فاعلية طريقتين مما وراء المعرفة في تدريس العلوم لتنمية مهارات التفكير العلمي والكفاءة الذاتية لدى طالبات الصف التاسع الأساسي بغزة

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

0a5c3d05-6692-4af3-b73c-c9ae49e6818b

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

2014440_1.pdf

بيانات النشر

ترجمة العنوان

The effectiveness of two metacognitive methods in science teaching to develop scientific thinking skills and self-efficacy among ninth grade female students in Gaza

ألقاب المؤلفين

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اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعلية طريقتين مما وراء المعرفة في تدريس العلوم لتنمية مهارات التفكير العلمي والكفاءة الذاتية لدى طالبات الصف التاسع الأساسي بغزة

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The aim of the research is to uncover the effectiveness of twometacognitive methods in science teaching to develop scientific thinkingskills and self-efficacy among ninth grade students in Gaza, and to achievethe research objectives, the quasi-experimental approach was used, based ontwo experimental groups, the first (36) female and the second (37) female andcontrol group consisting of (36) female students from the ninth grade of basicschool for girls in Khan Yunis Preparatory School "C" for the academic year2019-2020 AD, and designed the research tools represented in: a test ofscientific thinking skills consisting of (28) test items, and a measure of selfefficacy in learning science. It consists of (23) paragraphs, and after ensuringthe validity and reliability of the two research tools, they were applied to theresearch groups before and after. Statistical methods were used to reach theresults of the research, which were represented in: arithmetic means andstandard deviations, t- test for two paired samples, one way ANOVA, andafter conducting statistical analyzes, the research concluded: There arestatistically significant differences at a level of significance (0.05) betweenthe mean scores of the three groups' students in the post application to testscientific thinking skills in favor of the study. Two experimental groups, andthere were no statistically significant differences between the twoexperimental groups on the same test, and statistically significant differenceswere found between the mean scores of the three groups' students in the postapplication of the Self-Efficiency Scale in Science Learning in favor of thetwo experimental groups, and there was no statistically significant differencebetween the mean scores of the two experimental groups The first and secondare on the self-efficacy scale, and based on the previous results, the researchrecommended employing metacognitive strategies in science teaching, andpaying attention to developing various thinking skills and raising the level ofself-efficacy of students in different educational stages.

إشراف وإعداد

الإعداد

فاطمة كامــل موسى أبو مصطفى

الاقتباسات الببليوغرافية