher has made several recommendations based on the results of the study, which may contribute to create physical literacy to the students.

Abstract of StudyThe current study aimed to identify the physical level of literacy to the scientific eleventh grade students. To achieve this, the problem of the study has been identified by asking the next main question:

What are the physical dimensions of literacy included in the platform for the content of physics for the scientific eleventh grade students? And how students acquire it?

The main question mentioned above has the following sub-questions: 1- What are the physical dimensions of literacy to be available in the platform for the content of physics for the scientific eleventh grade students? 2- How to ensure the content of physics for the scientific eleventh grade students of the physical dimensions of literacy?

To answer these questions, the hypotheses of the study have been formulated as follows:

- There is no statistically significant differences at the level of significance ( 0.05) between the level of physical literacy to the eleventh grade students and the level of proficiency 75%.

- There is no statistically significant differences at the level of significance ( 0.05) in the level of physical literacy to the eleventh grade students attributable to sex (male, female)?

Physical Dimensions of Literacy Included in

the Platform for the Content of Physics

for the Eleventh Grade Students

and Their Acquisition of it

Prepared by Jalal Abedrabbo Al-Sheikh Eid

Supervised by

Dr Salah Ahmed Al-Naqa

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Master in Curricula and Teaching Methods of

Science in the Faculty of Education at Islamic University in Gaza.

200/14

The Islamic University Gaza

Deanship of Postgraduate Studies

Faculty of Education

Curricula and Teaching Methods Section