البحث — المستودع الرقمي العراقي

نتائج البحث: 25 من أصل 45

تقويم اسئلة كتب علم الاحياء للمرحلة الاعدادية وفقا لتصنيف جالاجر واشنر == Evaluation Of Biology Books Questions For Stage Junior High According To Gallager And Aschner Classification

اسم المؤلف: فاضل حمود جبر البيضاني

اسم المشرف: فاطمة عبد الامير عبد الرضا الفتلاوي

الموضوع العام: العلوم التربوية

السنة: 2014

الموضوع الدقيق: طرائق تدريس علوم الحياة

الدرجة: ماجستير

الجامعة: جامعة بغداد - كلية التربية ابن الهيثم للعلوم الصرفة - قسم العلوم التربوية والنفسية

اللغة: العربية

مكان الجامعة: بغداد

الصفحات الاولى:

المستخلص: هدف البحث الى تقويم اسئلة نهاية فصول كتب علم الاحياء للمرحلة الاعدادية في ضوء احد التصنيفات المعتمدة عالميا والمعروف بتصنيف جالاجر واشنر، ويمكن الافادة من نتائج البحث عن اعادة تنقيح او تاليف الكتب وخاصة اسئلة نهاية الفصول لادخال المستويات الاربعة للتص | Our research aims to evaluation the questions for the biology bookof the secondary school in the light of one of main classifications adopted universally known Gallagherand Aschner classification. The researcher believes that.this classification is very important for the following reasons : 1 - This is the first study in Iraq for the analysis of questions for the.Biology book of the seconday stagedue to the importance of this stage, which is a passport to universities and scientific life. 2 The search results can be used when a revision or re - writing books, especially the questionsat the end of chapters to introduce four levels of classification in future editions. 3 - To emphasize the importance of the questions and their effective role in the educational process, which is the cornerstone to understanding the scientific material between the covers of the book. 4 - Confirmation researcher on the comprehensiveness and credibility and objectivity of the questions through the results obtained to be taking in the future. The research frame Questions from the ends of chapters for biology books of the three levels in the Secondary stage. The research sample The research sample included three biology books of the preparatory stage. the number of key and subset questions is (615) distributed as follows : It was 161 key questions distributed as follows : 70 questions for the fourth year which new respnt 43% of the total number25 questions for the fifth scientificyearwhich is 16% and for the sixthscientific yearther are 66 questions which is 41%, while the total key questions, along with its subsidiaries were 615 questions distributed as follows : Fourth Scientific 141 question (23 %) as well as the for the fifth year the questions number is 140with percentage 23% finelly. for the sixth scientificyear the number of the questions is (334) with percent age(54%). Research tool The questions at the ends of the chapters wereclassified according to the four levels of Gallagher and Aschner classifcation (cognitive thinking, convergent thinking, divergent thinking, Evaluation thinking) The questions were classified according to the following : 1 - Determine the relative weight of the content areas of the three books in recent editions, which studied by the students for the academic year 2013 - 2014. 2 - determine the relative weight for Gallagher and Aschnerclassification. 3 - Extraction of objectivity and essay questions for each chapter of the book. 4 - Find the inclusion of questions of the goals and course material and content. 5 - Find the truth range of the content by comparing expected specifications table with theobserved specifications table. Research Results The researcher rcaches to the following results : 1 The average relative weights of the cognitive levels of Gallagher and Aschner classification for the biology books of for the preparatory level of thinking cognitive is (80%) and for the convergent thinking (19.18%), while the divergent thinking has reached (0.81%), we did not find any replicate of the level of eveluating thinking. This suggests that the High levels of thinking was not demoustvted in those books and that makes students where not familier on these types of questions. 2 - The repetition of objectivity questions was (330) paragraph (53.65%) while the repetition of essay questions was (285) paragraph (34.46%).The book that in to account the objectivity standard was takes book of the fifth grade.And then book of the sixth grade and finally the book of the fourth grade. 3 - The inclusion in the books for the Scientific Fourth and Fifth Grades has been very weak compared to the proportion of inclusiveness adopted the coverage proportion for the sixth yeam book was 84.3% The rate of the proportion of inclusiveness for all the three books was 87.68% 4 - The value of the coefficient of truthful content was very weak (0.446) when compared to what the experts think of the weights for each of the cognihve field of obsened specifications table. Recommendations In light of the research results.we necommendthe following recommendations : 1 An attention is needed for different levels of when preparing textbooks questions for the purpose of improvement and development. 2 The book questions should not be focus on the essay questions, as should include objective questions (multiple choice, matching fictures and the assertion and reason and others). 3 - The questions book should cover chapter headings in the textbooks. 4 - drafting additional questions at the end of each book of the three books take into account the standards of good questions according to the higher levels of thinking. 5 - need to adopt a specification table when preparing the questions and evaluate constantly. Proposals In light of this, the researcher suggested a number of proposals, including : 1 - conducting similar studies for the final and school exam questions for biology subject according to Gallagher and Aschner classification. 2 - conducting similar studies to the ends of chapters questions fro chemistry and physics for the secondery level. 3 - Conduct studies to show the difficulties that hinder the application of the upper levels of the evaluation like divergent thinking andevalute thinking for the exams in biology at the various stages of study

الملخص:

المصادر:

اثر دمج مهارات التفكير ضمن المحتوى المعرفي في تحصيل مادة علم الاحياء والدافعية العقلية عند طالبات الصف الرابع العلمي == The Effect of The Infusion of Thinking Skills Within The Knowledge Content In Achievement of The Material Biology And Mental Motivation For The Foruth Class Science Female Students

اسم المؤلف: ايمان حسن مظلوم العنبكي

اسم المشرف: نادية حسين يونس العفون

الموضوع العام: العلوم التربوية

السنة: 2014

الموضوع الدقيق: طرائق تدريس علوم الحياة

الدرجة: ماجستير

الجامعة: جامعة بغداد - كلية التربية ابن الهيثم للعلوم الصرفة - قسم العلوم التربوية والنفسية

اللغة: العربية

مكان الجامعة: بغداد

الصفحات الاولى:

المستخلص: هدف البحث الى تعرف اثر دمج مهارات التفكير ضمن المحتوى المعرفي في تحصيل مادة علم الاحياء والدافعية العقلية عند طالبات الصف الرابع العلمي. ولاجل التحقق من هدف البحث صاغت الباحثة الفرضيتان الصفريتان الاتيتان : 1 - لا يوجد فرق ذو دلالة احصائية عند مستوى الدلا | The aim of current research to know The effect of the infusion of thinking skills within the knowledge content in Achievement of the material Biology and mental motivation for fourth guest science females students. To achieve the objectives of the research, the researcher set up tow hypotheses as follows : 1 - There is no difference with statistical sign at signify level (0.05) between the degrees of the experimental group of female students that studying according to of infusion of thinking skills within the knowledge content and median degrees of the control group of students that studying according to the normal method in Achievement of the material of Biology2 - There is no difference with statistical sign at signify level (0.05) between the degrees of the experimental group of female students that studying according to of the infusion of thinking skills within the knowledge content and median degrees of the control group of students that studying according to the normal method in mental motivationthe sample of search was selected at random from secondary al - Fouz to the Directorate General of Educational Baghdad / Rusafa And numbered (61) students distributed on the two groups of search chosen by appointment simple random , one experimental group (30 ) a student who studied according to infusion of thinking skills , while the control group (31) student who has studied in the normal method , Both groups were treated equivalently according to the variables (timing age, intelligence , previous achievement , previous knowledge , mental motivation ), The teaching plans of the tow groups had been adopted after exposing them to a group of arbitrators in the teaching methods ,was approved lesson plans for the two groups after a presentation to a group of arbitrators in teaching methods , as been building achievement test tool which consisted of (50) items , (47) of which type of multiple - choice and (3) essay , and adopting a scale of mental motivation which was prepared by Alfarraji (2011) which consisted of (58) items were presented to a group of arbitrators in psychology, The researcher investigated the standard properties of these two tools. As was the stability of the achievement test tool (0.89) either a tool of motivation, bringing mental stability (0,91). Experiment lasted throughout the second semester of the school year 2013 - 2014 m of 16 on Sunday, 16/2/2014 until Monday 21/4/2014 by three servings weekly for each group , and after the end of the experiment has been applied to the two sets of search tools , Results have been shown : 1 - The presence of statistically significant differences in the behalf of the experimental group in the achievement of material Biology in size effect ( 1.18) higher than the control group. 2 - The presence of statistically significant differences in the behalf of the experimental group in the scale of mental motivation in size effect (1.60) higher than the control group. According to this, the researcher achieved a number of conclusions , recommendations and proposals.

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