Methods of Teaching Science

Permanent URI for this collection

https://hdl.handle.net/20.500.11888/3182

Browse

Now showing 1 - 20 of 94

أثر استخدام طريقة الاستقصاء الموجه على تحصيل طلبة الصف الثامن الأساسي لمادة العلوم وعلى اتجاهاتهم نحوها
(1996) باسم محمد حسين أبو قمر;
Educational Literature faced very wide attention in the last two decades in science education. This was clear in the variation in teaching method were the educators were involved either in the international or the local levels. The researches in this field concentrated in this domain because of its importance in the nations progress according to the requirements of this era. One of the famous teaching methods in science education is the inquiry method which is depending on the research, experimenting and asking questions. These activities generate hypothesis which needs to data collection required for testing these hypothesis and acquiring new knowledge. The importance of this method is dealing with acquiring the students cognitive and practical skills necessary for reaching the scientific knowledge and helping them in solving the problems. Inquiry is two types. Free inquiry and guided. The free inquiry is occurred through the choosing of the teacher for procedure, the kinds of questions and the material and tools required for solving the problems or understanding the natural phenomena and events, where the guided inquiry is the goal and the procedure in the same time and occurred under the teacher supervision or through a research plan prepared for this target. This kind of inquiry depends upon the learner but in a clear framework and target in order to achieve a definite objectives. The guided inquiry in science education had a many different studies included many variables like : the achievement, scientific attitudes, and the methods depending on different models. This study used a new model of guided inquiry, Nashwan Model for the guided inquiry", for that the study aimed to delineate the effect of using the guided inquiry by "Nashwan Model" and comparing it by the normal method on the achievement of 8th grade students and their attitudes, So, the study tried to answer the following question : What is the effect of using the guided inquiry on 8th grade students achievement and their attitudes in science subject? In order to answer the main question it must be answer the following hypotheses : 1- There are no significant differences (α= 0.05) between the means of the control and experimental group in the achievement test. 2- There are no significant differences (α= 0.05) between the control and experimental group in each level of the cognitive domain (knowledge, comprehension and application). 3- There are no significant differences (α= 0.05) between female and male in the achievement test. 4- There are no significant differences (α= 0.05) between the grades of the students in the experimental groups before and after the treatment. 5- There are no significant differences (α= 0.05) between the control and experimental group in the attitudes toward science. 6- There are no significant differences (α= 0.05) between the attitudes of students in the experimental group due to sex. 7- There are no significant differences (α= 0.05) in the attitudes of the experimental group due to the achievement level (High Achievers, Middle, and Low Achievers.). 8- There are no significant differences (α= 0.05) in the attitudes of the experimental group before and after the treatment. The number of the students in the sample is (189), males and females who compose four classes in grade eight in two schools located in Gaza Strip, and related to the schools of the Ministry of Education. The first school is for males and the second is for females. The number of males is (92) and the female is (97). In each school the students are randomly distributed into two groups. The first group is control and the second is experimental. The students are taught by the researcher and the topic is "Heat Energy" which is included the syllabus of science for eighth graders. The unit of the study has been rearranged in two forms. The first form suits the Nashwan's Guided Inquiry Model and the second form suits the traditional method of teaching science. The unit of the study completed in (16) periods. Two test were used to assess the students achievement for the scientific concepts included in the unit and assess their attitudes toward science. The first test has been especially made for testing the students' understanding for the scientific concepts. It shows validity. and the reliability coefficient has been calculated to be (0.90) by using (Split-Half Method). The second test (Attitude scale) measured the attitudes of the students in the sample toward science. It's valid and the reliability coefficient is (0.81) which has been calculated by using (test-retest) method. The two instruments have been applied on the students of the sample before and after studying the unit. The student’s grades are written in special tables and the arithmetic means and the correlation for each group are calculated separately. Each hypothesis was tested statistically in the appropriate way. The study led to the following results : 1- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group. The result is in favor of the grades of the students in the experimental group. 2- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group in each level of the achievement test (knowledge - comprehension, and application). The significant difference is in favor of the students in the experimental group in all levels. 3- T-test results show that there are no significant differences (α= 0.05) between the grades' means of the male students in the experimental group and the grades' means of the female students in the same group. This result ensures that sex has no influence on their achievement for scientific concepts. 4- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group in the Pre-test and their grades' means in the post-test. The difference is in favor of the Post-test achievement. 5- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group and the attitudes of the control group toward science. such difference is in favor of the students in the experimental group. 6- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the male and female students in the experimental group. The difference is in favor of the male students' attitudes. 7- The results of (ANOVA) show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group in the three levels (High Achievers, Middle, and Low Achievers). Scheffee-test results ensure that the difference is between the means of the attitudes of the high achievers and those of the low achievers. Such difference is in favor of the high achievers. The results do not show any significant differences (P a 0.05) between the means of the attitudes of other levels. 8- T-test results ensure that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group before and after the treatment. The significant difference is in favor of their attitudes in the post-measuring stage. In short, the above mentioned results show that the guided inquiry has exceeded the traditional method of teaching science especially in understanding the scientific concepts and the students' attitudes toward science. The guided inquiry has neutral influence on both sex, males and females in understanding the scientific concepts, but the male students develop their attitudes toward science more than the female students. The results also indicated that the guided inquiry in teaching science has positively influenced the high achievers more than other types of achievers. The significant difference is in the students attitudes toward science. In the light of the above-mentioned data, it's necessary to do more research and study on the students in the elementary and secondary schools, so as to ensure the results of this study. It is also essential to do more research and study using other inquiry models which are different from Nashwan's to help more in teaching science. This study recommends teachers of science to adopt the guided inquiry method in teaching some subjects of science, and the school need to be supplied with the scientific tools and equipment's which are required to implement the new method. The teachers of science need to have in service training courses to learn how to use the guided inquiry method in teaching science. This study also points out that the science text books should be developed in the basic education in order to suit the inquiry method used in teaching science.
اثر استخدام أسلوب التعليم المبرمج على تحصيل طلبة الصف العاشر لمادة الفيزياء بلواء غزة
(1998) فضل علي محمد السلول;
The goal of this study is to know the effect of using the programmed instruction. Compared with the traditional (conventional) method of teaching, on the achievements of students in grade ten in physics at Gaza Schools. The researcher has chosen a random sample from tenth graders at Gaza government schools. The students of the sample have been selected from two schools, one in Gaza and the second in Khanyounis. The sample consists of six classes and it has been divided into two groups, the experimental group and the control one. The experimental group includes (102) students, (55) males and (47) females. The control group has (103) students, (56) males and (47) females. The researcher ensures that the two groups are equivalent in their achievements in physics, and their grader in the pre-test, applied at the beginning of the experiment. He also ensures that the high and low achievers are equivalent in each variable mentioned above, in addition to their achievements in each level of knowledge, comprehension and application in the pre-test. The researcher has prepared a linear programmed text(booklet) on electrical current, consisting of (179) frames. A group of experts have reviewed the text and decided that it is valid. The researcher has also prepared (constructed) an achievement test, including 30 multiple-choice items which measures the learning findings in the first three levels of Bloom's six levels in cognition field. the researcher has ensured that the test is valid and reliable with the help of some experts, using the equation of " koder- Richardson- 20" . The value has been proved to be (0.86). The following styles( methods) of statistics were used to analyze the data of this study to get the findings : - Percentage. - (Z) Score for single sample. - T-Test for two independent samples. - Mann-Whitney U-Test. The statistical analysis shows following findings : - The programmed instruction is an effective method in teaching physics for tenth graders, specially with low level achievers. The programmed instruction is more effective method in learning physics for females than males, and for female high achievers that male high achievers, especially in application and the overall achievement. It's also more effective method for female low achievers than male low achievers. - There is a significant difference (α=0.05) between the mean scores of students in both the experimental and the control group and the difference is in favor of the students of the experimental group, especially in the levels of knowledge, comprehension and over-all achievement. There is also a difference between the female students in both , the experimental and the control groups, and this difference is in favor of the female students of the experimental group in the level of comprehension knowledge, application and over all achievement. There is also a difference in mean scores of low achievers in both groups, the experimental and control groups, and the difference is in favor of the students of the experimental group in the levels of knowledge, comprehension and over all achievement. - There is a significant difference (α=0.05) in mean scores between the female high achievers in both groups: the experimental and control and the difference is in favor of female students of the experiment group in the levels of application and over all achievement. There is also a difference in mean scores of male low achievers in the experimental and control groups. In favor of the experimental group in the level of comprehension. There is also a difference in mean scores of the female low achievers in both groups, the experiment and control groups, in favor of the experiment group female students in the levels of knowledge, comprehension , application and over all achievement. - There is no significant difference (α=0.05) in mean scores of male students in both groups, the experimental and control in the levels of knowledge, comprehension, application and over all achievement. There is no difference in mean scores of female students in both groups,the experimental and control in the level of application. There is also no difference in mean scores of high achievers in both groups : the experimental and control in the levels of knowledge, comprehension. There is no difference in mean scores of low achievers in the level of application. - There is no significant difference (α=0.05) in the mean scores between male high achievers in both group : the experimental and control in the levels of knowledge , comprehension, application and over all achievement. There is no difference between female high achievers in both groups : the experimental and control in the levels of knowledge and comprehension. There is no difference in mean scores between the male low achievers in both experimental and control groups in the levels of knowledge, application and over all achievement. The researcher recommends the following: - Researcher recommends researchers to make studies about the attitudes of students and teachers towards programmed instruction and the ability of using it in teaching the other levels of Bloom's cognition field, also recommends establishes of physics curriculum to pay attention to this method during preparing the Palestinian physic curriculum, and makes a linear and branched programs to help students in their learning and recommends who trains the teachers to make training courses for them to let them know this method and how to make and applicator the programs , and recommends teachers to participate in all learning courses held by the ministry of education, and use this method to teach subjects that can be programmed and need long time to be learned.
The Effect of Cognitive Instruction on Scientific Thinking and the Achievement of Science Knowledge of Eighth Grade Students
(1998) Amal Abu Shawish; Prof. Mohammad Amleh
The purpose of this study was to investigate the effect of Cognitive instruction on scientific thinking and the achievement of science knowledge of eighth grade students . The study tried to answer eight questions branched from the main study question. These questions were : * Does the students' achievement of scientific knowledge increase when they learn according to Cognitive Instruction compared with the traditional method ? * Does the scientific knowledge achievement of high-level achievers increase when they learn according to Cognitive Instruction compared with the traditional method ? * Does the scientific knowledge achievement of average - level achievers increase when they learn according to Cognitive Instruction compared with the traditional method ? * Does the scientific knowledge achievement of low-level achievers increase when they learn according to Cognitive Instruction compared with the traditional method ? Does the students' development of scientific thinking increase when they learn according to Cognitive Instruction compared with the traditional method ? * Does the high-level achievers' development of scientific thinking increase when they learn according to Cognitive Instruction compared with the traditional method ? * Does the average - level achievers' development of scientific thinking increase when they learn according to Cognitive Instruction compared with the traditional method ? The sample of the study included ( 168 ) students , ( 80 ) males and ( 88 ) females, in ( 4 ) classroom of the eighth grade in UNRWA schools in Gaza Strip . The students were divided into two groups : Experimental group and Control group . The unit that taught was " The Heat Energy " which was selected from the eighth grade science curriculum . It was re-formulated to serve the cognitive approach and was used with the experimental group , where as the Control group studied the same unit as it is in their science book . The teaching of this unit lasted for ( 16 ) class periods in both methods . The study data was collected by two tests prepared specially for the aim of this study : knowledge Achievement Test with reliability of ( 0.82), and Scientific Thinking Test with reliability of ( 0.76 ) . To calculate the reliability of both tests, the equation of Kuder Richardson ¬20 was used . Both tests were used with the study sample before and after teaching the unit "Heat Energy" . The means of students' scores in both groups were calculated , and T- test for independent samples was used to examine the study null hypotheses. According to the discussion of the study results, the deductions resulted : * Cognitive Instruction strategy was more effective than the traditional method in students' Scientific knowledge achievement . Also this strategy was more effective than the traditional method in scientific knowledge achievement of the high and average - level achievers . * Cognitive Instruction strategy was more effective than the traditional method in students' scientific thinking development . Also this strategy was more effective than the traditional method in scientific thinking development of the average - level achievers . * Cognitive Instruction strategy didn't affect the scientific thinking development of the high - level achievers more than the traditional method - Also this strategy didn't affect the scientific thinking development and knowledge achievement of the low-level achievers more than the traditional method . According to the previous results and deductions of this study , the researcher recommended the following : Those concerned with education and pedagogy in general and curriula and teaching methods in particular should accord greater interest to reviewing and developing the school books and teaching methods so as to : reflect assumption a bout learning , concern with students' thinking , associate scientific knowledge in the school books with students' physical world and their experience , and offer students an opportunity to understand , integrate and apply knowledge they learn .
Evaluation of Physics School Books for the Basic High Stage from teachers' Perspective in the Mayoralties of North Palestine
(1998) Isam Ibrahim Mousa Abdul-Khaleq; Dr. Mohammad Salem Al-Emleh
This study aimed at evaluating the books of physics for basic high stage from teachers' perspective in the northern mayoralties of Palestine for the scholastic year 1997/1998. This study attempted to analyze the evaluative estimations for each of the physics textbooks that are taught in Palestine for the high basic stage. Moreover the study took into consideration the evaluative estimations of the six fields of the physics textbooks: general appearance, introduction, the content, activities, techniques and methods, evaluation techniques and promoting students' attitudes for each of the two physics textbooks. The study also attempted to know the items which form obstacles that should be revealed to authorities in order to be evaded in developing and publishing physics textbooks. The population of this study consisted of all teachers (males and females) who teach Physics subject in the following mayoralties: Jenin, Nablus, Tulkarm, and Qalqiilyah during the scholastic year 1997/1998. The study population included (344) subject teachers related to (196) schools. The sample of the study, which consisted of (260) subject teachers, included (154) schools. The group of the teachers who responded to the questionnaire were considered the sample of the study. The instrument of this study was a questionnaire prepared by the researcher. It consisted of (70) items distributed on six previous fields. The questionnaire was approved by a panel of (15) experts to judge content validity of the instrument, and the reliability coefficient was calculated for the questionnaire by using Person correlation factor, and it was 0.92. Also the reliability coefficient was calculated by using Alfa-Cronbakh equation and it was 0.95. This study indicated the following results: 1- The evaluation data of teachers was higher than the acceptable educational level, with a statistical denotion (α = 0.05) for each of the physics textbook, and for each of the six fields. 2- There was no statistical significant difference (α = 0.05) between the evaluative estimation between male and female teachers for each of the textbooks, due to class variable. This difference was not found in each of the mentioned fields. 3- There was no statistical significant difference (α = 0.05) between the evaluative estimation of male and female teachers for the two textbooks, and for each of the six fields due to the sex variable, except for the field of the evaluation techniques of the book for the benefit of females. 4- There was no statistical significant difference (α = 0.05) between the evaluative estimation between male and female teachers, due to their scientific qualification, except for the field of the activities, techniques and methods of the book for the benefit of mid diploma teachers. 5- There was no statistical significant difference (α = 0.05) between the evaluative estimation between male and female teachers, to their teaching experience, except for the field of general appearance of the book and the evaluation techniques of the book, for the benefit of those short and mid experienced teachers. 6- The items, which had high level grades for each of the two textbooks, were (27.1%) where as the mid or the low grades items were (72.9%). In the light of the previous results, the researcher emphasizes the necessity of choosing thoroughly expressive drawing on the cover. He also emphasizes that the subject should be discussed more attentively, especially for physics specialized students. Introduction and activities should also be reviewed. The schools are to be supplied with the necessary instruments and laboratory equipment. The researcher recommends that the number of the classes should be increased. The contribution of the Muslim and Arab scientists should also be taken into account. He also recommends that more studies have to be conducted to evaluate the physics textbooks for the secondary grade, and to develop the study instrument used in this research to become suitable for evaluating textbooks in other subjects.
The Impact Of Using Concept Maps In Immediate And Long Term Achievement Of Tenth Garde Students In Biology Course In Governmental Schools Belonging To The Directorate Of Education In Jenin Governorate
(1998) Dejla Sadeq Al Qarut; Dr. shehadeh Mustafa Abdo
This study aimed at investigating the impact of using concept maps in immediate and long term achievement of tenth grade students in biology course , in genetics unit The study attempted to answer the following questions: 1- Is there any difference in tenth grade students' performance on immediate achievement test , after they have learned using concept maps, compared with their colleagues using concept maps method? 2- Does male students ‘achievement, after they have learned genetics unit using concept maps method differ from female . students' achievement after learning the same unit using concept maps method? 3- Is there an interaction between method of teaching and sex in affecting the immediate achievement test for tenth grade students? 4- Is there any difference in tenth grade students' performance in long term achievement test ,after learning by using concept maps method,compared with their colleagues who have learned using traditional method? 5- Is there an interaction between method of teaching and sex in affecting the long term achievement test for tenth grade students? To answer the question of the study and test its hypotheses, the researcher conducted this study on a sample consisting of (141) male and female students attending public schools belonging to the Directorate of Education in Jenin Covernorate. The subject of the study were distributed among four sections in four different schools: two for males and two for females. Two sections, one for males and one for females, were chosen randomly and these two sections represented the experimental sections, the two sections were taught by using concept maps method, where as the other two sections were taught according to traditional method. A pre concept schema test was administered to make sure the even between the two groups. An achievement test was also administered on the genetics unit. Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No.20.Its value was (0.84). Data were analyzed by using Two Way Analysis of variance on factor design(2X2) to test the study five hypotheses. Findings: • There were statistical significant differences (α = 0.01) in the tenth grade students ‘immediate achievement between the traditional and concept maps methods, and the difference was in favor of the group which had used concept maps. • There were no statistical significant differences (α = 0.01) between the average of tenth grade males' achievement who had learned genetics unit according to concept maps method, and the average of female students who had learned the same unit by using concept snaps method. • There was no statistical significant differences(α = 0.01)between the variables of sex and method in influencing immediate achievement of tenth grade students. • There were statistical significant differences(α = 0.01), in the long term achievement of tenth grade students, between the traditional method and the concept maps method, the difference was in favor of the group which had learned according to concept snaps method. • There was no statistical significant interaction (α = 0.01) between sex and method in influencing long term achievement of tenth grade students. Based on these findings, the researcher recommends that curricula designers, educational supervisors, trainers, teachers(both sexes) of biology use the concept maps method for its active impact on the improvement of students' achievement. She also calls for researchers to conduct further studies on other subjects in biology course and general science in general to make the benefit more wide spread.
An-Najah National University Students' Attitudes towards the Palestinian Environment
(1998) Azmi Ibrahim Matarbeh; Mohammad Salem Al-Amleh
This study dealt with five areas: Pollution, Population explosion, ecological balance, Protecting Palestinian Environment, and Consumption of natural resources. The main purpose of this study was to find out the environmental attitudes of An-Najah University students. Definitely, it aimed at answering the following issues: 1- What are the attitudes of An-Najah National University students towards the Palestinian Environment? 2- Do male and female differ in their attitudes towards the environment? 3- Do they differ in their attitudes from one college to another? 4- Do these attitudes differ because of the difference in students' residence? To answer these questions, a sample of two hundred and thirty four male and female students was selected. To be more precise, a hundred and five were males and a hundred and twenty nine were females. The sample amounts was approximately nineteen percent of the society. The individuals of the sample were chosen randomly following the regular arbitrary sampling method. The instrument was developed by the author, and it was consisted of forty items which were arranged under five main headings. Pollution, population explosion ecological balance protecting environment and consumption of natural resources. The instrument validity was established using a panel of judges together with item analysis. Its reliability was calculated using the test and re-test method, and it was 0.93. To answer the first question, standard mathematical means and Celsius percentages were used. However, to answer the second question (t-test) method was used. For answering the third and fourth questions one — way ANOVA was used. What was the result? The following points were the results of the study: 1- An-Najah National University students have had high positive attitudes towards the environment amounting to 72%. 2- Celsius percentages of positive environmental attitudes with regard to the five main topics of the study differ from one area to another. It reached exactly 77.42% in consumption of natural resources, but it amounted to 65.75% in the field of population explosion. 3- No significant differences were found in students' attitudes towards the environment due to their gender. 4- The results of one-way "Analysis of Variance" showed that there were significant differences in students' attitudes towards the environment resulting from the different colleges they attended to. 5- No significant differences were found in students' attitudes towards the environment due to their residence. This study recommended that: 1- Environmental education course is to be as a required course at the university. 2- Making studies and researches to know the secondary students' attitudes towards the environment. 3- Making a research, which distinguishes the students' attitudes in the Palestinian and Israeli's Universities towards environment.
دراسة اتجاهات الطلبة نحو علاقتهم مع مدرسي العلوم والرياضيات في الصفين السابع والثامن الأساسيين من حيث مدى التسلط، والتعاون والتسليم، والمعارضة في مدارس مدينة نابلس
(1998) إيمان "محمد صبحي" كامل شبيب;
This study aimed at investigating the relationship between the science and mathematics teachers and their students in the 7th and 8th primary grades in the Nablus city schools. More specifically, this study attempted to answer the following questions:- 1- Is the relationship between the teacher and his students in each of science and mathematics classes determined by a- Dominance ? b- Cooperation? c- Submission? d- Opposition? 2- Has gender a role in the humanistic relationship between the science and mathematics teachers and their students? 3- Has the level of the study an effect on the limitation of the humanistic relationship between the science and mathematics teachers and their students? To get an answer for these questions, they were converted into null hypotheses at significant level 0.05. The population of the study was represented by the students in the 8th and 7th classes in eight male schools and nine female schools where the population was 2.993 students: 1,310 males, and 1,683 females. Two male schools and two female schools were randomly selected. An instrument, designed and used by Wubbles Leavy (1993), was used in this study. It consisted of 48 items describing the different characteristics of science and mathematics teacher behaviors. Likert scale of five options was used; Pearson correlation equation was used to determine the reliability of the instrument. It was 0.91 which was fit to the purpose of the study. The questionnaire copies were distributed to the students and collected by hand. The results of data analysis revealed the following results:- 1-There was an effect due to gender and level of study on the science and mathematics students' attitudes toward their relationship with their teachers. As a result of Dominance phenomenon (Leadership behavior), this effect was in favor of females, science teachers and 8th class students and submission phenomenon (Uncertain behavior). This effect was in favor of males, and 8th class students. 2-Gender had an effect on science and mathematics student attitudes toward their relationship with their teachers as a result cooperative phenomenon (helpful/friendly behavior).This effect was in favor of females and science teachers, and opposition phenomenon (Dissatisfied behavior). This effect was in favor of males and mathematics teacher. 3-Level of study had an effect on science and mathematics student attitudes toward their relationship with their teachers as a result of cooperative phenomenon (Under -standing behavior ). This effect was in favor of 8th class students and science teacher and opposition phenomenon (Admonishing behavior). This effect was in favor of 8th class students and science teacher. 4-There was no effect due to the level of the study on science and mathematics student behavior attitudes toward their relationship with their teachers as a result of cooperation phenomenon (Helping /friendly behavior) and opposition phenomenon (Admonishing behavior ). 5-There was no effect due to gender on science and mathematics students' attitudes toward their teachers as a result of cooperation phenomenon (Understanding behavior) and opposition phenomenon ( Admonishing behavior ). 6-There was no effect on science and mathematics student behavior attitudes toward their relationship with their teacher in 7th and 8th classes as a result of Dominance phenomenon (Strict behavior ) and Submission phenomenon (Uncertain behavior and freedom behavior). As a result of this study, the researcher recommended the following:- 1- Conducting this research on different teaching staffers and different students of different levels and schools. 2- It is necessary for the ministry of education to take into consideration the academic and humanistic dimensions at schools and develop them . 3-To let teachers participate in educational seminars . 4-Encouraging and supporting the democratic behavior in the teaching process.
Educational Problems Facing Science Teachers At Higher Basic And Secondary Schools In North Of Palestine
(1998) Mohammad Kayed Hussein Sabbah; Dr. Mohammad Al-ِAmleh
This study aimed at investigating the educational problems that science teachers face at higher basic and secondary classes in northern Districts of Palestine. These problems were classified according to their relative significance from the teachers' point of view. More specifically this study attempted to answer the following questions: 1. What are the main problems that the science teachers face from their point of view? 2. Does the feeling of science teachers towards the problems differ due to their sex? 3. Does the feeling of science teachers towards the problems differ due to their scientific qualification? 4. Does the feeling of science teachers towards the problems differ due to their years of experience? 5. Does the feeling of science teachers towards the problems differ due to their educational qualification? The researcher used a questionnaire constructed by the researcher himself and it consisted of 66 items dealing with the following eight fields: Planning for science teaching - Science textbooks and curriculum - School administration and environment - Science laboratory - Educational supervision and in-service training - Professional development — Student - Students' evaluation. A test of validity and reliability was conducted, and it was judged that the questionnaire was valid, and reliability was calculated using Cronbach- α equation and it was found (0.91). The population of the study consisted of the whole science teachers in the schools of north Districts of Palestine and they were 808 teachers. The sample of this study was randomly selected as stratified random sample. and it was 155 (19.2% of the population). One way analysis of variance (ANOVA) was used to test the statistical hypothesis at 0.05 significance level. The results of the analysis were as follows: 1. The fields of the problems are arranged in terms of their relative significance as follows: Professional development (77.2%) - Student (70.0%) - Science laboratory (69.4%) - School administration and environment (62.0%) - Students evaluation (62.0%) - Educational supervision and in-service training (60.0%) ¬Textbooks and science curriculums (55.8%) - Planning for science teaching (46.6%). 2. There was no significant difference (α = 0.05) between the means of male and female teachers' feeling towards the problems that they face. 3. There was no significant difference (α = 0.05) between short, medium and long period of science teachers' experience towards the problems that they face. 4. There was a significant difference (α = 0.05) due to scientific qualification. The results showed that the science teachers who have only a bachelor degree face problems more than other categories (the holders of diploma and the holders of more than bachelor degree). 5. There was a significant difference (α = 0.05) due to educational qualification. The results showed that the science teachers who haven't an educational qualification face problems more than those who are educationally qualified. Due to these results the researcher suggested the following recommendations: 1. The Ministry of Education must set up an appropriate environment to encourage professional development of science teacher such as : • Supplying schools' libraries with adequate and suitable scientific books, references and journals. • Issuing a journal specialized in science teaching, in which science teacher can enhance his experience through other teachers' experience. 2.Planning a good in-service training programs which consistent with the real needs of science teachers. 3.Increasing the number of lessons specified for science laboratory to give the science teacher good opportunity to teach science in a practical way. 4. Recommendations for the researchers : • Repeating this study after one or two years to evaluate the effectiveness of educational policy in overcoming these problems. • Studying the perceptions of science supervisors towards science teachers' problems and their attitudes to solve these problems. • Conducting an evaluation study for the in-service training programs and their effects on decreasing science teachers' problems. • Studying the effect of educational qualification on the effectiveness of teaching science.
Difficulties That Face Using School Laboratories For The 10th Grande From The Teachers Point Of View In Nablus District
(1999) Ahmad Abdullah Ahmad Odwan; Dr. Mohammad S. Amleh
This study aimed at finding the rate of laboratory experiments performed during the scholastic year 1998/1999 in the three science subjects (Chemistry, biology, and physics) for the 10th graders it also aimed at finding whether the variables of (sex, years of experience, area, academic qualification and training courses ) have any effect on performing experiments. The study also intended to know the obstacles that face using school laboratories for the 10th graders from the teachers' point of view for the three subjects. The population of the study comprised all the 10th grade teachers of the three subjects (physics, chemistry, biology) in Nablus District government school in the scholastic year 1998-1999 .The total was 200 male and female teachers with academic qualification in 70 basic and secondary school that have the 10th grade, The population included 42 male school and 28 female schools .The study sample included all the population of the study. For the purpose of this study, the researcher distributed 210 questionnaires: 70 for the physics teachers; 70 for the chemistry teachers, and 70 for the biology teachers. Only 180 questionnaires were returned; 85.71% of the total, with 60 questionnaires for each subject, for which statistical analysis was done. The researcher checked the validity of the tool by submitting it to a panel of judges and specialists. While validity coefficient was calculated for each questionnaire by using Person's Cofficience Test Reliability, it was 0.87 for physics and 0.89 for chemistry and 0.90 for biology. Findings of the study: 1- Results concerning difficulties that face laboratory work. This study found that the most common obstacles in lab work concerning the three subjects ( Physics, Chemistry, Biology ) are: 1- Lack of material, instruments and laboratory devices.... (60.20%, 69.20%, 67.83% ) 2- Unavailability of a special laboratory room. (57.17%, 59.21%, 53.02%) 3- Lack of time because of the heavy class burden. ( 51.76%, 55.64%, 57.73%, ) 4- Lack of time for preparing the experiments because of the heavy class burden. . (50.12%, 50.89%, 50.06%) 5- The great number of students in one class (48.86%, 46.61%, 48.14%). 6- Unavailability of water, electricity, and heat in laboratory rooms. (45.46%, 54.06%, 49.52%). 7- insufficient time for performing experiments.( 43.54%, 43.16%, 50.74%). 2- Results concerning performing experiments in the three subjects. The study revealed that 64.23% of the physics experiments were performed, while 35.77% of the total were not. The study also revealed that 63.11% of chemistry experiments were performed but 36.89% were not. As far the biology experiments, 57.30% were performed, whereas 42.70% were not. The results also showed that the percentage of female teachers who performed physics and chemistry experiments exceeded that of male teachers who performed experiments of the same subjects 68.67% of the physics experiments were performed by female, and 64.11°A of the chemistry experiments were also performed by females. Male teachers performed 61% of the physics experiments and 62.41% of the chemistry experiments. But male teachers had the superiority over female teachers in performing biology experiments. 58.03% of the biology experiments were performed by males, while females performed only 56.28% of the biology experiments. The study also showed that teachers with long experience-over 10 year —had the superiority over teachers with short or medium experience in performing experiments in the three subjects. Superiority in performing experiments for the three subjects was scared for village teachers in comparison with city schoolteachers. The study also showed that the rate teachers with Diploma qualification who performed physics experiment exceeded the rate of teachers with 13.A qualification who perform experiments for the same subject. The rate of chemistry and biology teachers with BA qualification who performed experiments for these subjects was more than that of teachers who have B.A and diploma. The rate of teachers with special training courses in laboratory work that performed lab. Experiments exceeded the rate of teachers who performed lab experiments but didn't have training courses in lab. work. The researcher recommended in the light of his study conducting similar studies but for secondary school teachers, and that student should participate in these studies. Similar studies in different parts of Palestine should also be conducted. The researcher also recommended that schools be provided with materials and Lab. Devices, special Lab. Rooms in each school. He also recommended that the number of students in classrooms should be decreased. The researcher recommended that there should be special classes for laboratory work.
The Impact Of Using Vocabulary Drill In Precision Teaching Strategy In Immediate And Long-Term Achievement Of Ninth Grade Students In Biology Course In Governmental Schools Belonging To The Directorate Of Education In Nablus Governorate
(1999) Mohammad Hussein Ahmed Hussein; Dr. shehadeh Mustafa Abdo
This study aimed at investigating the impact of using Vocabulary Drill in Precision Teaching Strategy in immediate and Long-term Achievement of ninth grade students in biology course, in Human body System-unit. The study attempted to answer the following questions: 1- Is there any statistical significant difference at (α=0.01) level inperformance in pre-knowledge test b/w arithmetic mean of ninth grade students scores in control and experimental groups? 2- Is there any statistical significant difference at (α =0.01) level in performance in achievement test b/w arithmetic mean of ninth grade students scores who studied Human body system-unit, in biology course with Drill strategy (experimental group), and arithmetic mean of students scores who studied with traditional method (control group)? 3- Is there any statistical significant difference at (α =0.0I) level b/w arithmetic mean of students scores in immediate achievement test, andarithmetic mean of students scores in long-term achievement test? 4- Is there any statistical significant difference at (α =0.01) level b/wachievement mean of male and female who studied Human body system-unit in biology course of ninth grade with Drill strategy (experimental group)? 5- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and time? 6- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and sex? 7- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w time and sex? 8- Is there any statistical significant difference at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method, time, and sex? To answer the questions of the study and test its hypotheses, the researcher conducted this study on a sample consists of (143) males and females attending public schools belonging to the Directorate of Education in Nablus governorate. The subject of the study was distributed into four sections in four different schools: two for males and two for females. Two sections, one was for males and one is for female, were chosen randomly and these two sections represented the experimental sections. The two sections were taught by using Drill strategy, where as the other two sections were taught according to traditional method. A pre-knowledge test was administered to make sure the even b/w the two groups. An achievement test also administered in Human body system-unit. Referees checked reliability of the test and validity was calculated by using Kuder Richardson Formula No. (20). Its value was (0.83). Data were analyzed by using One and Three Ways analysis of variance on factor design (2x2x2) to test the study hypotheses. Findings: -There were no statistical significant differences at (α =0.01) level in performance in Pre-Knowledge test b/w arithmetic mean of ninth grade students scores in control and experimental groups. - There were statistical significant differences at (α =0.01) level in performance in achievement test b/w arithmetic mean of ninth grade students scores who studied Human body system - unit in biology course with Drill strategy (experimental group), and arithmetic mean of students scores who studied with traditional method (control group), in favour of group which had used Drill strategy. - There were statistical significant differences at (α =0.01) level b/w arithmetic mean of students scores in immediate achievement test, and arithmetic mean of students scores in long-term achievement test, in favour of long-term test. - There were statistical significant differences at (α =0.01) level b/w achievement mean of male and female who studied Human body system-unit, in biology course of ninth grade with Drill strategy (experimental group), in favour of female who studied with Drill strategy . - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-group due to interaction b/w teaching method and time. - There were statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method and sex. - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w time and sex. - There were no statistical significant differences at (α =0.01) level of performance in achievement test b/w scores of student-groups due to interaction b/w teaching method, time, and sex. Based on the findings, the researcher recommends that curricula designers to operationalize Drill in Precision Teaching strategy as a tool of evaluating Palestinian School Curricula. He also recommends the worker in general administration for qualification and training and educational supervision to evaluate various educational methods. Furthermore teachers (both sexes) of biology can use the Drill strategy for its active impact on improvement of teaching-learning process, academic performance, promoting students motivation for learning. Finally researcher can conduct further studies on other subject in biology in particular and science in general, and other teaching Fields to make the benefit widespread.
The Impact Using Science, Technology And Society Approach In Attitudes Of Tenth Grade Student Toward Physics Course And Their Immediate And Long-Term Achievement In Governmental Schools Belonging To The Directorate Of Education In Tulkarm Governorate
(1999) "AL-Moez Ledeen Ellah" Subhi Husni Omar; Dr. shehadeh Mustafa shehadeh Abdo
This study aimed at investigating the impact of using Science, Technology and Society approach in attitudes of tenth grade students toward physics course, and their immediate and long-term achievement in electric current-subject. The study attempted to answer the following three main questions: First: What is the impact of using (STS) approach in achievement of tenth grade students in physics in governmental schools belonging to the directorate of, education in Tulkarm governorate ? Second: What is the impact of using (STS) approach in attitudes of tenth grade students toward science course in governmental schools belonging to the directorate of education in Tulkarm governorate? Third: What is the impact of using (STS) approach in attitudes of tenth grade students toward science teacher in governmental school belonging to the directorate of education in Tulkarm governorate ? To answer the questions of the study and test its hypotheses, the researcher conducted this study on a sample consists of (124) males and females attending public schools belonging to the directorate of education in Tulkarm governorate. The students of the study were distributed into four sections in four different schools: two for males and two for females. Two sections, one for males and one for females, were chosen randomly and these two sections represented the experimental sections, the two sections were taught by using (STS) approach, whereas the other two sections were taught according to traditional method. A pre-knowledge test was administered to make sure the even between the two groups. An achievement test also administered in electric current subject, its heat and chemical effects. Referees checked reliability of the test and validity was calculated by using kuder Richardson Formula No. (20). its value was (0.94). A measurement of attitude toward science administered to measure students' attitudes toward science course and its teacher. Data were analyzed by using one and three ways analysis of variance on factor design (2 x 2 x 2) to test the study hypotheses Findings: * There were statistical significant differences at (α = 0.01) level in : achievement , attitudes toward science course, and attitudes toward science teacher of tenth grade students between experimental group and control group, in favor of experimental group which had used (STS) approach. * There were statistical significant differences at (α = 0.01) level between achievement mean of males and females, in favor of females in both groups. * There were no statistical significant differences at (α = 0.01) level between achievement mean of student-groups due to interaction between: teaching method and time , teaching method and sex , time and sex , and between teaching method, time, and sex. * There were no statistical significant differences at (α = 0.01) level between attitudes mean of males and females, toward science course, or toward science teacher. * There were no statistical significant differences at (α = 0.01) level between student-groups toward science course due to interaction between teaching method and sex. * There were statistical significant differences at (α = 0.01) level between student-groups toward science teacher due to interaction between teaching method and sex, in favor of females in experimental group. Based on these findings, the researcher recommends that curricula designers, educational supervision, trainers, teachers (both sexes) of physics use the (STS) approach for its active impact on the improvement of students' achievement and their attitudes toward science. He also calls for researchers to conduct further studies on other subjects in physics course and general science in general to make the benefit more wide spread.
The Beliefs Of The Secondary-School Graduates In Qalqilia District Toward Science, Technology And Society
(1999) Ali Luttfi Ali Qashmar; Dr. Mohammed Salem Al-Amlah
This study aimed at knowing the beliefs of the secondary school graduates in Qalqilia District toward Science, Technology and Society. More specifically the study attempted to answer the following questions: 1. Is there any effect of the sex on the beliefs of the Secondary-School graduates towards the Science, Technology and Society? 2. Does the place of residence affect the beliefs of the Secondary-School graduates toward the Science, Technology and Society? The population of the study consisted of 150 students (83 males and 67 females) and represented the sample of the study. An instrument designed and used by Fleming (1987) was used. The items of the instrument were translated into Arabic, given to the experts in the school of education at AL-Najah University and it was recommended that it was fit to the purpose of the study. The study revealed that there was a great percentage of the secondary school students who had a false understanding of the nature of Science, Technology and Society. From the recommendations that came as a result of this study were the courses in the university that dealt with issues of Science, Technology and Society reviewing the curricula of Science, especially in the stage of secondary school education based on Science, Technology and Society. Moreover, studies must be made to suggest evaluative instruments that can be used to discover the opinions of the students and the teachers about Science, Technology and Society.
Difficulties In Teaching Science From Science Teachers Point of View Towar Grades (1-4 )
(1999) Ibrahim Abdul Latif Ibrahim Saleh; Dr. Mohammad Amleh
The purpose of this study was to identify the educational difficulties in science teaching in the first basic cycle in Nablus Governorate. More specifically this study attempted to answer the following two main questions : 1- What are the educational difficulties in science teaching as perceived by science teachers in the first basic cycle ? 2- Is there any difference in the educational difficulties in science teaching as perceived by science teachers due to Sex, academic qualifications, teaching experience, annul administrative estimation, the supervising authority and teaching methods. To answer these questions and to test the six hypotheses, a sample of study consisted of 131 (males and females) holders of either community college diploma/Sc or B.Sc. degree was used. The sample consisted of 49% of the population . The sample was selected randomly using stratified sample. To collect data, the scale of educational difficulties in science teaching was used , the instrument of the study was judged to be valid by some experts . and its reliability was calculated by using Cronbach — Alpha method and it was 0.92. The results of the study revealed the following results : 1- The number of the educational difficulties in the science teaching related to importance more than 40% were 12 difficulties; i.e. 23.1% of the total difficulties , these difficulties occurred in the following three domains : A- Applying the practical activities which are contained by the curricula . B- In — service teacher training and self development . C- Educational aims for science teaching , curricula and science text books. 2- There was no significant difference (α = 0.05) between the means of male and female teacher's feeling towards the difficulties that they face. 3- There was no significant difference (α = 0.05) between short, medium and long period of science teacher experience towards the difficulties that they face. 4- There was no significant difference (α = 0.05) between the holders of diploma and B.Sc feeling towards the difficulties that they face. 5- There was no significant difference (α = 0.05) between high , low and without annual administrative estimation towards the difficulties that they face. 6- There was a significant difference (α = 0.05) that they feel difficulties due to the supervising authority. The result showed that the most of teachers feel difficulties that teachers who belong to UNSCO schools. 7- There was no significant difference (α = 0.05) between the normal teaching methodology and integrated teaching methodology , towards the difficulties that they face . Due to these results the researcher suggested the following recommendations : • The Ministry of education and the UNSCO set up appropriate environment to solve the educational difficulties reflected by this study , especially those related to : A — Applying the practical activities which it contained by curricula. B — In- service teacher training and self development . C — Educational aims for science teaching , curricula and science textbooks • The researcher further recommends that science teachers make use of materials available in the local community where the teacher lives avoid instructional dictating methods , develop student thinking , avoid commutative instructional methods and that they should teach student as groups. • The researcher recommend that researchers should conduct similar studies in the south and the middle region in Palestine also using other methods such as school visit, class visit and laboratory.
Evaluation 10th Grade Physics Textbook - Scientific Stream - From Supervisors', Teachers' And Students' Point Of View In The Northern Governorates Of Palestine
(1999) A. Ayyoub;
This study aimed at evaluating 10th grade physics textbook - scientific stream - from supervisors', teachers' and students' point of view in the northern governorates of Palestine in the scholastic year 1997\98. The study endeavored to identify the supervisors', teachers' and the students' degrees of evaluation of the physic textbook, thought in the tenth grade, as well as their ratings of the six domains: general appearance of textbook, its introduction, its content, methods, aids and activities, textbook evaluation methods, textbook development of students' attitudes. The study also examined the supervisors' degree of evaluation of each domain and the textbook as a whole. This was done to find out the extent of the physics textbook suitability as a basic tool of evaluation of learning as well as to uncover the areas of strength and weakness in the textbook for those concerned. Further this study aimed at identifying the impact of the study independent variables on the findings. The population of the study comprised all supervisors, teachers and students in public schools belonging to directorates of education in the West Bank northern governorates in the academic year 1997\98. Number of supervisors, teachers and students totaled (4, 61, 2198 ) respectively. The study sample consisted of all the supervisors 51 teachers and 195 students. The study tool consisted of two questionnaires designed by the researchers for the purpose of the study. One questionnaire was for the supervisors and teachers while the second was for students. The two questionnaires were distributed among the six domains. Referring them to referees while validity coefficient was calculated, for each, by using person's coefficients tested reliability of questionnaires. For supervisors and teachers, it was 0.94 and for students it was 0.89. The validity coefficient for both questionnaires was calculated by using Kronbach -Alpha — Equation. For teachers, and supervisors it was 0.93, and for students it was 0.88. Findings: The study showed that the supervisors' degree of evaluation of the physics textbook was generally on average and it was on average for all domains save the first (general appearance) which received high degree of evaluation. The study also revealed the teachers' evaluation ratings. Their ratings were higher than the educationally accepted level. These ratings also were statistically significant for all domains as a whole and for each domain save the sixth domain. However, it was not found that there were statistically significant differences which may be attributed to the teachers' teaching experience variable for all the six domains as a whole and for each domain except the second one: textbook introduction. These differences were in favor of teachers with short teaching experience as opposed to those with long teaching experience. Concerning the students' evaluation ratings, the study showed no statistically significant difference which may be attributed to sex variable for the six domains and for each of the study domains. However, it was found that there was a statistically significant difference which may be attributed to the variable of students' average in physics for all domains as whole. This may be attributed to the second, third and sixth domains: textbook introduction, textbook content and textbook development of attitudes. In the light of these results, the researcher recommends that supervisors, teachers and students be involved in curriculum preparation process. He also recommends supplying schools with lab equipment. Further, there is a necessity for the reconsideration of the textbook in terms of content, introduction and formation of a positive attitude among students towards physics. Finally, he calls for conducting further evaluative analytical studies of curricula applied in Palestine.
The Impact of Using Conceptual Change Strategies on Achievement Motive of Ninth Grade Students in Biology Science and There Immediate and Long-term Achievement in Governmental Schools Belonging to the Directorate of Education Tulkerm Governorate
(2000) Ayman Daoud Abdel-malek Raddad; Dr. shehadeh Mustafa shehadeh Abdo
This study was aimed at investigating the impact of using conceptual change strategies an achievement motive of ninth grade students in biology science, and their immediate and long - term achievement in nutrition and human body system “subject “. The study attempted to answer the following two main questions: First: What is the impact of using conceptual change strategies on immediate and long — term scientific achievement of ninth grade student in biology science in governmental school belonging to the directorate of education in Tulkerm Governorate? Second: What is the impact of using conceptual change strategies in achievement school belonging to the Directorate of Education in Tulkerm schools? To answer the question of the study and test its hypotheses, the researcher conducted this study on a sample consists of (44) males and females attending public school belonging to the Directorate of education in Tulkerm Governorate. The students of the study were distributed into four sections, one different school: Two for males and two for females. Two section, one for males and one for females, were chosen randomly and these two section represented the experimental section, the two section were taught by using conceptual change strategies, where as the other two section taught according to traditional method. A pre — knowledge test was applied its reliability checked by referees and validity was calculated by using Kuder Richardson formula no. (20), and its value were (0.81). A pre achievement motive test prepared by the researcher was applied before the experiment to make sure the even between the two groups. Referees checked reliability of the test and validity was calculated by using Kuder - Richardson formula by Test — retest method was (0.79). The achievement motive scale was applied to measure students' achievement motivation toward biology, referees checked its reliability. Its validity was calculated by Person formula, its value by Test — retest Method was (0.69) and by using Kronbach — formula was (0.69). Data was analyzed by using one and three ways analysis of variance on factor design (2x 2x 2) to test the study hypothesis, finding. • There were statistical significant differences at (α = 0.01) level between scientific achievement mean of the students of experimental and control group. In favor of experimental group. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to time. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to sex. • There were statistical significant differences at (α = 0.01) level ' between scientific achievement means due to interaction between teaching method and sex in favor of males students in experimental group. • There were no statistical significant differences at (α = 0.01) level between scientific achievement means due to interaction between teaching method and time, time and sex, and teaching method, time and sex. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students between experimental and control group. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students due to teaching method and time. • There were statistical significant differences at (α = 0.01) level in the achievement motive of students due to sex in favor of females. • There were statistical significant differences at (α = 0.01) level in the achievement motive of students due to interaction between teaching method and time. • There were no statistical significant differences at (α = 0.01) level in the achievement motive of students due to interaction between teaching method and sex, time and sex, teaching method, time and sex. Based on these findings, the researcher recommends indicating of misconception and alternative conception of students, and to indicate of these pre-experiences. He also calls the researchers to conduct farther studies which concerning with conceptual change strategies, and its relation with achievement motive of students, and other personal characteristics and it effect on other subjects as science specially biology courses to make benefit more wide spread.
The Impact Of Using Mental Training Strategy In Micro-Teaching Pattern In Immediate And Long Term Achievement And Attitudes And General Self-Concept Of Ninth Grade Students In The Subject Of Chemistry And Geology At The Government Schools Belonging To The Directorate Of Education In Nablus Governorate
(2000) Wafa' Husein Abdul-Rahim Abu Aqel; Dr. Shehadeh Mustafa Shehadeh Abdo
This study aimed at investigating the impact of using mental training strategy in micro-teaching pattern in immediate and long term achievement and attitudes and general self concept of ninth grade students in the subject of Chemistry and Geology at the government schools belonging to the Directorate of Education in Nablus Governorate. The study attempted to answer the following four questions : 1. What is the impact of the mental training strategy in the micro-teaching pattern on the achievement of ninth basic grade students in the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject Chemistry and Geology ? 2. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards the Chemistry teachers ? 3. What is the impact of the mental training strategy in the micro-teaching pattern on the attitudes of ninth basic grade students towards learning the unit " The formation of the Earth Surface and Influencing Factors Affecting It " from the subject of Chemistry and Geology ? 4. What is the impact of the mental training strategy in the micro-teaching pattern on the general self-concept of ninth basic grade students ? From the previous four questions (16) sub-questions were derived. To answer the questions of the study and to test its hypotheses, the study was conducted on a study sample consisting of (143) male and female students from the government schools belonging to the Directorate of Education in the Governorate of Nablus distributed on four sections at four different schools ( 2 male schools and 2 female schools ). Two sections ( one for males; the other for females) were selected randomly to represent the experimental sections and taught by using the mental training method while the other two sections were taught by using the traditional method. Pre-knowledge test and attitude scale pattern were prepared to make sure that the two groups were similar. Achievement test in the unit " Formation of the Earth Surface and the Influencing Factors affecting It " was prepared and verified by referees, and its validity was calculated by using the test-retest method. Its consistency coefficient was (0.78). Its validity was also calculated by using the Kuder Richardson equation (20) which showed that its validity was (0.69). Data were analyzed by using the two Way Analysis of Variance using the factor design (2 X 2) and (T-test) to test the (16) hypotheses of the study. Findings : The study reached the following findings: 1. There were significant differences (α = 0.01) in the academic achievement of ninth basic grade students between the traditional and mental training methods. The difference was in favor of the group which learned by using the mental training strategy. 2. There were no significant differences (α = 0.01) between the means of achievement attributed to sex and interaction between method of teaching and sex. 3. There were no significant differences (α = 0.01) between the means of achievement attributed to time, in favor of long term. 4. There were significant differences (α = 0.01) in the students attitudes towards the teacher of Chemistry and Biology of ninth grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by the mental training strategy. 5. There were significant differences (α = 0.01) in the male attitudes and female attitudes towards the teacher of Chemistry and Geology. The difference was in favor of females. 6. There were no significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to the interaction between : method of teaching and sex. 7. There were significant differences (α = 0.01) between the ninth basic grade students' attitudes towards the teacher of Chemistry and Geology attributed to time, in favor of long term. 8. There were significant differences (α = 0.01) between the students' attitudes towards Chemistry and Geology of ninth grade students between the control group and the experimental group which used the mental training strategy. 9. There were no significant differences (α = 0.01) in the attitudes towards Chemistry and Geology attributed to the method of teaching and sex. 10. There were no significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to sex, in favor of female. 11. There were significant differences (α = 0.01) in the attitudes of students towards Chemistry and Geology attributed to time, in favor of long term. 12. There were significant differences (α = 0.01) between the means of general self-concept in its various ( academic, social, and psychological ) levels of the ninth basic grade students between the control and experimental groups. The difference was in favor of the experimental group which learned by sing the mental training strategy. 13. There were significant differences (α = 0.01) between the means of the immediate general self-concept in its level of the ninth basic grade students and the means of the deferred self-concept, in favor of long term. 14. There were significant differences (α = 0.01) between the means of general self-concept for males and the mean of general self-concept for females, in favor of females. 15. There were significant differences (α = 0.01) attributed to the interaction between method of teaching and sex. Recommendations: In accordance with the findings of the study, the researcher recommends that curricula designers, educational supervisors, educational training and rehabilitation officials, and teachers of Chemistry and Geology should use the mental training strategy because of its effective impact on reinforcing and enhancing students' concepts and improving their academic achievement. She also recommends that researchers should carry out more studies on other topics of Chemistry and Geology in particular and other science in general.
The Effect Of Using Cooperative Learning For The Current And Postponed Achievement Of Fifth Grade Students In General Science And Their Attitudes Towards It In Tulkarm District
(2000) Lubna abed El-Kareem Ahmad Barakat; Dr. shehadeh Mustafa shehadeh Abdo
This study aimed at finding the effect off using the cooperative learning method on the current and postponed achievement in general science for the fifth grade students and their attitudes towards it in Tulkarm district. This study tried to answer the following main three questions : What is the effect of using the cooperative learning method on the students' achievements in the general science material at the governmental schools in Tulkarm Directorate of Education? What is the effect of using the cooperative learning method on the fifth grade students' attitudes towards studying the general science material at the governmental schools in Tulkarm Directorate of Education? What is the effect of using the cooperative learning method (5 students, 7 students) on the fifth grade students' attitudes towards the teacher of the material at the governmental schools in Tulkarm Directorate of Education ? To answer these questions and test the study hypotheses, the instruments were implemented on a sample of (232)students (male, female )from the fifth grade students at the governmental schools at Tulkarm directorate of Education ,distributed on six sections at four different schools (two males, two females), in which at random tow sections (one male, one female) were chosen for the first experiment, each group has (7)students ,and, two sections (one male, one female) were chosen for the second experiment with a group, each has (5)students to represent the tested sections which were taught with the cooperative method, whereas the other two sections were taught with the traditional method( without using the cooperative method). The pre-test was prepared to be assured on a par with the groups before the experiment, and, to test the scientific achievement in "plants in the environment", and, it was realized from there validity by the referees, and according to there validity factors by using Cordar Richardson's equation (20), for the pre-tes (0.94) And (0.92) for the scientific achievement And by using the direction standard towards science (Zaytoon 1988:39) to value students' attitudes towards studying the material, and its teacher. Then the records were analyzed by using the Uni. Contrast and the tri contrast analysis on the (2x2x3) to test thee studying hypothesis The study resulted the following results: There are statistical indication differences at the level (α = 0.01) in the scientific achievement, trends towards studying the material, and the attitudes of the fifth grade students towards the teacher of the material between the two experimental groups and the regular group, related to the method of teaching, and the differences were to the benefit of the experimental groups which were learned by using the cooperative learning method. There are statistical differences at (α = 0.01) between the medial attitudes of fifth grade students towards studying the material and its teacher related to the interaction between the method of teaching and the sex. There are no statistical differences at (α = 0.01) in the cooperative learning method, attitudes towards studying the material and its teacher related to time variable. There are no statistical differences at (α = 0.01) in the cooperative learning attitudes towards studying the material and its teacher related to sex variable. There are no statistical differences at (α = 0.01) in the cooperative learning, attitudes towards studying the material and its teacher for the variable of interaction between time and sex . There are no statistical differences at the level (α = 0.01) in the scientific achievement, attitudes towards the material , its teacher related to the interaction of the method of teaching ,time and sex . According to these results, the study recommends to curriculum designers to adapt the cooperative learning method in the curriculum, and teacher training departments to train and qualify the teachers and the educational supervisors in using the method of cooperative learning in teaching their students, and to the school principals to provide the teachers with the required materials (equipment's) to implement this method easily for that has positive effects which help in: Improving the educational process, the academic achievement of the students, the reinforcement of their motives towards studying, and, the reinforcement of their positive attitudes towards studying the material and its teacher. Moreover the study recommend the researchers to make more researches about cooperative learning in other subjects in science, other educational levels, and, other different group samples to find out its effects on other students' characteristics, and comparing these results with modern teaching methods in different subjects especially science, so that the benefit prevails.
Palestinian University Science Students' Attitudes Towards Technology
(2000) Mahmoud A.S. A-Shamali; Dr. Mohammed Salem Al-Amleh
This study aimed at identifying the attitudes of students, belonging to science colleges at Palestinian universities, towards technology as well as investigating the degree of their realization of the concept of technology. The study also sought to learn about the extent of students' interest in technology and their awareness of its social implications. Further, the study aimed at identifying the effect of some selected variables, namely sex, academic level, achievement, place of living and educational institution to which the students belong, on the students' attitudes towards technology. The sample of the study consisted of 480 students studying at Palestinian universities. A questionnaire, developed by Harding & Rennie (1993) was distributed among the subjects of the study to find out the degree of students' realization of technology, their attitudes towards it and towards educational technology. After collection, sorting out and analysis of data, by using SPSS, it was found that the level of attitude of Palestinian university science students toward technology had exceeded the neutral point of attitude (60%). This indicates that the subjects of the sample enjoyed positive attitudes towards technology. Pertaining to students' grasp of the concept of technology, it was found that the students' vision of technology was narrow in terms of being equipment that could be only used by specialists, and there was no technology without electricity , that there was no technology two hundred years ago and that the majority of people provided but a little technology. Concerning the science students' understanding of technology as a design process, it was found that their attitudes towards understanding of technology included design of solutions for problems, provision of opportunities for the design of new products and the invention of new ways to make things. Regarding the students' interest in technology, it was found that their attitude was positive. Concerning the students' grasp of positive social implications of technology, it was found that their attitude was positive. Pertaining to the effect of variables on the subjects' attitude, in this sample, towards technology, it was found that the male students had higher averages than those of women students. That is to say, the male students enjoyed higher level of positive attitudes than female students. On the other hand, academic level, achievement, major, place of living had no effect on the subjects' attitudes towards technology. In the third part of the study, the subjects were asked to write and/ or draw what comes to their mind when they read the word "technology". It was found that the students had written and drawn about: 1. technological products such as a T.V. set, a computer, a satellite and telecommunication equipment. 2. Technological operations such as invention and industrialization. 3. Social phenomena : advantages and disadvantages of technology. Based on the aforementioned findings, the researcher recommends that further studies be conducted, on this field, on college students at Palestinian educational institutions by using other new variables. In addition, Technology and Curricula Department should be urged to publish a brochure that explains the meaning of technology, its elements and goals and the difference between technology and science and the need to link the term with the nation's civilization and culture. The researcher also calls for the establishment of centers for the enrichment of technological know-how, and linking these centers with the educational institutions to enable the students to realize the "marriage" between the academic experiences and technological operations and products. Finally, the researcher recommends that comparative studies be conducted on students belonging to science and humanities colleges and comparative studies among Third World Countries.
تقويم كتاب الكيمياء للصف الأول الثانوي العلمي من وجهة نظر مشرفي ومعلمي العلوم في مدارس محافظات شمال فلسطين
(2000) جميل أحمد حامد بشارات;
The purpose of this study was to evaluate the chemistry textbook for the eleventh grades in the scientific stream as perceived by supervisors and teachers in the northern governorates of Palestine for the scholastic year 1999-2000. This study aimed at identifying the evaluation estimates regarding the chemistry textbook designed for the eleventh grades by supervisors and teachers. Central to the purposes of this study was the evaluation of the book design, the introduction of the book, content , teaching methods , evaluation instruments, and the role of the book in developing pupils' attitudes . this all to determine the extent to which the chemistry book is appropriate as a means of instruction , and to reveal the weakness and strength areas in the book. The population of the study consists of all supervisors and teachers who are still actively working in the schools of the directorates of education of the northern governorates of Palestine. The number of supervisors is four and that of teachers is sixty one. The researcher developed an instrument question are to achieve the goals of the study. This question are encompasses forty two items covering six domains, book design, the introduction, content, teaching methods, evaluation techniques, and the role of the book in developing the pupils' attitudes. Eight qualified referees approved of the researcher used krounpach-alpha formula. The value ( the stability factor) was 0.92. Person Formula was also used and the value ( the stability factor) was 0.91. The findings of the study showed that the degree of evaluation was moderate in general. Also the evaluation degree was moderate on all domains excluding the book design and the evaluation instruments . For these two domains, the evaluation degree was high. Results revealed that gender has impact on the evaluation of teachers and supervisors. males showed better evaluations than females. However, these are significant difference between the means of the responses of the teachers and supervisors attributed to education level. Also a significant difference in favor of the experienced group ( less than ten years of experience ) was found for all domains. The total evaluation degree was better among supervisors than teachers, meaning that profession has a significant impact on the evaluation process. In the light of these results, the researcher recommended that teachers must attend workshops and training programs. He also recommended the production and introduction of modern teaching methods. He also added that the schools should have laps and necessary equipment. Further recommendations were the necessary of showing the role of Arab and Islamic scientists (chemists) in this field of science. He also urged that summaries must be included at the end of each unit to help pupils comprehend well .Increasing the number of classes and conducting Further studies were among the researcher's recommendations.
The Impact Of Using Reflective Learning Trend On The Academic Achievement Of Tenth Basic Grade Students In Chemistry At The Government Schools Belonging To The Directorate Of Education In Nablus Governorate And Their Attitudes Towards It
(2000) Balsam Abdul-Fattah Zaid Dawabsheh; Dr. Shehadah Mustafa Shehadah Abdo
This study aimed at investigating the impact of using reflective learning trend on the academic achievement of tenth basic grade students when learning the concepts of the unit " Exploring and Prospecting Natural Resources " at the government schools of the Nablus Governorate. It also aimed at investigating the impact of using reflective learning trend on the attitudes of tenth grade students when learning the same unit and towards the subject of Chemistry and Geology and its teacher. The study attempted to answer the following two main questions: 1. What is the impact of the reflective method on the achievement of tenth basic grade students in the unit “Exploring and Prospecting Natural Resources “from the subject Chemistry and Geology? 2. What is the impact of the reflective method on the attitudes of tenth basic grade students towards the learning of the unit “Exploring and Prospecting Natural Resources "from the subject Chemistry and Geology and its teacher? From the previous two questions, 14 sub-questions were derived. To answer the questions of the study and to test its hypotheses, the study was conducted on a study sample consisting of (136) male and female students from the government schools belonging to the Directorate of Education in the Governorate of Nablus distributed on four sections at four different schools ( 2 male schools and 2 female schools ). Two sections (one for males: the other for females) were selected randomly to represent the experimental sections and taught by using the reflective method while the other two sections were taught by using the traditional method. Pre-knowledge test and attitude scale pattern were prepared to make sure that the two groups were similar. Achievement test in the unit “Exploring and Prospecting Natural Resources” was prepared and verified by referees, and its validity was calculated by using the test-retest method. Its consistency coefficient was (0.96). Its validity was also calculated by using the Kuder Richardson equation No. 20 which showed that its validity was (0.64). Data were analyzed by using the Three Way Analysis of Variance using the factor design (2 X 2 X 2) to test the fourteen hypotheses of the study. Findings: The study reached the following findings: 1. There were significant differences (α = 0.01) in the academic achievement of tenth basic grade students between the traditional and reflective methods. The difference was in favor of the group which learned by using the reflective method. 2. There were no significant differences (α = 0.01) between the means of achievement of tenth basic grade male students who learned the unit "Exploring and Prospecting Natural Resources” by the reflective method and the means of achievement of tenth basic grade female students who learned the same unit by the reflective method. 3. There were no significant differences (α = 0.01) between the mean of immediate achievement of tenth basic grade students who learned the unit "Exploring and Prospecting Natural Resources” by the reflective method the experimental group) and the mean of their deferred achievement when learning the same unit by using the reflective method. 4. There was no significant effect (α = 0.01) attributed to the bilateral interaction and the trilateral interactions among the three variables of the study (sex, time, and method) on the academic achievement of tenth basic grade students. 5. There were significant differences (α = 0.01) between the students' attitudes towards Chemistry and Geology of tenth grade students between the traditional and reflective methods and the difference was in favor of the group that learned by the reflective learning method. 6. There were significant differences (α = 0.01) between the students' attitudes towards the teacher of Chemistry and Geology of tenth grade students between the traditional and reflective methods and the difference was in favor of the group that learned by the reflective learning method. 7. There were significant differences (α = 0.01) between the attitudes of male and female students towards Chemistry and Geology and the difference was in favor of female students. 8. There were significant differences (α = 0.01) between the attitudes of male and female students towards the teacher Chemistry and Geology and the difference was in favor of male students. 9. There were no significant differences (α = 0.01 ) in the attitudes of the tenth basic grade students while learning the unit ' Exploring and Prospecting Natural Resources ' by the reflective learning method ( the experimental group ) and their attitudes after learning the same unit by the same method. 10. There was no significant interaction (α = 0.01) between the method and sex variables in affecting the attitudes of the students towards Chemistry and Geology at the tenth basic grade students. 11. There were significant differences (α = 0.01 ) between the method and sex variables in affecting the attitudes of the students towards the teacher of Chemistry and Geology at the tenth basic grade students and the difference was in favor of male students. 12. There was no significant impact (α = 0.01) attributed to the bilateral and trilateral interactions among the three variables of the study (method, time, and sex) in the attitudes of the tenth basic grade students towards Chemistry and Geology. 13. There was no significant impact (α = 0.01) attributed to the bilateral and trilateral interactions among the three variables of the study (method, time, and sex) in the attitudes of the tenth basic grade students towards the teacher of Chemistry and Geology. Recommendations: In accordance with the findings of the study, the researcher recommends that curricula designers, educational supervisors, educational training and rehabilitation officials, and teachers of Chemistry and Geology should use the reflective learning method because of its effective impact on improving student’s achievement. He also recommends that researchers should carry out more studies on other topics of Chemistry and Geology in particular and Science in general so that advantages will prevail.

Browse

Browsing Methods of Teaching Science by Issue Date

Results Per Page

Sort Options