فاعلية التدريس بأنموذج نيدهام البنائي في تحصيل مادة علم الأحياء والتفكير التأملي لدى طلاب الصف الرابع العلمي

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

0e554d3f-1b05-422e-9b39-4840c1312e7c

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

2325001_1.pdf

بيانات النشر

ترجمة العنوان

The efficiency Teaching of Needham’s Constructivism Model in Achievement of Principles of Biology and Reflective Thinking among Fourth grade scientific

ألقاب المؤلفين

[{"name_ar":"إحسان حميد عبد","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"أحمد خضير حسين جليهم","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعلية التدريس بأنموذج نيدهام البنائي في تحصيل مادة علم الأحياء والتفكير التأملي لدى طلاب الصف الرابع العلمي

المحتوى والصفحات

عدد الصفحات

211

ترجمة الملخص

The aim of research is identify the effectiveness teaching of Needham’s constructivism model in achievement of principles of biology and reflective thinking among fourth grade scientific. To verify the objective of the research, the following two hypotheses have been formulated:I. There is no statistically significant difference at the level of significance(0,05) between the average grade of students in the experimental group who studied according to the Needham’s constructivism model and the average grade of students in the control group who studied according to the traditional method in achievement test.II. There is no statistically significant difference at the level of significance (0,05) between the average grade of students in the experimental group who studied according to the Needham’s constructivism model and the average grade of students in the control group who studied according to the traditional method in reflective thinking test.The current research has been confined to 4thgrade students in public secondary and high schools , excluding Excellence Schools in the governorate center attached to the Directorate General for Thi-Qar education for the academic year (2017-2018).Partially-controlled experimental design for the two equivalent groups (experimental and control) of post-test has been adopted for both achievement and reflective thinking. According to this design, the research sample was randomly selected by lot, which consisted of (75) students divided into two classes; class (B), consisted of (34) students, has formed the experimental group; class (A), consisted of (35) students has made the control group. (6) students have been excluded statistically because they have failed their grade, which may affect the experiment and its results.A series of equivalences have been carried out between the two research groups based on several variables (age, intelligence, previous achievement in biology class, test of reflective thinking) .The scientific material has comprised of (the second semester course book) and of the last five chapters (seventh, eighth, ninth, tenth, eleventh) of the biology course book for 4thgrade science students. A set of behavioral purposes have been formulated for the teaching content, amounted to (279) purposes. The researcher has prepared( 24) teaching plans for both the experimental and control groups. As for the research tools, the researcher has prepared an achievement test consisting of (30) questions, (25) multiple choice questions of four alternatives each, and (5) essay questions. Both formal and content validity of the tool has been confirmed. The level of difficulty and discrimination coefficient of objective and subjective questions as well as distraction effectiveness of objective questions has been extracted. The Alpha-Cronbach’s equation has been used to calculating the stability, which amounted to (83.5). The coefficient of constant correction between the researcher and himself over time has been detected, which reached (0.90), while between the researcher and the teacher of the course has reached (0.87). As for the other tool (the test of reflective thinking), it consisted of (30) questions of multiple choice type with four alternatives each. The formal and content validity have been ascertained. The coefficient of difficulty and discrimination and related distraction effectiveness has been extracted, as well as that of the relation of each individual grade to overall grade, which amounted to (81.2).The experience has lasted for eight weeks during the second semester of the academic year (2017-2018), with three lessons per week, for both experimental and control groups. After the experiment has ended, the two tests were applied to the two research groups. The data were analyzed and processed statistically using statistical package for the social sciences (SPSS), EXEL program, The results have been as follows:1.There is a statistically significant difference between students in the experimental group and students in the control group in the achievement test in Biology and in favor of experimental group. 2.There is a statistically significant difference between students in the experimental group and students in the control group in the reflective thinking test and in favor of experimental group. In the light of the findings, the researcher has come up with to a set of conclusions, recommendations and proposals, most importantly has been the adoption of the Needham’s constructivism model teaching in achievement of principles biology, and further studies to be conducted with other dependent variables and for different school stages.

كلمات الباحثين

نموذج نيدهام البنائي- التفكير التأملي- فاعلية التدريس

إشراف وإعداد

الإشراف

إحسان حميد عبد

الإعداد

أحمد خضير حسين جليهم

الاقتباسات الببليوغرافية