The Effect of Cognitive Instruction on Scientific Thinking and the Achievement of Science Knowledge of Eighth Grade Students
| dc.contributor.advisor | Prof. Mohammad Amleh | |
| dc.contributor.author | Amal Abu Shawish | |
| dc.date.accessioned | 2017-05-03T09:29:11Z | |
| dc.date.available | 2017-05-03T09:29:11Z | |
| dc.date.issued | 1998 | |
| dc.description.abstract | 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 . | en |
| dc.description.abstract | 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 . | ar |
| dc.identifier.uri | https://hdl.handle.net/20.500.11888/7382 | |
| dc.title | The Effect of Cognitive Instruction on Scientific Thinking and the Achievement of Science Knowledge of Eighth Grade Students | en |
| dc.title | أثر طريقة التدريس المعرفي على التفكير العلمي لطلبة الصف الثامن وتحصيلهم للمعرفة العلمية | ar |
| dc.type | Thesis |
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