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اثر انموذجي التعلم البنائي وروثكوف في اكتساب المفاهيم الجغرافية واستبقائها لدى طالبات الصف الاول المتوسط == The Effect Of Constructivist Learning And Rothkoph Models In The Acquisition And Retention Of Geographical Concepts By Female Students At The First Year Intermediate Level
Author name:
الاء علي حسين اللامي
Supervisor name:
سناء عبد الزهرة الجمعان
General topic:
Educational Sciences
Specific topic:
Methods of Teaching General Sciences
Degree:
Doctorate
University:
University Of Basrah - College Of Education For Human Sciences - Department Of Psychological And Educational Guidance
Language:
Arabic
University location:
Basrah
First pages:
05T2676 - p.pdf
Abstract:
The thesis aims at knowing The effect of the Constructivist learning and Rothkoph models in the acquisition and retention of geographical concepts by the first year intermediate female students. To achieve that the researcher used an experimental design with partial adjustment which is the design of the three equated groups of the post - test. The researcher intended to choose a sample from the first year intermediate female students belonging to the General Directorate of Education in Misan for the year( 2014 - 2015) for the purpose of applying the experiment. The sample was composed of (94)students divided in to three groups, the first group was composed of (30) studentswho were taught according to the constructivist model, the second group was composed of (31) students who were taught according to Rothkoph model, and the third group was composed of (33) students (the control group) was taught according to the traditional method.The researcher had equalized the three groups in terms of : Intelligence, previous knowledge test, previous achievement, parents' qualification, and age calculated in months. After determining the scientific material to be studied which was thefirst four chapters from the first year intermediate level book of Geography for the studying year (2014 - 2015) in Iraq.The researcher identified the geographical concepts, they were (20) geographical concepts. In the light of determining these concepts, the researcher conducted behavioral aims to measure the purpose of acquiring the concept( defining, distinguishing, and generalizing the concept), beside that the researcher had conducted plans instruction for the subjects and they were (22)daily plan for each group of the three groups of the research. The two research instruments included a test for the acquisition of the geographical concepts of the (multi - choice type) made up of (60) items, to measure the three processes of the geographical concepts acquisition, its validity was verified and discriminatory power was verified and the coefficient of difficulty and the effectiveness of errorness alternatives. Its constancy was derived by using the method of half partition which amounted to (0.72), which was corrected by using the Spearman - Braun equation which amounted to (0.84) which is a good constancy coefficient.The researcher herself taught the three groups, and the experiment had begun in 22/10/2014, and lasted for three months, i.e., a whole semester which is the first semester of 2014 - 2015. During the experiment the researcher applied the test of geographical concepts acquisition on 22/1/2015, after passing 21day from the application of the first test, the researcher applied the test of the geographical concepts retention on 15/2/2015 on the three groups.To process the data statistically, the researcher used the (one way analysis of variance) and (Sheffe) method and showed the following conclusions : 1.There are statistically significant differences between the scores of the students of the first group which was taught according to the Constructivist learning model, and the second experimental group which were taught according to Rothkoph model in the test of the acquisition and retention of geographical concepts for the first experimental group.2. There are statistically significant differences between the scores of the students of the first group which was taught according to the Constructivist learning model, and the control group which was taught according to the traditional method for the acquisition and retention of geographical concepts for the first group.3. There are statistically significant differences between the scores of the students of the second group which was taught according to Rothkuph model and the control group which was taught according to the traditional method of the acquisition and retention of geographical concepts for the second group.In the light of the findings of this research, the researcher advocated the following recommendations : 1.Urging the teachers of Geography to focus on highlighting concepts and its retention for students instead of focusing on memorizing and mimicking.2.Urging the teachers to adopt the Constructivist model in teaching by describing it as a model that helps students to construct their knowledge by themselves throughout training.3. Making the teachers of geography familiar with the experimental steps for both the Constructivist learning and Rothkuph models to be used for teaching this materialIn complete to this research, the researcher put the following suggestions : 1.Conducting similar studies but in different stages and in various studying subjects.2. Comparing the Constructivist learning model and Rothkuph model with other models in the acquisition and retention of Geographical concepts.
Summary:
05T2676 - A.pdf
References:
05T2676 - R.pdf
