أثر إستخدام الأنشطة الدرامية على تحصيل طلبة الصف السادس في مادة العلوم و في إتجاهاتهم نحوها

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

03b69b0d-0f54-4894-8475-fd5f8de2db2b

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

59199_1.pdf

بيانات النشر

ترجمة العنوان

The effect of Using Drama Activities on the 6th Grade Student's Achievement in Science and Their Attitudes

ألقاب المؤلفين

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اللغة

Arabic

المصدر والدورية

اسم المصدر

أثر إستخدام الأنشطة الدرامية على تحصيل طلبة الصف السادس في مادة العلوم و في إتجاهاتهم نحوها

المحتوى والصفحات

عدد الصفحات

185

ترجمة الملخص

This study attempted to explore the role of drama-based activities in teaching science for 6th graders. This study also investigated the effect of such strategy on student's attitudes towards science. The experimental design was employed. The participants of this study were 130 male and female 6th graders from Qalandia Male School and Qalandia Female School. Both schools are administered by the UNRWA in Jerusalem district. Learners were divided into two groups, an experimental and a control group. Participants of each group were randomly chosen. The control and the experimental group were chosen also randomly. The experimental group was taught using the drama-based activities. The control group was taught by the traditional method. This study took place during the first semester of the academic year 2009/2010. Two data collection techniques were used to achieve the objectives of this study; academic achievement test and attitude's scale towards science. The validity and the reliability of both techniques were investigated. The results of this study indicated that there is significant difference in the post-test means between the control and the experimental group in relation to the teaching method. There is no significant difference in the post- test means between the control and the experimental group in relation to gender or to interaction between gender and teaching method. Furthermore, there is significant difference in the post- questionnaire means between the control group and the experimental group in relation to the teaching method. There is no significant difference in the post- questionnaire means between the control group and the experimental سgroup in relation to gender or to interaction between gender and the teaching method. In light of the above results, the researcher suggested that the Ministry of Education and the curriculum designers should enhance and should add more educational drama and plays in all the subjects and especially in science. More drama activities, educational theatre, drama games are needed in teaching.

إشراف وإعداد

الإشراف

عبدالله بشارات

الإعداد

جهان يوسف عودة

الاقتباسات الببليوغرافية