Infographics 5102    Declaration The work provided in this thesis, unless otherwise referenced, is the research own work, and has not been submitted elsewhere for any other degree or qualification. Students name Signature Date 05 1:15 1:12 1:16 1:16 1:17 1:17 1:18 1:19 100 1:100 1:100 1:1:105 1:106 1:1:108 1:1:109 1:1:151 1:1:150 1:1:155 1:152 1:152 1:1:156 1:157 1:122 126 1:126 1:126 1:127 1:127 1:128 1:1:128 1:1:129 1:1:1:101 1:1:1:105 1:1:1:105 1:1:100 1:1:1:102 1:1:1:106 1:1:1:1:107 1:109 1:109 1:121 3:120 122 1:111 1:1:111 1:1:111 1:1:111 1:116 111 1:111 1:111 1:111 1:111 69 80 Abstract B 0:237 2:340 3:341 3:4 41 3:5 43 3:6 44 3:7 45 3:8 46 3:9 46 3:10 47 3:11 48 3:12 49 0:054 5:0ANCOVA54 2:056 0:0ANCOVA56 2:058 6:0ANCOVA59 182 183 184 186 190 191 194 197 399 16101 11ANCOVA134 11ANCOVA136 11138 (Infographics ) Infographics Infographics 1611 1611 1 2 Infographics Infographics 1 α 2 α α 1 0:0 5:0 2:0 0:0 2:0 6:0 7:0 8:0 1 0:0 1663 1611 16111663 1611 1 1611 1331 16631661 1611 1661 1661 1611 1 1616 1661Lester, 2006) 1611Norman, 2010 1661166116161661 Walker, 20101661 1 5:0 1331 1661 16631616 161116611661 16631661 16111616 1616Norman, 2010 1 2:0 0 5 2 0:0 1 2 6:0 1 1 α 2 α 3 α 7:0 Allen, 2009) Information, Graphic 1611 1661 3 8:0 16611661 16111611 16 0:5 6:5 7:5 11 0:5 5:5 16161611 161616111666 1116 11 0:5:5 Beegle, 2014 16 (Medina 11 161 111 1331 1663 11 16611611 1661 (Diezman & Lowrie, 2010) Bellsky, Playkova & Sudakova, 2014 (Ching, 2013) 1666 11 1661 1661111 16 166116611 1331 11 1611 2:5 (Lnkaow, Crooks& Ritichie, 2012 16 (Ross, 2009(Walker, 2010 11 Allen, 2009) Lankwan, (2012 (Ballato, 2013) krum, 2013 .(Beegle, 2014) (Information Graphic) 11 0:2:5 166116111611 1611 Copponex, 2013 16 11 1136Scotsman William Playfair 1116 alexander von Humboldt and carl ritter establish 1111Florence nightingale 13 1111charles joseph 1311otto neurath 16Isotype 1316peter Sullivan Sunday times 1311Edward tufte 2:3:2 (Walker, 2010Costill, 2013) (Costill, 2013) 16 3:3:2 (Sneh, (2001 1 1 1  11  1 1 4:3:2 Tufte, 2001 11 5:3:2 (Natalija, 2014 1 Visualised Articl 1 Flowchart 11 1 The TimeLine 1 usful bait : 1 Versus Infographic 1 Photo Infographic 0:5 Howes& Stevenson, 2013 1661 1661 11 Young1611 Byrd, 2011 161616161611 11 1616 1616 2:5 1611 11 16611611 Diezmann& Lowrie, 2010) (Marabella, 2014 0:2:5 1616 11 1661 16111611 6:5 (Pasternack, 1989 (Sudakov, et al, 2014) (Ching, 2013) (Diezmann& Lowrie, 2010 ) 11 Pasternack, 1989 16 U.S.A today (Norman, 2010 11 13 (Diezmann& Lowrie, 2010 1 Cook, 2011 16 (Ching, 2013 Sudakov et al, 2014. 1111 11 11 5112 5112 11 5118 2051 11 5100 1181 11 7:2 16111611 .(Ching, 2013) Dizmann & Lowrie, 2010) (Ching, 2013)(Normann, 2010) 11 (Sudakov et al, 2014 11 1 2 5:2 2:2 0:2 2:2 6:2 7:2 8:2 9:2 11 0.2 - - 16111611 5:2 1611 161111111 11 2:2 16 1111 1 1 2 0 111 111 16 0:2 1 1 111 11 2:2 1 IlustratorPohtoshope 11 0:0:2:2 16111611 111 13 5:0:2:2 - IlustratorPohtoshope 2:0:6:2 11 5:2:2 1 16 11 1666 1:1 5 32 5 412 412 412 227 16611 0:5:2:2 1 11 11 2:2 3185841 186548 18646518771418166 6187684118299441872191865521852 4118762491855843 181194218549718555 4518598470.059 48 18221 3118134 3418663 1168131 1:1 111Pripp, 2013 681 681 )4:3 4 18812 318552 218586 118613 518799 11 1681 (Pripp,2013) 5:5:6:2 6816683168161661 681113 2:5:6:2 68166836LORD, 1980 681168131 1 11 2 2 1681116811116811 1681136811116811 16811166 11116811 16811116813116 11 16811116816136811 16811116811166811 16811116811116811 1 168116813 6 68166816111 1666816 68161661 68168111 11 6 16811681111681 16811368111681 1681166811116811 168111681111681 1681111681136811 168111168116681 1681111681116811 16816811 11 1 2:2:2 16 11 1 1 1 11 13 1 1 1 1 11 1 1 1 1 0:2:2:2 1 1 7 1 681611681111681111168111 1681111681311681111168113 1681111681313681111168111 16681111168111 11681111168131 11683311368111 11681111668116 1 16861 6861 11 2 8: 0.734** 0.544** 0.877** 0.860** 1 1 6861 SPSS3 9 11 6813 116811 11 6811 11 6811 166811 36811 5:2:2:2 Tuan,Chin 11 & Shieh, 200511 11 1 11 0:5:2:2:2 13 SPSS1611 01 2 16861168131116811611681111168113 168161368131116816111681111168111 1681111668111116811111681111168111 1681111168111136813111681111168116 16813111681111668111 1681111168111 1681111168111 1168133 11 16:1 686111 6861686116 686111 6861 6861 00 18229 18616 18721 18614 18727 11 6861 111611 11 61 1 Glime& Glime, 2003 13 SPSS11:1 05:2 116811 116811 11 6811 1 1 6816 116811 116811 11 6:2 ANCOVA 11 7 1111611 1111611 16 16111611 11 1 1 11 1111611 11 8 EG:O1O2O3 XO1O2O3 CG: O1O2O3 – O1O2O3 11 EG CG X O1 O2 O3 9 SPSS ANCOVA ANCOVA 11 0:0 5:0 11 ( SPSS) 1 1:1:4 α1815 4:1 11 1:4 26 781281146831811 216813864388287 4388 4683 ANCOVA 3:1 2:4ANCOVA 1815 df F Sig 11874118738618419 463859446385998518112 4426835674689 4621181171 11 181418161817184118141 Dunst, 2004 Hampy, trivetel ŋ 1 6811 2 1 6861=α 11 3:4 1181168111831 11811811863181 11861681181681 1181181183681 18616811181181 2:1 3815 4 7 ANCOVA 4:4) ANCOVA F Sig 1816218198 7 618116 1 681811 1835918643 181181811 11 1:1 1815 44 181418161817184118141 Dunst, Hampy& trivetel, 2004 ŋ 1 6811 3:1:4 6861=α 11 5:4 11816811816811 11816811816811 118168111816811 118168111836813 118368111816811 18168111816811 5:1 383386 3 2 ANCOVA 13 6:4ANCOVA F Sig 884218114 3 61118419 41 5321811 9815518111 3839118425 2 253 1811 6:1 1815 43 181418161817184118141 Dunst, Hampy& trivetel, 2004 16 ŋ 1 6811 2:4 18 .0.5=α 18 .0.5=α 18 .0.5=α 11 1:5 2:5 3:5 4:5 11 1:5 α1815 11 Young & Hinosly, 2014 Matrix & Hodson, 2011 (Walker, 2010 (Costill, 2013) Howes& Steven, 2012 11 Marabella, 2001 Young& Hinosly, 2014Matrix& Hodson, 2011 Marabella, 20011661 Pasternack, 1989 Diezmann & Lowrie, 2010 (Ching, 2013Howes & Steven, 2012 ,( Kenndy, Abichaadani& Fontecchio, 2014 . 2:5 6861=α 11 11 USUN, 2004 3115Zupke, 2012 Ritzhauput, 2015 . 3:5 α1815 11 3115Tuan, Chin& Shieh, Tidou& Savenye, 2003Byrd, 2011Marbach, Robin& stavy, 2008 (Hung, Hawng& Huang, 2012, Granito& chernobilsiky, 2012 11 4:5 13  2.12  2..3  2.13  2..2  2.1. http://www.alukah.net  2..2  2.11  2.11 http://tninoersy.blogspot.com  2.1. http://www.bdnia.com http://www.alukah.net/ http://www.alukah.net/ http://tninoersy.blogspot.com/ http://tninoersy.blogspot.com/ http://www.bdnia.com/ 16  2..2  2.12  2.1.  2..6 SPSS)  2..4  2...  2..6  2.11  2..5  1222  2.11 http://jamelzran.arabblogs.com http://jamelzran.arabblogs.com/ http://jamelzran.arabblogs.com/ 11  2..2  2... www.annbaa.org  2..2  2..3  www.anu.edu.eg  2.11  2.14  1222  2..2  2.12  2..5 http://www.iraqacad.org http://www.annbaa.org/ http://www.anu.edu.eg/ http://www.anu.edu.eg/ http://www.iraqacad.org/ http://www.iraqacad.org/ 11  2..2 http://www.swmsa.net  2..3  2..6  2..5  2..6  2.1.  2..5  2.1. http://site.iugaza.edu.ps  2..2  2.1  2.1.http://www.edutrapedia.illaf.net  2..5 http://www.swmsa.net/ http://site.iugaza.edu.ps/ http://www.edutrapedia.illaf.net/ 11  2..2 http://www.ifm.illaf.net  1222  2.12  1224  2..4  2.14  http://ehcrs.org  2.1. http://www.acofps.com  2.12 http://www.jadeedmedia.com  2.13 .  2..5  2.13 http://www.ifm.illaf.net/ http://ehcrs.org/ http://ehcrs.org/ http://www.acofps.com/ http://www.jadeedmedia.com/ 11  Allen, J. 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Montana State University http://www.johnsonking.com/ 13 1 1 1 1 1 1 1 1 3 16 11ANCOVA 11ANCOVA 11 16 0 11 0 11 5 11 2 1 5 166 0 1111 1616166 2 166 5 11113 1111166 11 0 11 0 32 5 412 412 412 227 16611 11 0 1 1 2 3 4 11 11 11 11 11 1 1 1 1 1111 1111 1111 1111 1111 11 11 11 11 11 11 11 1111 11 11 1111 1 1 1 1 1 1 1 1 11 1 1 1 1 1 1 1 1 1111 13 2 11161 11111 11111 11111 11111 11111 11111 11111 31111 131 36 6 16 1 1 1 1 31 1 1 1 1 3 16 11 11 11 11 11 11 31 11 11 13 16 31 8 11 1 1 1 1 1 1 31 1 1 3 16 11 11 11 11 11 11 11 11 13 31 16 11 11 11 11 31 8 ---------- ---------- ------ ---------- ---------- ------ ---------- ---------- ------ ---------- ---------- ------ ---------- ---------- ------ ---------- ---------- ------ 31 31 9 1 1 1 1 1 1 1 1 3 16 11 11 11 11 11 11 11 11 13 16 33 11 11 11 11 11 11 11 11 13 166 01 161 0 0 5 2 0 0 1 1 1 1 1 1 1 3 16 11 161 1 1 1 1 1 1 1 1 1 1 16 161 11 1 161 161 01 1 1 16 161 11 1 161 01 16 16 161 01 11 16 163 1 116 8 0 5 2 0 2 6 1 1 1 1 1 1 1 1 3 16 11 11 11 11 11 111 11 11 11 111 01 1 1 1 1 1 1 1 1 1 1 16 111 1 1 11 111 1 111 81 16 111 16 111 16 111 81 1 1 1 1 113 116 1 111 01 16 111 01 1 1 1 1 1 1 1 16 111 1 1 1 1 11 111 11 1 1 1 111 01 16 111 11ANCOVA F sig 681131681136811668111 681331681136811168131 1181311168131 11181116 FSig 681111681116811168111 18311118311163168661 11811118111 11181116 FSig 683111683111863168111 1811118111861168611 1381111168111 111811116 F Sig 181111181111811668116 111 681111681116811368111 118111168311 111861616 FSig 681611681611816168111 181311181311816168616 118111168111 111811116 111 12ANCOVA F Sig 181111181111811368661 1811111811111811168661 1181111168111 116811616 F Sig 1181111181111861168666 681111681111811668163 1183111168111 163811116 FSig 186611186611811168111 118133111813311811168666 1186111168113 111831116 FSig 118131111813111813168666 186111186113861168661 1681111168111 111811116 113 FSig 3811113811111861168666 181111181111813668111 1181611168111 116811116 FSig 181111181111181116866 6811116811118116861 1181111168111 116863116 116 13 111 111 An-Najah National University Faculty of Graduate Studies The Influence of Using the Infographic Strategy on Grade Five Students Achievement, Attitude Toward Science and Motivation for Learning It By Shaimaa Abu Asbi Supervisor Dr. Wajih Daher This Thesis is Submitted In partial Fulfillment of the Requirement for the Degree of Master of Method of Teaching Science, Faculty of Graduate Studies An-najah National University Nablus, Palestine. 2015 B The Influence of Using the Infographic Strategy on Grade Five Students Achievement , Attitude Toward Science and Motivation for Learning It By Shaimaa Abu Asbi Supervisor Dr. Wajih Daher Abstract The study aimed at investigating the effect of Infographic on fifth grade achievement , their attitudes and their motivation in science at Salfit district and the study tries to answer this main question in particularly :- what is the effect of Infographic on science achievement , motivations and attitudes of fifth grade students at Salfit district ? To answer study question and its hypothesis , the researcher used Quasi Experimental approach and applied the study on a sample of fifth grade . the sample was divided into two groups . The first group studied the content of plants unit by using Infographic and the other group was the adjustable sample which studied the unit by traditional approach .The study was for the second semester of the year (2014-2015) . The tools were applied on the study sample are the following : 1. Pretest and post test achievement test for evaluating students achievement after completing plants unit . test validity was checked by arbitrators . stability coefficient was calculated and its value is ( 0.68 ) . C 2. Attitudes scale for evaluating students attitudes toward science before and after using the infographic . the test was checked by arbitrators and its validity was calculated and the value was (0.84 ). 3. Motivation scale for evaluating students motivation toward science . science before and after using the infographic . the test was checked by arbitrators and its validity was calculated and the value was ( 0.71 ) . Treated by SPSS for checking differences indicator at moderate achievement in the two groups , the adjusting and the experimental one . The results of the study were the following : 1. There are differences with statistical significance at significance level (.0.5=α) moderate achievement of the fifth grade students who studied plants unit by infographic (experimental group) and fifth grade students who studied the same unit by the traditional approach (control group ) in the total score of achievement posttest for the benefit of the experimental group . 2. There are differences with statistical significance at significance level (.0.5= α) the age of moderate attitudes students toward science of the fifth grade who studied plants unit by infographic (experimental group) and fifth grade students who studied the same unit by using the traditional approach (control group) by attitude scale for the benefit of the experimental group. 3. There are differences with statistical significance at significance level D (0.05=α ) of moderate motivation scale toward science learning. In view of these results, the researcher recommends many recommendations and the most important are the preference of using infographic in learning method for all educational levels and the second recommendation is the necessity of implicating photos and graphics into the content of science books and convert data and information into visual photos such as infographic which make science course attractive and interesting . the third recommendation is providing teachers with training courses to help him in using computer in order to be able to design infographic . Another important recommendation is implicating technology approaches and make trainings help students to design infographic . The final researcher recommendation is communication and exchange information by infographic through sites and pages on the internet which makes students communicate out of the school .