Becoming a teacher of science involves a combination of formal education, practical experience, and a passion for both the subject matter and teaching! Effective science pedagogy requires a balance between theoretical knowledge and practical application, ensuring that students not only learn scientific facts but also understand how to think and work like scientists. Science teachers can create a dynamic and effective science education experience that engage students, and creating a learning environment that fosters: Curiosity, Critical thinking, And problem-solving skills. To collect information and data from a sample of science teachers:(Physics, Chemistry, and Biology) regarding the state of teaching these subjects in secondary schools in the Kurdistan Region from the teachers' perspectives, a Google Form was distributed among them. The questionnaire included both closed-ended and open-ended questions, as these formats align with the nature and objectives of the research, which aims to describe the phenomenon as it exists in reality. The research sample consisted of (123) teachers. Based on the results, the following conclusions can be drawn: Science teachers mainly use teacher-centered methods and spend a lot of time talking during lessons, which may limit student engagement. The majority of teachers are committed to making learning meaningful by integrating real-life examples, which likely enhances student understanding and engagement. the results show a positive trend towards professional development among science teachers, with a clear need to address the gap for those who have not yet engaged in such opportunities. The results show that most teachers are committed to involving students regularly in lessons, which is likely to foster a more interactive and engaging learning environment. The data reveals that large class sizes and a lack of resources are the most pressing challenges faced by science teachers. improving access to educational resources, and allocating more time for practical experiments. Regarding future aspirations for improving science teaching, the teachers aim to focused on hands-on learning and tech use, modernize methods, enhance student participation, and pursue professional development. After applying the questionnaire to the research sample and analyzing the data, the following results were obtained: Teaching Methods: Science teachers use lecture and discussion methods more frequently than other teaching methods, with these two methods ranking first. Methods that rely on learner-centered approaches were used to a lesser extent. Relevance to Real-Life Examples: The results showed that (67.5%) of teachers consistently relate the material to real-life examples from the students' environment, (30.9%) do so frequently, (0.8%) rarely, and (0.8%) never. Teacher Talk Time: Regarding the amount of time teachers talk during a lesson, (39.8%) speak for between 30-40 minutes, (53.7%) for 20-30 minutes, (4.9%) for 10-20 minutes, and (1.6%) for less than 10 minutes. Professional Development: Concerning professional development, (68.3%) of science teachers have attended a teaching methods course, while the remainder have not engaged in professional development. Student Participation: In terms of student participation during lessons, (60.2%) of teachers involve students regularly, (30.1%) do so occasionally, and (9.8%) engage students to a limited extent. Teaching Difficulties: From the teachers' perspectives, the main challenges in teaching science are: having a large number of students in the classroom (58.5%), lack of educational and technological resources (56.1%), and insufficient time for conducting practical experiments (48.8%). Other difficulties include the extensive curriculum and students' prior knowledge. Future Aspirations: Regarding future aspirations for improving science teaching, the top priorities are: enhancing practical experiments and laboratory work (67.5%), incorporating technological tools in teaching (66.7%), and utilizing modern teaching methods (48.8%). Enhancing student participation and participating in training courses were ranked fourth and fifth, respectively.

The research's aim is to identify the level of students' involvement in the history textbook for 10th Preparatory grade in the Kurdistan Region-Iraq for academic year (2018-2019) through the presentation of: educational content, Figures & diagrams, and educational activities. The researcher used descriptive- analytical method, and to achieve the aims the researcher utilized Romey's formula to calculate the variables of students' involvement coefficients. After analyzing the content of the textbook according to the areas of determining the involvement degree and monitoring their repetitions, the results showed revealed reduction of students' involvement in educational content and did not located within the acceptable range adopted by Romey's, it is values were (0.2), which means that it does not involve the student and is not allowed to analyze and think, the correlation coefficients were acceptable if they were between (0.4 -1.5). The results also showed revealed reduction involvement in figures & diagrams in it is value reached (0.17), as for the educational activities, Was very weak, so was his degree of involvement (0.04). In the light of the results of research, the researcher recommended the need for much attention to the student's involvement in history textbook in Kurdistan region in educational content, figures & diagrams, and educational activities, moreover, doing further typical analytical studies to be conducted on history textbooks in other classrooms in general in the light of involvement degree. Keywords: Student Involvement, History of Civilization, Content Analysis, Romey's Formula, Preparatory Grade.

The paper aims to reveal the quality level of 11th grade's History Textbook in Kurdistan Region-Iraq in the Light of Contemporary Standards with Developing a Suggested Educational Chapter in Accordance to these Standards. The research samples is presented in the 11thgrade's History Textbook of the academic year (2017-2018) in its fourth edition printed in (2016) titled 'Modern History'. The researcher used an analytical descriptive tool to analyse and evaluate the research sample. In order to achieve the goals of the research, a tool has been prepared that consisted of (77) item, divided into (6) fields as in the following: introduction, objectives, content, aids and educational activities, assessment, and the artistic output of the textbook. After completing the process of analyzing the textbook, the results showed the following: introducing a list of Contemporary Standards to analyses and evaluate the textbook, the sample showed varying levels of compatibility with the standards from very good, good, medium, weak, and some were almost non-existent. In addition, in the light of these results, a number of recommendation and suggestion have been proposed by the researchers. Key words: Content analysis, Teaching of History, Textbook, Secondarystage, contemporary standard

This study aims to know the educational and Instructional bases in the thought and poetry of the Kurdish poet Ahmadi Khani, especially with regard to the education and instruction of the child. In order to achieve the objectives of the study, the researcher adopted a method of analyzing the content of the research sample of "Nobhara Bichokan" or children's spring. After analyzing the content of the research sample, the researcher concludes that educational poetry is an important educational and instructional tool for instilling the educational and instructional foundations in the children. The educational foundations affirmed by the Kurdish poet Ahmadi Khani in child education are encouraging the child to honesty and not lying, obeying the guardian, On the basis of the arrogance and backwardness, the emphasis on the principle of self-learning, as well as obedience to the teacher or the existing education, no matter how harsh in the course of education. In light of the results of the research, the researcher put a number of suggestions and recommendations, including: Valuing of the role of educational poetry as a tool for education and instructional in shaping the character of the child in an interesting way in the curriculum, attention to the Kurdish literary heritage as an important source for further studies, especially in the field of education, As well as the development of educational discourse directed at children in schools through interest in school activities such as theater, anthem, education of art. Keywords: Education, Instruction Method, Teaching, Instructional Poem, Nobahara Bichokan

This research aims to reveal the extent in which teachers of History practice classroom procedures to develop historical thinking of High school students in Zakho city. To investigate this, the researcher prepared a tool that contained (20) classroom procedures that develop historical thinking. The tool was successfully piloted for its validity and reliability. Then, it was applied on 30 teachers (15) male and (15) female from the directory of education in the city of Zakho. The date was collected through direct classroom observation. The results showed that the teachers of History practice most of the classroom procedures which develop historical thinking skills of their students. However, other classroom procedures were not practiced up to a satisfactory level. In addition, the findings demonstrated no significant difference in gender and teachers’ years of experience. On the other hand, there was a significant difference between teachers who participated in teacher training courses and those who did not i.e. the teachers who had training performed better in applying procedures leading to developing students’ historical thinking. In the light of these findings, the researcher recommends the following. Firstly, classroom procedures that develop historical thinking should be included in teachers’ university syllabus. Secondly, the directory of Education in Zakho should resume preservice teacher training courses for its teachers and include those procedures in the programme. Keywords: History Teachers, Teaching History, Classroom Procedures, Historical Thinking, High school

The research aims to figure out to what extent Kurdish journalism was concerned about educational issues. For this purpose, the Kurdish newspaper Brayati has been selected as the sample of study. To achieve this objective, a descriptive analytical method has been used to collect facts and data on the current study to be interpreted and analyzed comprehensibly. The research sample consisted of (27) issued papers. After content analysis, the results showed that the newspaper focused on publishing about various educational matters within its pages. For example, calling for education to be in Kurdish language ranked first, the issue of opening schools for eradicating illiteracy on second place, while appointing teachers and building schools in Kurdish remote areas and villages was third and fourth respectively, the issue of educational problems on the fifth place, and the issue of compulsory education on the sixth and last place. In light of study results, the researchers presented a set of recommendations. Most importantly, the need for introducing the educational matters addressed by the Kurdish journalism to the curricula of Contemporary History in colleges of Arts and education in Kurdistan Region, and recommending researchers in the field of education and history to use content analysis from other newspapers in the Kurdish journalism and compare their results with the results of the current study.

The current research study aimed at identifying the educational aspects in Mesopotamia, which paved the way to other ancient civilizations, in which human could create a type of life based on foundations of advanced civilization in several areas, especially in the field of education, and particularly in the Sumerians' era. This is because of the fact that the school system, according to some historical sources, was developed and became prosperous. The current study also sheds light on the educational aspects of the Sumerians, which was a model for other ancient civilizations, and the progression of these aspects was primarily the function of Sumerian schools. The aspects that have been referred to in the present study include: the educational system, educational administration and staff, methods of teaching employed, methods of dealing with the students, the curriculum taught in schools, and other aspects. Thus, to investigate the objective of the current study the researcher relied on many sources and historical evidence, as well as carried out in the region which are related the subject of the study. Accordingly, the researcher has investigated the data collected out of the archaeological excavations carried out in the region from An Educational and Comparative perspective to find out the extent to which ancient Sumerian school relied on educational aspects, especially those which were highlighted by modern educational theories. Results from the current study showed that the education in Mesopotamia, especially in the Sumerians' era, was very developed and prosperous. According to some historical sources, this was reason that helped them in building an ancient and advanced civilization in its various fields among other ancient civilizations from the same era. Moreover, schools in ancient Sumerians' era involved principles of modern schools in terms of the management, the disciplines of study, ways of teaching, policy, education and methods used in dealing with students regarding their individual differences, and the use of the principles of punishment, reward, and reinforcement, and other elements of the modern school. Not only this but also they were noticed to be more developed in fields of daily work and monitoring students' performance and helping students to choose their desired majors which fit their potentials as compared to our nowadays schools especially governmental ones. And according to many educators, these are regarded as urgent needs which are required in the educational institutions. Key words: Civilization, Comparative Study, Instruction, Pedagogy, School, Sumer.