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اثر التدريس بانموذج Stepanz في تحصيل طالبات الصف الرابع العلمي لمادة الكيمياء وتفكيرهن التحليلي == The Effect Of Teaching By Stepanz Model On The Achievement And Analytic Thinking Of Fourth Scientific Females Grades In Chemistry Subject Matter
Author name:
هافانا رافع نعمان البياتي
Supervisor name:
بتول محمد جاسم الدايني
General topic:
Educational Sciences
Specific topic:
Methods of Teaching General Sciences
Degree:
Master
University:
Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods
Language:
Arabic
University location:
Baghdad
First pages:
05T2948 - p.pdf
Abstract:
The research aimed to find out the effect of teaching by Stepanz model on the achievement and analytic thinking of fourth Scientific females grades In Chemistry Subject and to prove the aim of the research the following two null hypotheses were formed.1 - There has been no difference of statistic evidence in the level (0.05) between the average degrees of the students of the experimental group who studied by using Stepanz model and the average degrees of the students of the control group who studied by the conventional method in the achievement test.2 - There has been no difference of statistic evidence in the level (0.05) between the average degrees of the students of the experimental group who studied by using Stepanz model and the average degrees of the students of the control group who studied by the conventional method in the analytical thinking test.The present research community was represented by the fourth grade students, scientific branch in secondary and preparatory public schools run by Baghdad directorate of education. Risafa/1 for the studies year 2014 - 2015 and by the random choice, Nazik Al - Malaka preparatory was chosen as a sample of the present research from among schools community.The school contained two classes A and B , and (7) students who failed were excluded, (5) students in class - A - and (2) students in class - B - The number of the sample was (59) students, (29) students in class B for the experimental group who study chemistry according to Stepanz model and (30) students. Class - A - for the control group who study chemistry following the conventional methodThe experiment was applied in the first term, for the studies year 2014 - 2015 and continued for (11) weeks.The research, herself, taught the two groups, (3) periods a week depending on the experimental design for both groups (the experimental and control) each one controls the other a partial control.From the dimensional test in achievement and the analytical thinking.The two groups (the experimental and the control) were in parity in number of varieties including (the marks of the previous year in chemistry, intelligence and analytical thinking test).The content of the present research was limited with the first three chapters of the chemistry book. The number of behavior purposes were (200) purposes. According to Bloom`s taxonomy : (Knoledge,comprehension,application,analysis,syntheses and valuation).besides,(31)daily teaching plans were prepared for the experimental group according to Stepanz model and the same for the control group according to the conventional method. To prove the first aim an achievement test consisting of (42) items, (39) objective items in multiple choice test of four alternative and three short answer essays. The validity of the virtual test was verified with the content through counting the stability the items of the pans test. The result is (0.83) after applying the equation of alpha Cronbach's and the equation of Kuder Richardson (20) for the objective items which has reached to (0.96) in addition to checking the psychometric characteristics for the itms of the test.For the verification of the second aim, the analytical thinking test was prepared which consisted of (24) objective items of four multiple choices about the skills of analytical thinking. They are : observation, errors identification, predication/expectation, cause - effect identification, criteria building. Arranging and listing the priorities and doing the series, identifying patterns and the relations (comparison and matching).The virtual test and the building were verified through checking the stability of the objective items test; it reached (0.09) after applying the equation of Kuder Richardson (20) besides checking the psychometric characteristics for the itms of the test. After the experimental was over, the achievement test and the analytical thinking were applied on the sample research students (the experimental and the control) and the data was statistically. Ctreated following the second test (t - test) for independent samples not equal in number. The results should the superiority the students of the experimental group over the control group in both analytical thinking test and the achievement test and in a high level, and accordingly, the researcher recommends using the Stepanz model in teaching chemistry, and suggests making other studies for other different subjects and for other stages to be familiar with the effect of Stepanz model in achievement and analytical thinking.
Summary:
05T2948 - A.pdf
References:
05T2948 - R.pdf
