الأطروحات الدكتوراه
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Item المواقع الاجتماعية الأكاديمية وإسهاماتها في تطوير البحث العلمي في الجزائر دراسة ميدانية بمعهدي علم المكتبات والتوثيق بجامعتي الجزائر2 وقسنطينة2(Algiers2 University Abou El Kacem Saâdallah جامعة الجزائر2 أبو القاسم سعد الله, 2026) Fatta تدريست، فطة Tadrist; جزايري، سمير(مدير البحث)تعالج هذه الدراسة موضوع المواقع الاجتماعية الأكاديمية وإسهاماتها في تطوير البحث العلمي في الجزائر، وذلك من خلال محاولة التعرف على إسهامات المواقع الاجتماعية الأكاديمية في تطوير البحث العلمي بكل من معهدي علم المكتبات والتوثيق بجامعتي الجزائر 2 وقسنطينة 2 ، ولتحقيق هذا الهدف اعتمدنا على المنهج الوصفي وكذلك على عينة مكونة من 83 أستاذ تم اختيارهم بطريقة عشوائية بسيطة، حيث اخترنا 51 أستاذ من معهد علم المكتبات والتوثيق بجامعة الجزائر 2-أبو القاسم سعد، و32 أستاذ من معهد علم المكتبات والتوثيق بجامعة قسنطينة 2 - عبد الحميد مهري، كما اعتمدنا على الملاحظة والمقابلة والاستبيان لجمع البيانات اللازمة، وقد توصلت الدراسة للنتائج التالية: - يتميز الإنتاج العلمي في مجال علم المكتبات والتوثيق المنشور عبر المواقع الاجتماعية الأكاديمية بخصائص محددة من حيث المواضيع المتناولة، وأنماط النشر ، ومستوى التفاعل الأكاديمي. - تساهم المواقع الاجتماعية الاكاديمية في تطوير البحث العلمي في الجزائر . - تساهم المواقع الاجتماعية الاكاديمية في زيادة جودة البحث العلمي في الجزائر . - تساهم المواقع الاجتماعية الاكاديمية في زيادة نقل وتبادل المعارف والبحوث العلمية في الجزائر . تساهم المواقع الاجتماعية الاكاديمية في زيادة التفكير الإبداعي في الجزائر This study addresses the topic of academic social networking sites and their contributions to the development of scientific research in Algeria. It seeks to identify the role of these platforms in advancing scientific research at the Institutes of Library and Information Science at the University of Algiers 2 Abou El Kacem Saâdallah and the University of Constantine 2 - Abdelhamid Mehri. To achieve this objective, the study adopted a descriptive methodology and relied on a sample of 83 faculty members selected through simple random sampling. The sample consisted of 51 faculty members from the Institute of Library and Information Science at the University of Algiers 2 and 32 faculty members from the corresponding institute at the University of Constantine 2. Observation, interviews, and questionnaires were employed as data collection instruments. The study yielded the following findings: Scientific output in the field of Library and Information Science published through academic social networking sites exhibits specific characteristics in terms of research topics, publication patterns, and levels of academic engagement. Academic social networking sites contribute to the development of scientific research in Algeria. Academic social networking sites contribute to improving the quality of scientific research in Algeria. Academic social networking sites enhance the dissemination and exchange of knowledge and scientific research in Algeria. - Academic social networking sites foster creative thinking in Algeria.Item A PHENOMENOLOGICAL APPROACH TO TEACHERS' AND STUDENTS' EXPERIENCES AND PERCEPTIONS OF CRITICAL THINKING IN THE ENGLISH LANGUAGE DEGREE COURSE(University of Algiers 2 Abou El Kacem Saadallah جامعة الجزائر 02 أبو القاسم سعد الله, 2021) Melouah, Asma; Bensemmane, Faiza (Directeur de thèse)Recognized as a skill of enduring importance, critical thinking has witnessed increased attention in recent years, but questions still remain regarding its nature, and what constitutes this intellectual value. As a matter-of-fact, the notion of criticality and its place in higher education has been mostly framed within a Western cognitive approach which tends to favour the centrality of skills of reasoning and falls short of extending it beyond the realms of argumentation and logic. Many scholars allude to some abstract universality in thinking while neglecting its relation to cultural context. This study draws on a postmodernist approach, and is framed within an interpretive phenomenological methodology informed by the ideas of phenomenologists such as Heidegger, Merleau Ponty and Van Manen. The aim is to deconstruct existing conceptualizations of critical thinking prominent in Western academic discourse and suggest a reconstruction of the concept by situating it within a non-Western contextual perspective. This study also seeks to investigate the lived experiences and perceptions of university teachers and students of English in the context of Algerian higher education. Qualitative data were collected from 12 teachers and 20 students of English in the Department of Foreign Languages at the University of Medea, using semi-structured teacher and student interviews, participant observation and reflective journal documentation. The diversity of these methods allows triangulation of the results, providing insights on contextuality, relationality and embodiment as significantly shaping the meaning and development of critical thinking in the Algerian university context. Other issues emerged such as authority and the reproduction of inequality, power relations, symbolic violence in the classroom, embodiment of certain forms of habitus and capital, fragmentation of efforts and experiences, religion, culture, politics, the educational LMD system and the EFL curriculum which have a bearing on the development of critical thinking. Therefore, critical thinking is not an abstract subject or a universal ideal mode of thinking that can be nurtured in all students, but its meaning and development are related to relational and contextual realities and to socially and culturally embodied practices which are structured, maintained and reproduced in the classroom and the wider field of EFL higher education.