Methods of Teaching Science

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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.
Analysis and Evaluation for Fifth Grade Science Content Book According to Standards and from perspective of Upper basic School Teachers in Palestine
(2013) Zahra Mohammed Abd-Allah Nour; Prof. Alam El Din Al-Khatib.
The present study aims to determine to what extent of the international standards for the content of Science related to the National Standard of Science Education (NSES) presented in the domains of (physics, life sciences and earth and space sciences) in the content of fifth grade science book in Palestine, in addition to evaluating the content of the book from the point of view of the same grade science teachers. To achieve the aims of the study The analytical descriptive method was applied where the researcher translated a list of the National Standard of Science Education (NSES) for the grades (5- 8) in (physics , life sciences and earth and space sciences). The list was Arbitration translated so as to be used as a tool of analysis for the content of the textbook to know the availability of these standards in the content of the textbook. And the questionnaire for content standards was developed, and sure of its reliability and stability to evaluate the content of science book from the viewpoint of the study sample. The study population consists of all teachers of Science for fifth grade in the District of Jenin, which is equal to (153) teachers. The sample consisted of (105) teachers, the results were as follow: - Availability of (%41.2) of the content standards of Science education (NSES) with a high degree , and Availability of (%29.4) of the standards with a fair degree, and (%29.4) not Available in the science textbook for the fifth grade. - The degree of evaluation of teachers for the textbook of Science on fifth grade in all domains, has brought an average of (3.86) and came with a high degree, while the degree of shapes and drawings and illustration has brought an average of (3.81), and rank in the first place, and regard to the degree of shapes and drawings and illustration the average of (3.65) and came in second place, scientific content The results on display the content, received a average of (3.95) , and came in third place. - There are no statistically significant differences at (α = 0,05) in the degree of evaluation of Science content textbook from the point of view of fifth grade science teachers due to sex, District, Years of Experience, While there are differences due to qualification variable and specialization.
Assessment Of The Science Book For The Sixth Basic Grade "Palestinian Curriculum". According To "Sixth Grade Science Teachers Point Of View" In The "Teaching And Education Directorates Of Northern Palestine District"
(2004) Khalied M. Mohammad Mustafa; Dr .Ghassan Al-Hillow; Prof .Sami Jaber
This study was meant to assist the science book for the sixth elementary grade "Palestinian Curriculum" from the sixth grade science teachers "point of view, in the teaching and education Directorates" of "Northern Palestine Districts" for the year 2003/2004, and it tried to focus on the degree of assessment for the previous book from teachers' opinion, in the nine domains: "General appearance of the book –the introduction – the aims –the scientific content –the procedures used for introducing the material – the adequacy of drawings and illustration – the means of assessment –the improvement of the material to get positive trends from the students – and the extent of adequacy of activities and their implement ." To focus on the point of weakness, to be treated by the concerned people, to avoid these points when retyping the science books for other grades, taking into consideration that we are in the development stage. The researcher considered all science teachers in the previously mentioned schools as a field of his study, for the year 2003/4 who calculated (403) teachers in (380) boys, girls and mixed schools, and in six directorates in northern of Palestine ". The specimen of the study held all science teachers of sixth grade who answered the questionnaire as requested , and it reached "269" teachers in "257" schools For the purpose of study, the researcher developed a questionnaire as a mean of study taking into consideration previous questionnaires built on the same aim. This questionnaire contained "88" paragraphs distributed on the nine domains.and after it has been realized that the questionnaire was reliable by judging it by "20" persons, and after calculating its "stability coefficient" which was "0.96" according to the internal uniformity way, using "Kronpakh -Alfa" equation. After doing all the statistical process, the results were as follow:- 1) There is a significant differences in the indication level " α =0.05" between the average of assisting the boot from teachers point of view and the educationally accepted level "3", over the nine domains and the total degree. The variance was for the interest of the nine domains, as the average was bigger than the educationally accepted level "3". 2) There were "no" significant differences on the level" α =0.05" for the assessment degree of the book attributed to the "Name of the Directorates ". On the domains of: "The introduction – the aims –the content the procedures the assessment aids –the adequacy and the implication of the activities. 3) There are significant differences on the level " α =0.05". attributed to the name of the directorates on the domain of "the general appearance of the book" between "Jenin" and "Nablus-Qabatia-Tulkarm", for the interest of " Nablus-Qabatia-Tulkarm." for the interest of "Nablus- Tulkarm". 4) There are significant differences on the level "α=0.05" for the assessment degree attributed to the "the name of the directorate" on the domain “Adequacy of drawings and illustration "between "Salfeet" and "Jenin-Qabatia-Nablus-Tulkarm-Kalkeelia",for the interest of "Salfeet". 5) There are significant differences on the level " α =0.05" for the assessment degree of the book attributed to the name of the directorate "on the domain "Improving the material of the book get positive trends between the pupils ", between "Qabtia", and between "Salfeet" and "Jenin –Nablus –Tulkarm-Kalkeelia", for the interest of "Salfeet". 6) There are "no" significant differences on the level" α =0.05" on "assisting the book, on the total degree, attributed to the name of directorate". 7) There are "no" significant differences on the level" α =0.05" between the average of assisting the book, attributed to the educational qualifications". 8) There are "no" significant differences on the level" α =0.05" between the "average of assisting the book from the teachers' point of view, caused by " The educational qualifications" and the domains " the general appearance of the book, the introduction, the aims, the content, the adequacy and illustration, the assessment aids, the improvement of the material and the adequacy of the activities". 9) There are significant differences on the level " α =0.05", attributed to the educational qualification" on the domain "The procedures of introducing the material of the book, between the level of "Diploma" and "B.A of science methods –B.A of science and M.A", for the interest of "Diploma". 10) There are significant differences on the level" α =0.05", attributed to the educational qualification" on the "Total degree " on the domains " Medial Diploma" and "M.A" for the interest of "Medial Diploma". 11) There are no significant differences on the level " α =0.05", attributed to the attributed to the "sex", on all omit domains, also, there are no significant differences on the level " α =0.05" on the Total degree". 12) There are significant differences on the level " α =0.05", attributed to the years of experience" on all omit domains and on the "Total degree". According to these result, the researcher recommended the following: 1- Further studies are needed to deal with assisting the books, and take their results into consideration and vacillate the researches tasks and handling the financial costs. 2- Publishing the "teacher's book" for any new book, along with the student is attributed to the book. 3- The participation of school teachers in the evaluation of the books is highly recommended.
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.
Comparing the Content of the Palestinian and Isreali 6th Grad Science Text Books in the Light of International Standerds from the Perspective of the Teachers and their Extent Knowledge of these standerds
(2014) Heba Asem Al-batta; Prof. Alam El Din Al-Khatib
This study has aimed at comparing the content of the Israeli and Palestinian science textbook for the sixth grade in the school year (2013-2014), by the Palestinian Ministry of Education and the Israeli Ministry of Education, where was compared as follows: 1. compare the availability of global standards of the content of science to the project of the National Science Education Standards (NSES) to areas of Physics, Biology, Geology and Space based on content analysis in both books and compare them accordingly. 2. compare the Israeli and Palestinian science teachers of sixth grade awareness of these criteria by interviewing a sample of the those teachers. 3. compare the scientific content of both books to see how much they are appropriate, in addition to the educational activities, quality of graphics, images, and illustrations. And to find out if there are significant differences between the two books from the point of view of science teachers of sixth grade through responding to a questionnaire. To achieve the aim of the study the researcher used the descriptive analytical approach. Three data collection tools were used. The sample consists of 173 teachers (129 male and female teachers for grade 6 in the schools of (Qalqiliya, Tulkarm) and (44) teachers in schools in (Tira, Taiba and Qalansawa inside the green line ) The study found the following results: In terms of content, the Palestinian text book over passes the Israeli text book of about 17% and 18% in Physics and Geology and Space respectively. Whereas, the Israeli text book over passes the Palestinian text book of about 23% in Biology. From the teachers point of view, the Israeli text book has taken an advantage over the Palestinian text book in terms of suitable content, educational activities, the quality of graphics, pictures and illustrations. The main variable here is the Supervising Authority. The significance is (0,05=α). Based on the results of the study, the researcher recommended that International Standards should be taken into consideration when authoring textbooks and conducting teacher training courses, in addition to expanding research on this area to include other classes or other stages even on the light of other criteria. Main terms: 1- Science text book 2- Sixth Grade 3- content analysis 4- NSES 5- content 6- teaching activities.
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.
Difficulties Of Learning French Language In Public And Private Schools In The West Bank From The Teachers' Perspectives
(2011) Manar Abd Al Mon'em Al- Aker; Dr. Fawaz Aqel; Prof. Ahmad Fahim Jabr
This study aimed at identifying the difficulties of learning the French language in schools in the Palestinian West Bank from the teachers' perspectives , in regard to the study variables (sex, the supervisory, educational qualification, years of experience, place of teaching ,the directorate and training courses through the following: 1. Identify the difficulties of learning French language from the French teachers' perspectives. 2. Determine the level of the difficulty of learning the French language for the students of schools in the governorates of the West Bank. To achieve these purposes , the researcher used the descriptive of 40 items analytical method, besides developing a questionnaire designed correctly to gather data necessary for the study. Then , the researcher distribute the questionnaire between all the male and female French teachers in public and private schools in the West Bank. After collecting analyzing data by using different statistical procedures including SPSS ,means , standard deviation , and T- test the researcher concluded basic results in teaching and learning French in regard to learners , curriculum and teachers respectively. According to the results of the study , the researcher suggested a number of recommendation: 1- Working a system for incentives and sanctions for teachers to encourage them to give their best in the learning process. 2. Providing schools with educational equipment , teaching aids and other supportive materials necessary for improving teaching French in Palestine. 3- Designing material and practical training programs necessary to improve teaching and learning French such as integrating technology, theatres…etc.
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.
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.
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 .
The Effect of Employing Computerized Educational Activitieon the Achievements of the Twelfth Graders (the Scientific s Stream) in Al- Salahiya Boys Secondary School/ Nablus, inAcids & Bases Unit and their Attitudes towards Learning
(2014) Ashwaq Imad Rawhi Horani; Dr. Ali Zuhdi Shaqour
This study aimed at investigating the effect of employing computerized educational activities on the achievement of the twelfth graders (Scientific Stream) in Chemistry and their attitudes towards learning it. In order to achieve the aim of this study, the researcher prepared activities for the unit of “Acids and Bases” from the twelfth grade’s Chemistry textbook. The researcher designed an achievement test consisted of 23 multiple choice questions. It was proven to be credible that its stability coefficient was (0.7). A scale of attitudes of learning Chemistry was prepared including twenty verified questions with (0.82) it stability coefficient. Furthermore, the researcher prepared a ten-question interview, these questions were verified by arbiters. The study sample consisted of 65 students from 12th grade (scientific stream) from Al.Salahiya Boys Secondary School (hereinafter referred to as ABSS) in Nablus during the second semester of the scholastic year 2013-2014. The sample was divided randomly into two groups, namely: controlled and experimental. The former group consisted of 32 students, which studied traditionally while the latter consisted of 33 students, studied by using a computerized educational program. The researcher employed the appropriate statistical methods to analyze the results such as averages and standard deviations. In addition, she employed Analysis of Covariance method (hereinafter referred to as ANCOVA) to recognize the variation levels in improving the achievements and attitudes of students towards learning Chemistry. The results showed that there are variations at the significance level of (0.05 = α) in the achievements of the students and their attitudes due to the teaching method in the experimental group. In addition, the researcher recommended encouraging Chemistry teachers to use the computerized educational activities and offer the most up to date methods.
The Effect of Employing Virtual Learning Environment in Teaching Science on of the Sixth Graders’ Achievement at UNRWA Schools in Nablus District
(2008) Jameela Shareef khaled; Dr. Ali Zuhdi Shaqur
This study aims at investigating the effect of employing virtual learning environment of teaching science on the sixth graders’ achievement at UNRWA schools in Nablus District ,to investigate the following null hypothesis: * There are no significant differences at (α =0.05) in sixth graders' science achievement at UNRWA Nablus district schools ,between pre - post tests ,and material preservation for the controlled group. * There are no significant differences at (α =0.05) in sixth graders' science achievement at UNRWA Nablus district schools ,between pre - post tests ,and preservation for the experimental group. * There are no significant differences at (α =0.05) in sixth graders' science achievement at UNRWA Nablus district schools ,in post test , for the controlled and experimental groups. * There are no significant differences at (α =0.05) in sixth graders' science achievement at UNRWA Nablus district schools ,in preservation for the controlled and experimental groups. The study population consisted of the sixth Graders at UNRWA schools in Nablus District .The sample included (146) students from both sexes (= 14.22% of the study population).Each group consisted of a class (32) male students, and another of (41) female students. The researcher used an achievement test as a tool, about Force and Movement (two chapters of sixth grade science textbook),designed in consideration of the variety of mental abilities (according to Blooms classification). The tool was judged and approved by a specialized committee. The stability of the test reached(0.78). A Statistical Package of (6) virtual experiments (of the chapter about Movement and Power) was used ,the contents' reliability was approved by a group of referees. Statistical Analysis: The samples' responses were analyzed. The Statistical Package for Social Sciences (SPSS) was used to work out Mean, ANOVA(analysis of variance),and T-Test for two independent groups. The following results were displayed: *There were significant differences at (α=0.05) in achievement and material preservation for sixth graders between pre- and post-tests for the controlled group at all levels ,and at the total degree , for the sake of the post-test . * there were significant differences at (α=0.05) in achievement and preservation for the controlled group , between pre and post tests at all levels ,and at the total degree, for the sake of post –test. * There were no significant differences at (α=0.05) in science achievement for sixth graders at Nablus district UNRWA schools, between the two target groups pertaining preserving science material ,remembering ,comprehending and constructing ,besides the total degree of the post test, whereas there were significant differences in application, analyzing ,and assessment for the sake of the experimental group. * There were significant differences at (α=0.05) in science achievement and preservation, for sixth graders at Nablus district UNRWA schools, between the two target groups for the sake of the experimental group. The researcher recommended the necessity to employ virtual learning environment in teaching science for all graders , along with modern technology .More research concerning virtual learning environment effect on other grades, should be carried out.
The effect of Teaching science acceleration Model on achievement and Motivation for achievement self concept and test anxiety on Students of the Seventh Grade in Qalqilia Governorate
(2006) Amal A. Shareef Abu Hejleh; Dr. Shehadeh M.Hbdo
This study sought to identify the effect of teaching science acceleration model on the achievement, motivation for achievement, self-concept and test anxiety among seventh grade Pupils in Qalqilia District through answering the following four questions: -First: What is the effect of the teaching method of science teaching acceleration upon each of: the cognitive science achievement, motivation for achievement, self-concept and test anxiety among seventh grade students? Second: What is the effect of gender upon the secondary variables of the study which are: the cognitive science achievement, the motivation for achievement, self-concept and test anxiety among seventh grade students? Third: What is the effect of relationship between the teaching method and gender on the study variables which are: The cognitive science achievement, motivation for achievement, self-concept, and test anxiety among seventh grade students? Forth: What is the effect of time upon the study variables which are: the cognitive science achievement, motivation for achievement self-concept and text anxiety among seventh grade student? To answer the questions of the study, the researcher administered a questionnaire to a random sample consisting of (137) seventh grade male and female students at government schools in Qalqilia District, distributed at four sections in four different schools (two for boys and two for girls). Two sections, chosen randomly one for boys and the other for girls (31 boys and 25 girls) and both represented the experimental sections. They were taught by using the acceleration method in teaching science. The other two sections were a comparison group. They were taught by using traditional method of teaching. The comparison (control) group included (81) students of both sexes: (39 males and 42 females). The researcher used a prior knowledge test prepared for the project of thought acceleration through teaching science to check the equivalence of the two group’s juries tested the reliability of the test. Its validity was calculated by using Gauder Richardson equation (20) and its value was (0.90). The researcher used a scientific achievement test prepared for the project of thought acceleration through teaching science. Juries tested the reliability of the test. Its validity was calculated by using guider Richardson equation (20) and its value was (0.91). The researched used six physics activities from the book’ motivation mental thinking’ through which is adapted by the ministry of education and higher education, through teaching science, the researcher with the supervisor prepared three activities in chemistry and three activities in biology. The reliability of the scientific content was checked by a number of juries in physics, chemistry and biology at An-Najah National University. The motivation for achievement scale was developed to measure the students’ motivation for achievement, self concept, and test anxiety. Equivalence of the two groups was checked by using the one way analysis of variance, the validity of the motivation for achievement was (0.94) and for self concept (0.94) while test anxiety was (0.90). The prior test was adopted to be used in the seventh grade to check the equivalence of the groups of study: the experimental and the comparison. Then the temporary test was administered to the two study groups directly after completion of the study of the activities of teaching acceleration of science model. To find out the effect of using teaching acceleration model on student’ direct achievement. Two weeks after administration of the temporary test and in order to identify the effectiveness of using the acceleration teaching as a teaching method in student’ retention of some concepts pertinent to the physics, chemistry and biology, the delayed test was administered to the student. It was the temporary test it self. Data was analyzed by using (SPSS) Statistic program through: one way analysis, Hotling method, Multivariate test analysis (MANOVA), Test of Between – Subjects Effects analysis, and Paired samples (t-test) to test the study hypothesis. Finding at (α =0.01):- • it was found that there were statistically significant differences among the averages of the seventh grader’ scientific achievement, and self-concept among these who were taught science using the education acceleration and those who were taught science using the traditional method, while there was no statistically significant differences for motivation for achievement, and test anxiety, whereas test anxiety was statistically significant differences at (α = 0.05). • There were no statistically significant differences between the averages of seventh graders’ achievement, motivation for achievement, self-concept, and test anxiety, in science due to gender (sex) among the students, whereas achievement was statistically significant differences at (α = 0.05). • There were no statististically significant differences between seventh grader achievement, motivation for achievement, self-concept, and test anxiety in science course using acceleration education program due to interaction between the teaching method and gender. • There were no statistically significant difference between the average of seventh grader achievement, motivation for achievement, and test anxiety in the temporary posterior cognitive test and the average of their achievement, motivation for achievement, and test anxiety in the delayed posterior cognitive test, whereas There were statististically significant differences in their self-concept. • There were statistically significant difference in academic, and social self-concept among the seventh grader, whereas There were no statististically significant differences in their psychological, and physical self-concept. Based on the findings, the researcher recommends to on the conceptual organization of knowledge, and concentrate on learning of concepts, by using meaningful learning strategies such as concept circle diagrams, education acceleration model, and its relation with achievement motive of students, self-concepts, and test anxiety, and other personal characteristics. And its effect on other subjects as geography, language to make benefit wider spread. The researcher also recommends that the ministry of education and specifically the department of training and supervision should all focus on practical experiment and work sheets while preparing the new curricula and should also concentrate on the procedures. That encourage student to depend on themselves to get the scientific data using the highest levels of thinking from analysis, to reconstruction, to evaluation.
The Effect of Teaching Science Using Role- play Strategy in Developing Cirtical Skills for Basic High School Student in the City of Tulkarm
(2015) Ala'a Adel Nassrallh; Prof. Alam Alddin Al khatib
This study aimed at knowing the effect of teaching science using role-play strategy, on developing critical thinking skills among upper basic schools in tulkarm, The study also investigated the effect of the sex, experience and the specialization of the teacher in developing students critical thinking by using role-play. The subject of this study consists of two groups, the first group included students of upper basic level in UNERWA schools , and whose number is (1105),in the first semester 2014/2015,The second group(subject teachers) consis of all science teacher of both sexes an whose number is 53).) The student study sample consist of (120) males and females distributed into two groups; the experimental and the control, And the teachers sample consists of ( 25). The study tools consisted of a critical thinking test ,questionnaire and a teachers guide, The study included the five skill: knowing hypothesis, interpretation, evaluation of discussions, induction and deduction, The questionnaire whish consists of (30) parts was given to a jury of professional the verify its reliability using cronbach formula and it was 0.78) for the test and ( 0.85) for the questionnaire .) The tests results indicated that there are statically significant differences between the experimental group and the control due to the use of role-play strategy in favor of experimental group, and there are also significant differences in critical thinking in favor of females. In addition there are significant differences due to experience not to sex or specialization. The researcher recommended that science teacher use role-play for its proved instrumental in students, critical thinking skills. s/he also recommended that teachers especially science teachers must have training sessions about using role play. Keywords: strategy, role-play, critical thinking, teaching science, basic high school student.
The Effect of Using A teaching Program Based on Constructivism at Achievement and Development of Creative Thinking Student's at The Elementary Fifth Grade in Science in Tulkarm.
(2014) Rola Kamal Mohammed Abu sa'da; Dr. Abd elghani Alsaify
This study aimed at investigating the effect of using a teaching program based on constructivism at a achievement and development of creative thinking student's at the elementary fifth grade in science in public schools of the directorate of education of tulkarm in the first semester of academic year (2013/2014). To answer the questions of the study and test its hypotheses. The researcher used the quasi-experimental approach, the study was conducted on a sample of (63) female students from the fifth grade, distributed into two sections in the same school, consisted of two group, the experimental group (32) student's, and the control group (31) student's, the experimental group taught using a teaching program based on constructivism, while the control group taught using the usual method of teaching. Two tools were used in the study: achievement test (28) items, measure of creative thinking (7) items, has been used to ensure the validity and reliability of study tools, also had been calculated difficulty and discrimination parameters of achievement test. The achievement test, and the creative thinking measure, were applied before and after teaching the education unit, and the analysis of variance (ANCOVA) was used to determine the effect of using a teaching program based on constructivism on the dependent variables in study. The results of the study showed that: • There are significant statistical differences at the level of (α=0.05) between the average score fifth grade students on achievement test, who learned according to the program based on constructivism (experimental group), and who learned the science in usual way (control group), and the difference was in favour of the group which had used a teaching program based on constructivism (experimental group). • There are significant statistical differences at the level of (α=0.05) between the average score fifth grade students on creative thinking test, who learned according to the program based on constructivism (experimental group), and who learned the science in usual way (control group), and the difference was in favour of the group which had used a teaching program based on constructivism (experimental group). Researcher recommended adopting anew methods in teaching and used widely in the Palestinian curriculum, such as the strategies used in this study; because of it is increases the motivation of student's toward learning, and development of student's thinking.
The Effect of Using Analogies in the Construction of Scientific Concepts and the Development of Thinking Abilities with the Students of the Fourth Fundamental Form in the Province of Nablus
(2014) Roula Amjad Saeed Kiwan; Abdel Ghani Hamdi Abdullah Saifi
The aim of this study is to find out the Effect of Using Analogies in the Construction of Scientific Concepts and the Development of Thinking Abilities with the Students of the Fourth Fundamental Form of State Schools affiliated to the Education Directorate in the Province of Nablus as applied to the First Term of Academic Year (2013/2014). The researcher has used the semi- empirical methodology, whereby; the study tools were applied to a sample of the study where (60) students from the Fourth Fundamental Education Form at the Asira Al Shamaliya boys Fundamental Education School took part. They were divided into two groups; one consisting of (30) students was used as a controlling reference, while the other group consisting also of (30) students was an experimental group. The Experimental Group was taught using analogies, while the other group was taught using traditional methods. The researcher used two tools in her study: The test to construct the scientific concepts was made up of (24) paragraphs، and the test measuring the scientific thinking skills was made up of (11) paragraphs, It also requires the preparation of educational material used as the Teacher’s Guide for the implementation of analogical strategy in the “Sound” unit in general sciences teaching of the Fourth Fundamental Form. The study’s tools viability were tested and approved, and the confirmation of the scientific concept was obtained; along with the viability of the scientific thinking skills test. The difficulties and variation factors were also taken into account when testing the resulting outcomes. Then, the construction of scientific concepts and the scientific thinking skills were also tested both, before teaching the educational unit and after its completion. The Analysis of Covariance (ANCOVA) was used to see the effect of using analogies on the consequent variables in the study. The study results showed the following: • There exist difference of statistical indications at the function level (α=0.05) between the average marks of the two group of student study (Experimental, Reference) in relation to the test concerning the construction of scientific concepts for the Experimental Group. • There exist difference of statistical indications at the function level (α=0.05) between the average marks of the two group of student study (Experimental, Reference) in relation to the test concerning the development of scientific thinking skills for the Experimental Group. The study recommendation is to encourage the use of analogies strategy in the teaching of Sciences as this method has a considerably positive effect in the construction of concepts and the development of the students’ thinking skills and employing such a strategy at all levels of education.
The Effect Of Using Computer Assisted Instruction On The Achievement Of The Tenth Basic Grade In Physics And Their Attitudes Towards Using Of The Computer
(2001) Yaser Mustafa Yousif Haidamous; Dr. Mohammed Salim Al-Amleh
The effect of using computer assisted instruction on the achievement of the tenth basic grade in physics and their attitudes towards using of the computer. Prepared by Yaser Mustafa Yousif Haidamous Supervised by Ph.D. Mohammed Salim Amlah This study aimed at investigating the effect of using computer aided using in the achievement of the tenth basic grade in physics compared with the traditional method , in addition to identify the change in the attitudes of the students toward the computer after using it in teaching . The sample of the study consisted of(144)students , male and female , from the tenth basic grade , who were selected randomly: 74 of them from Al - Salahiyyeh Secondary Girls School, and 70 from Thafir Al- Masri Secondary Boys School in the Governorate of Nablus . The students were divided in to two groups: experimental group containing 37 female students and 38 male students , and a control group consisting of 37 female students and 32 male students ; the male students studied in separate units from the female students in both groups . The researcher examined the equivalence of the groups by a pretest and used of (t- test) for independent scores , the results of the analysis confirmed the equivalence of the two groups the experimental and the controlled groups . In this study , a computerized program for teaching physics in uniform electric currents was prepared by the researcher and applied to the subjects of the experimented group , of both sexes , for two months , with the average of ( 14 ) class periods weekly, where two male students or two female students shared the same computer in the two mentioned schools ; the control group studied the sake topics in the same period of time by traditional teaching method . An achievement test was of administered to the two groups, and an attitudes test both before and after the experiment . This study attempted to answer two question : The first question : Are there significant differences at ( α = 0.05 ) in the means of achievement of students in physics due to using of the computer in teaching or to sex or to the interaction between the two variables ? : The results of the study confirmed the existence of significant differences at ( α = 0.05 ) in the averages of achievement of students of the tenth basic grade in physic that are ascribed to the computer in teaching to the Benefit of the experimental group, no differences were found due to sex or Interaction. The second question : Are there significant differences ( at α = 0.05 ) between the means of students attitudes towards computer using in teaching physics due to sex teaching method and interaction of sex with teaching methods ? The results of the study confirmed the existence of significant differences at (α = 0.05) in the averages scores of the pupils toward the computer due to the use of the computer in teaching on the attitudes of the experimental group toward the computer was higher than that of the control group but insignificantly The results showed the existence of significant difference in the averages of attitudes toward the computer due to sex to the benefit of males , but on significant differences were found in the averages of the attitudes toward the computer due to interaction between sex and computer use. Further students on using computer in the teaching process as well as the students' attitudes towards the computerized courses were recommended . The researcher, likewise, recommended Mher Resemh on using computer as an assistant instrument on the students' achievement according to their abilities.
The Effect of Using Computer-Aided Instructional Method on Tenth Graders' Immediate and Postponed Achievement in Chemistry (in Salfit Governorate)
(2001) Abd Allah Damen Badi; Dr. Mohammed Salem Amleh
This study sought to find out the impact of using computer-aided instructional method on the tenth graders' achievement in chemistry compared with traditional teaching method used in chemistry classes. The sample of the study consisted of 57 students (22 males and 33 females) at Deir Bailout High School for Boys and Deir Bailout High School for Girls. The subjects were divided into two groups experimental and controlled group. In the two groups, the experimental and the controlled groups, the subjects received scientific information through the traditional lecturing method and the computer-aid instructional method. The subjects received instruction, in separated groups, in their own schools and during same period of time. The study lasted for two weeks, during which each group had eleven class meetings. Prior to the study, a test was developed to measure the students' knowledge in chemistry. The test in question was administered to all the subjects. The test was administered again to the same students. On the basis of test results, the subjects were divided into two groups: experimental and controlled groups. The researcher had access to the subjects' school grades in science to make use of them in his study. A computerized-educational software program on chemistry, developed by Shakhr Computer Software Company, was used in the study. The topics in the program included nature and shape of matter; mixture and compound; atomic theory; the atom; electron distribution; electron movement and positions; isotopes; Avogadro principle; Dalton theory and Rutherford model. The software program was administrated to the experimental group. In the controlled group, the researcher used the lecturing method (traditional way). The same topics were given to the two groups. This study attempted to find answers to the following questions: - Are there significant differences in the students' achievement means in the immediate and postponed scientific achievement test? - Are there significant differences in the students' achievement means which may be attributed to method of teaching? - Are there significant differences in the students' achievement means, in the achievement tests, which may be attributed to sex variable? The questions of the study, were converted into null-hypotheses to be tested at significant level (α = 0.05). The results indicated the following: • There were no significant differences at significant level (α = 0.05) in achievement means of 10th graders due to methods of teaching. • There were no significant differences in achievement means of students in their immediate and postponed scientific achievement test. • There were no significant differences at significant level (α = 0.05) in the achievement means of 10th graders due to sex. After completion of the presentation of the teaching material to the two groups, a final test was given and administered to them to measure the degree of their achievement. The test was administered to all subjects of the sample once, and four days after completion of teaching material presentation. The purpose was to measure the extent of their achievement in the material taught to them. Another test was given to them one month after the first test to measure the degree of their retention of the scientific information. The researcher graded all the tests and got the preliminary results. To arrive at the results of the study, he used the following statistical processes: frequencies distribution, percentages, arithmetic means, standard deviations and t-test. After making the statistical analysis, it was found that there were statistically significant differences in the arithmetic means of students'achievement in the pre-testing knowledge and the academic achievement test. It was also found that there were statistically significant differences in the means of immediate and postponed academic achievement tests. However, no statistically significant differences were found in the means of achievement of students who had received computer-aided instruction and students who had received traditional instruction of material on retention of information. There were also no statistically significant differences in the means of students' achievement which might be attributed to sex variable. In the light of these results, the researcher recommends that further empirical research and studies be conducted in this field to find out the role of educational computer in different school stages and disciplines. He also recommends the study of the impact of place of teaching, for the researcher couldn't study this factor. He additionally suggests that computer curriculum be developed in schools, computers be provided to all of them and both teachers and students be trained in their use.
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.
The Effect of Using Mind Maps and Conceptual Maps on the Achievement and the Development of Creative Thinking for The Sixth Grade Students in Science in Palestine
(2016) Abeer Mahmoud Najeeb Abu Diak; Dr. Abdel Ghani Hamdi Abdelah Saifi
This study aimed at investigating the effect of using Mind Maps and Conceptual Maps on the achievement and development of creative thinking for the Sixth Grade Students in Science in governmental schools of Qabatiya Directorate of Education in the second semester of the academic year (2014/2015). To answer the questions of the study and test its hypotheses, the researcher used the quasi-experimental approach and quasi- experimental design. The study was conducted on a sample of (70) female students from the sixth grade, distributed into two sections in the same school, consisted of two groups, the experimental group (35) students, and the control group (35) students. The experimental group was taught using a teaching program based on Mind Maps and Conceptual Maps, while the control group was taught using the usual method of teaching. Two tools were used in the study:an achievement test (34) items, measure of creative thinking (7) items have been used to ensure the validity and reliability of study tools.it had also been calculated difficulty and discrimination parameters of achievement test. The achievement test and the creative thinking measure, were applied before and after teaching the education unit, and the analysis of variance (ANCOVA) was used to determine the effect of using a teaching program based on Mind Maps and Conceptual Maps on the dependent variables in the study. The results of the study showed that: • There are significant statistical differences at the level of (α=0.05) between the average score sixth grade students in achievement test.Those students learned according to the program based on Mind Maps and Conceptual Maps (experimental group), and those who learned the science in an usual way (control group), and the difference was in favour of the group which had used a teaching program based on Mind Maps and Conceptual Maps (experimental group). • There are significant statistical differences at the level of (α=0.05) between the average score sixth grade students on creative thinking test. Those students learned according to the program based on Mind Maps and Conceptual Maps (experimental group), and who learned the science in usual way (control group), and the difference was in favour of the group which had used a teaching program based on Mind Maps and Conceptual Maps (experimental group). The Researcher recommended adopting Mind Maps and Conceptual Maps in teaching and using them widely in the Palestinian curriculum because they increase motivation of students towards learning and develop students' thinking.