اثر تدريس مادة الاحياء باستخدام مهارتي الحداثة واسئلة المناقشات في التحصيل وتنمية التفكير الناقد لدى طالبات الصف الرابع العلمي == The Effect Biology Teaching Material Using The Skills Of Modernity And Questions Of Discussions In Achievement And The Development Of Critical Thinking For The Students Of The Scientific Fourth Grade
Author name:
دينا نور محمد القيم
Supervisor name:
عبد السلام جودت جاسم الزبيدي | عبد الامير خلف عرط
General topic:
Educational Sciences
Specific topic:
Methods of Teaching General Sciences
Degree:
Master
University:
University of Babylon - Faculty Of Basic Education - Department Of Educational And Psychological Sciences
Language:
Arabic
University location:
Babylon
First pages:
05T2650 - p.pdf
Abstract:
يرمي البحث الحالي الى : ـــ معرفة اثر تدريس مادة الاحياء باستخدام مهارتي الحداثة واسئلة المناقشات في التحصيل وتنمية التفكير الناقد لدى طالبات الرابع العلمي. ولتحقيق هدفي البحث، وضعت الباحثة الفرضتين الصفريتين الرئيسيتين الاتيتين : 1. لا يوجد فرق ذو دلالة ا | The present thesis is focused on the effect of teaching biology by using the skills of the modernity and the questions of the discussions to achievement and development the critical thinking of the students of the scientific fourth grade.To achieve the aim of the research, the researcher put the following two zero main assumptions : 1. There is no difference of significant statically at the level of thesignificance (0.05) among the average of the scores of the students in the three studied groups in the result.2. There is no a difference of significant statically at the level of thesignificance (0.05) among the average of the scores of the students in the three studied groups in the development the critical thinking.To verify these assumptions, the researcher made a test took a one semester (eight weeks), the test included the scientific fourth grade in one of the government schools in the Babil city. The researcher selected randomly Al - Khansaa high school of the girls to represented the sampling of the research. The total number of the students are (108), where the students are distributed into three experimental groups, the first group consists 35 students, 37 students have included in the second group and the third group has consisted 36 students (reference controlled group(.Moreover, each group is set in specific class, where the class A, B, and C have represented the first, second and third group respectively.The students in group A were taught using the first independent variable the modernity skilled. The students in group B were taught using the second independent variable the skill of the questions of the discussions. The students in the group C were taught by the traditional teaching method.The researcher has considered the parity between the students of the three groups in the following sides : The age measured in months, the education level of the parents, the students' scores of the biology for the first semester of the academic year (2015 - 2016), the scores of the previous information tests, the scores of the Ravan intelligence test SPM, and the scores of the critical thinking test.Next, 162 behavioral aims set for the course topics which picked to teach during the experimental period. The experimental study is started on the Tuesday 23/2/2016, and it finished on the Tuesday 19/4/2016.The researcher prepared plans for teaching the subjects to be taught during the experimental duration and submitted three teaching plans to an elite of specialists and experts to verify its qualified. The researcher taught the students of the groups by herself.At the end of the experiment, the researcher applied final tests of biology to all groups. In addition, she prepared a final critical thinking test, and she used the following statistical methods to process the data : T - test of Paired - Samples, Chi - square test, Pearson correlation coefficient, Spearman - Brown correction factor, coefficient of difficulty and discrimination, the effectiveness of wrong alternativesand the one - way analysis of variance (Scheffe).After the analysis of the statistical data, the researcher concluded that there a superiority of the two groups that taught by using the skills of the modernity and the questions of the discussions on the group that taught using the traditional method, the statistical difference significant at the level of significance )0.05(According to the results, the researcher recommended a number of recommendations : 1. The material of the class of the teaching methods that teach in the colleges of the education, basic education colleges, and the training sessions should include the skills of the modernity and the questions of the discussions.2. Inform the supervisors and the specialists about the skills of the modernity and the questions of the discussions, and participate the teachers in training sessions which explain the steps of these skills and how it preparation and usage in the teaching of biology.3. increase the care of the general directorate of preparation and training in the ministry of education and the general directorates of education to the teachers’ training on the optimal usage of the modern teaching methods and techniques, especially the skills of modernity and questions discussions to achieve the desired educational aims.Finally, the researcher proposed the following : 1. Conducting a similar study to the present thesis in other study subjects.2. Conducting a similar study to the present thesis in other grades.3. Investigate the effect of the skills of modernity and questions discussions in the development of the creative thinking.
Summary:
05T2650 - A.pdf
References:
05T2650 - R.pdf
