Author name: منى عبد الله اسماعيل

Supervisor name: يوسف فالح محمد الساعدي

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

Full text from the source: https://basicedu.uodiyala.edu.iq/uploads/since2020/%D9%85%D8%AD%D8%A7%D8%B6%D8%B1%D8%A7%D8%AA%20%D8%A7%D9%84%D8%A7%D8%B3%D8%A7%D8%AA%D8%B0%D8%A9%20%D8%A8%D9%88%D8%B1%D8%A8%D9%88%D9%8A%D9%86%D8%AA/%D8%B1%D8%B3%D8%A7%D9%84%D8%A9%20%D9%85%D8%A7%D8%AC%D8%B3%D8%AA%D9%8A%D8%B1%20%D9%85%D9%86%D9%89%20%D8%B9%D8%A8%D8%AF%D8%A7%D9%84%D9%84%D9%87.pdf

University location: Baghdad

First pages:

Abstract: The aim of the research is to recognize : The effect of training program in practical biology in acquiring the student of Basic Education Collage practical skills , and to check the object of the research the hypothesis of timeless zero have been formulated : There is no statistical difference at the level of (0.05) between experimental group student practical skills acquiring average grade whom study according to training program in practical biology and controlling group practical skills acquiring average grade whom study according to regular method .The experimental design of experimental group and controlling group and of the dimensional experiment to measure skills acquiringhas been chosen .The group of the research have been represented by second stage students of Basic Education College for the year (2015 - 2016) whom their number was (67) female and male students divided into to tow groups (A - B) : (33) of experimental group students and (34) of controlling group students , and by using a random selection the groups A and B have been chosen as researching sample and after eliminating the students whom do not pass the exam in the both group the number of research sample students was (62) and number of the students whom do not pass the exam was (5), Both group rewarded in former intelligence test (IQ) and information test in practical biology and the former studying results for the year (2014 - 2015), the practical and the scientific have been chosen from practical biology exercise book (cell) within practical cell science Curriculum.The experiment have been applied to(2016 - 2017) semester, the researcher taught both researching group by herself and made theAbstractBnecessary teaching plans and it was (8) plan for the experimental group and the same number of plans for the controlling group, and the eight experiment behavioral objectives formulated as the form of (definition, differentiation, and application ) .To check the research object the skill acquiring searching tool have been prepared which is observation ticket , it was ascertained the veracity and the stability of the tool by using Pearson Correlation Coefficientand the stability was (95%) , Using (Z. test ) for two independent samples equal in numbers , the result showed that : - Experimental group students whom studied according to training program over performed controlling group students whom studied according to regular way in practical skills observation ticket test and the calculated Z was (2.32) whereas the tabular Z value was (1.96) And this have been done by calculating the weighted mean for each skill (acquiring skill, creational skill, handy skill, organizational skill, and conversational skill) and from these results the researcher concluded that teaching according to training program has effect on acquiring practical skills and the size of the effect small to (0,04) in comparison to the caliber (0.01) and according to that the researcher presented number of recommendations one of them was the use of training program in practical biology studying and train the teachers during their service and train the teaching assistants whom are responsible of practical lab to use the training program in their biology teaching and in the other classes teaching because of training program effect on raising the level of practical skills acquiring and the student learning of practical skill

فاعلية التدريس بانموذج Good Lavoie في اكتساب طالبات الصف الرابع العلمي للمفاهيم الاحيائية وتنمية وعيهن البيئي == Effectiveness of teaching model of " Good Lavoie" to have scientific fourth - class students girls acquire biological concepts and environmental awareness.

Author name: استبرق رعد محمد الشمري

Supervisor name: يوسف فالح محمد الساعدي

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:

Abstract: Effectiveness of teaching model of " Good Lavoie" to have scientific fourth - class students girls acquire biological concepts and environmental awareness.To verify that , the researcher has placed two hypotheses : 1. There are not statistic differences at the level of 0.05 between grades ' average of experimental group students who study according to the model of " Good lavoie" and grades ' average of control group students who study with traditional model in the test of acquiring biological concepts.2. There are not statistic differences at the level of 0.05 between environmental awareness' grades of experimental group students who study according to the model of " Good lavoie" and environmental awareness' grades of control group students who study according to the traditional model to measure the environmental; awareness .The society of the research has been restricted only to al - Anfal secondary school related to the general directorate of Education/ Karkh/1 for the academic year 2015 - 2016 . The researcher has used the experimental design of two groups ( experimental and control) , each one partially controls the other of post - test as to acquire the biological concepts , besides , the post - and pre - test for the environmental awareness scale . According to this design , the sample has been intentionally chosen to represent the two groups of research , its number amounted 70 student with randomly selection , it has been chosen the section ( D) to represent the experimental group, its number ( 35) students study according to the model of " Good Lavoie", while theAbstractBsection ( C) represents the control group , its number ( 35) students studying according to the traditional model . The two groups have been equivalent in the variables ( intelligence , former information, education in biology , pre - and post - test of environmental awareness measurement ) . the scientific subject has been specified in the second semester of the academic year 2015 - 2016 ; the researcher has taught the two groups of the research and has prepared 24 plans for the experimental group, the behavioral goals of the acguisiton have been imposed for the three chapters they consisted of (87) goals which represent the three levels of (definition, discimination, and application) . In respect to the tools of the research , the researcher has prepared a test for acquiring the biological concepts that consist of 87 items , of multi - test; the scale of environmental awareness that includes the cognitive field , behavioral and stress field as well .It has been confirmed the authentication of the two tools by using Richardson's equation 20 in regard to the test of acquiring , amounted ( 0.89) , while the environmental awareness 's scale has been used Elfa's equation .amounted ( 0.82) . The two ratios have indicated the degree of consistency for both tools of the research. The results of the research have indicated , by using the Z - test for the two independent samples, to the following : 1. Experimental group students studying according to the model of " Good Lavoie" have surpassed the control group students studying according to the traditional method in acquiring biological concepts , where it has amounted Z ( 4,23) , while the value of ( Z) amounted , 1,96 at the level of 0.05.2. Experimental group students studying according to the method of " Good Lavoie" have surpassed the control group students studying according to the traditionalAbstractCmethod in the environmental awareness scale , where it has amounted Z ( 4,57) , while the value of (Z) amounted , 1,96 at the level of 0.05.Thus , it has rejected the two zero hypotheses and through the results , it has concluded the vitality of the model of " Good Lavoie" in acquiring the biological concepts and environmental awareness development in respect to the scientific fourth - class students girls. Accordingly , the researcher has submitted a number of recommendations, including , the necessity of studying modern methods in teaching the Biology for being considered most important to acquire the different concepts and training the biology teachers on how to use the modern methods and how to prepare teach - plans , either before or after the service. This would enable them to use them in teaching the biology and actually this would provide a modern educational environment that enables them to use their skills by their own , to hold courses for male and female teachers about the environment and its risks as to instruct them to fulfill the environmental awareness within their students.The researcher has suggested to make more researches just like the current one , on other different subjects and different stages as to reinforce and bolster the research's results

فاعلية تدريس مادة العلوم باستراتيجية مونرو وسلاتر في تعلم تلاميذ الصف الخامس الابتدائي لمهارات الاستكشاف == Effectivenes teaching science by Strategy Monroe slater in 5th grade students learning elementary skills the exploration for

Author name: يحيى حسين علي التميمي

Supervisor name: يوسف فاضل علوان التميمي

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:

Abstract: هدف البحث الحالي تعرف على : - - فاعلية تدريس مادة العلوم باستراتيجية مونرو وسلاتر في تعلم تلاميذ الصف الخامس الابتدائي لمهارات الاستكشاف.وللتحقق من ذلك وضع الباحث الفرضيه الصفرية الاتية : - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة ( 0,05 ) بين متوسط درجات تلاميذ المجموعة التجريبية الذين يدرسون باستراتيجية مونرو وسلاتر ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون وفق الطريقة الاعتيادية في اختبار مهارات الاستكشاف.و عمد الباحث على التحقق من دلالة الفروق بين متوسطي درجات تلاميذ مجموعتي البحث في اختبار مهارات الاستكشاف بحسب بعديه المحتوى والسلوك من خلال التحقق من صحة الفرضيتين الصفريتين الفرعيتين الاتيتين : - 1 - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة ( 0,05 ) بين متوسط درجات تلاميذ المجموعة التجريبية الذين يدرسون باستراتيجية مونرو وسلاتر ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون وفق الطريقة الاعتيادية في اختبار مهارات الاستكشاف ببعد المحتوى . 2 - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة ( 0,05 ) بين متوسط درجات تلاميذ المجموعة التجريبية الذين يدرسون باستراتيجية مونرو وسلاتر ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون وفق الطريقة الاعتيادية في اختبار مهارات الاستكشاف ببعد السلوك.حدد مجتمع البحث قصديا بتلاميذ الصف الخامس الابتدائي في مدرسة تبارك الابتدائية المختلطة التابعة للمديرية العامة لتربية ديالى للعام الدراسي (2015 - 2016) واستعمل الباحث التصميم التجريبي ذا المجموعتين التجريبية والضابطة المتكافئتين احداهما تضبط الاخرى ضبطا جزئيا . ومن ذوات الاختبار البعدي على وفق هذا التصميم اختيرت العينة ممثلة للمجتمع لتمثل مجموعتي البحث اذ بلغ عدد افرادها (56 ) تلميذا , وبالتعيين العشوائي اختيرت شعبة (ا) لتمثل المجموعة التجريبية وعدد افرادها (28 ) تلميذا تدرس مادة العلوم باستراتيجية مونرو وسلاتر بينما شعبة (ب) لتمثل المجموعة الضابطة وعدد افرادها (28) تلميذا تدرس على وفق الطريقة الاعتيادية . كوفئت المجموعتان في متغيرات ( الذكاء, التحصيل السابق , المعلومات السابقة , الاختبار القبلي لمهارات الاستكشاف) حددت المادة العلمية بالوحدات الثلاثة الاخيرة ( الرابعة , الخامسة ,السادسة ) من كتاب العلوم للصف الخامس الابتدائي . طبقت التجربة في الفصل الدراسي الثاني من العام الدراسي (2015 - 2016) ودرس الباحث مجموعتي البحث نفسه على وفق الخطط التدريسية المعده مسبقا , اذ بلغت ( 27 ) خطة للمجموعة التجريبية ومثلها للمجموعة الضابطة , تمت صياغة الاغراض السلوكية للوحدات الثلاثة الاخيرة وبلغ عددها ( 229) غرضا سلوكيا ممثلة لمهارات الاستكشاف الثمان على الترتيب ( الملاحظة , التصنيف , القياس , المقارنة , التعريف , التفسير , التجريب , والاستنتاج ) , اما بالنسبة لادوات البحث فقد اعد الباحث اختبارين وطبقا على مجموعتي البحث في نهاية الفصل الدراسي الثاني , فالاختبار الاول اختبار مهارات الاستكشاف ببعد المحتوى وعدد فقراته ( 40) فقرة موضوعية من نوع الاختيار من المتعدد , والاختبار الثانـي هو اختبار مهارات الاستكشاف ببعد السلوك الذي تالـف مــن ( 40) فقرة موضوعية من نوع الاختيار من المتعدد , كل فقرة تمثل مهارة واحدة من مهارات الاستكشاف , وتم التاكد من صدقهمواثباتهما اذ بلغ على الترتيب ( 0.87 - 0.80 ) باستعمال معادلة كيودر ريتشاردسون 20. اسخرجت الخصائص السايكومترية, عولجت نتائج الاختبارين احصائيا باستعمال الاختبار التائي لعينتين مستقلتين (t - test) , اظهرت النتائج ما ياتي : 1 - تفوق تلاميذ المجموعة التجريبية على اقرانهم المجموعة الضابطة بفرق دال احصائي وبقيمة معامل كسب معدل عال مقارنة مع المعيار (1.2 ) الذي حدد (Blank) ويعكس ذلك فاعلية تدريس مادة العلوم باستراتجية مونرو وسلاتر في تعلم تلاميذ الصف الخامس الابتدائي لمهارات الاستكشاف ببعديها المحتوى والسلوك .2 - تفوق تلاميذ المجموعة التجريبية التي درست على وفق استراتيجية مونرو وسلاتر على تلاميذ المجموعة الضابطة التي درست وفق الطريقة الاعتيادية في الاختبار المعد لقياس مهارات الاستكشاف ببعد المحتوى.3 - تفوق تلاميذ المجموعة التجريبية التي درست على وفق استراتيجية مونرو وسلاتر على تلاميذ المجموعة الضابطة التي درست وفق الطريقة الاعتيادية في الاختبار المعد لقياس مهارات الاستكشاف ببعد السلوك.في ضوء نتائج البحث اوصى الباحث توصيات عدة منها : - ضرورة الافاده من استراتيجية مونرو وسلاتر في تدريس محتوى العلوم بالمرحلة الابتدائية على وفق المهارات الاستكشافية وبما يتفق مع بناء تلك المناهج لفاعليتها في رفع مستوى كفاية تعلم المفاهيم العلمية والمهارات العقلية للاستكشاف. كما اقترح اجراء بحوث مماثلة للبحث الحالي لمواد ومراحل دراسية مختلفة ولمتغيرات غير متغيرات البحث الحالي. | The aim of the current research is to identify : " Effectivnes teaching science by Strategy Monroe & slater in fifth grade students learning elementary for skills of exploration.". in order to check it putting the the following hypotheses : There is no significant difference at (0,05) level between the mean scores of the experimental group students who were taught according to the Monroe & slater strategy and the mean scores of the control group students who are taught according to the conventional method in the test of skills of exploration .The researcher has also to verify the significance of differences between mean scores students research groups in skills test exploration by its content and behaviour through the zero hypothesis validation : - 1 - There is no significant difference at (0,05) level between the mean scores of the experimental group students who were taught according to the Monroe & slater strategy and the mean scores of the control group students who are taught according to the conventional method in the test of skills of exploration by they content.2 - - There is no significant difference at (0,05) level between the mean scores of the experimental group students who were taught according to the Monroe & slater strategy and the mean scores of the control group students who are taught according to the conventional method in the test of skills of exploration by they behaviour. The current research community specified by the students of fifth grade on elementary school in Tabark elementary school for boys and girls Directorate of General of Diyala Education for the academic year (2015 - 2016) the researcher used the experimental design with experimental and control groups One other partial restraint set And with a test post and according to this design chosen sample representative of the society to represent my group find their number (56) random chosen pupils recruitment Division (a) represents experimental group And a number of its members (28) pupils taught by Monroe & slater strategy while the Division (b) represents control group And a number of its members (28)pupils taught by normal way. The equivalence groups in the variables (intelligence, previous information , former educational achievements, exploration skills pretest) identified Scientific material last three units (4, 5, 6) of fifth grade science book. Applied experiment in the second semester of the school year (2015 - 2016) researcher teaching research group himself, according to preset syllabus at (27) plan for the experimental group and the control group's ideals was formulating behavioral uses three units, numbered (229)Behavioral purposes. represented eight exploration skills, respectively (observe, classification, measurement, comparison, definition, interpretation, experimentation, and conclusion), as for the search tools are prepared according to study group at the end of the second semester , The first test exploration skills test for the content have (40) paragraphs. the paragraph type multiple choice, and the second test is test exploration skills for behavior content (40) paragraph objective type multiple choice, each paragraph represent one of skill exploration to ensure their truth and their firmness, respectively (87% - 81%) using the equation of kiodr Richardson 20 to Extract alsaikomtrih properties, tests results were treated statistically using t - test two independent (t - test), the results show the following : 1. the superiority of the experimental group students to their peers control group difference Statistician and gain coefficient d high rate compared with the standard (1.2) setting (Blank) that reflects the effectiveness of teaching science students learn Monroe & slater strategy fifth grade elementary skills of exploration in their content and behavior.2. the superiority of the experimental group students studied on Monroe & slater strategy while control group students studied the normal way in test designed to measure the skills of exploration in their content.3. the superiority of the experimental group students studied on the Monroe & slater strategy while control group students studied the normal way in test designed to measure the skills of exploration their behaviorThe need for capitalizing on Monroe and Slater 's strategy in the teaching of science content of primary school according exploratory skills and consistent with the construction of the curriculum is to be effective in raising the level of adequacy of learning scientific concepts and mental skills to explore. It has also proposed a similar current research to search for the study materials and different stages of variables and is present research variables

اثر التدريس باستراتيجية بناء جملة رياضية في اكتساب طالبات الصف الرابع العلمي للمفاهيم الكيميائية وتنمية مهارات تفكيرهن التحليلي == The effect of teaching by strategy of building mathematic sentence in in the acquisition of fourth grade secondary female students of scientific chemical concepts and developing their analytical thinking skills

Author name: مها سامي ابراهيم

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:

Abstract: The present study aims at identifying (The effect of teaching by strategy of building mathematic sentence in in the acquisition of fourth grade secondary female students of scientific chemical concepts and developing their analytical thinking skills) to achieve this aim ,the two following null hypotheses have been formulated by the researcher : 1 - There is no statistically significant difference on (0.05) level of significance between the mean scores of experimental group students who are taught according to the strategy of building mathematic sentence and the mean scores of the control group students who are taught according to the conventional method in acquiring the scientific concepts.2 - there is no statistically significant difference at (0.05) level of significance between the mean scores of the students of the experimental group who were taught by using strategy of building mathematic sentence and the between the mean scores of the student of the control group who were taught by the conventional method in the analytical thinking test .3 - there is no statistically significant difference at (0.05) level of significance between the mean scores of the students of the experimental group who were taught by using strategy of building mathematic sentence in the analytical thinking test pre and post .The population of the recent study is the fourth grad female secondary students scientific branch MARYM AL - AATHRAA female secondary school in the public schools Directorate of BAGHDAD/RUSAFE THIRD for the academic year (2016 - 2015) was chosen as a sample of the present research from among schools community .The school contained two A and B respectively Sections so the sample includes 71 students. Section is randomly chosen to be experimental, which were taught by using (building mathematic sentence strategy ) including (35) students, while section A is chosen to be the confral group which were taught by using conventional method including of (36).The experiment was applied in the first term ,for the academic year (2015 - 2016) and continued for (11) weeks .The researcher herself ,taught the two groups ,(3) lectume perper the 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 chemical and the analytical thinking - the two groups (the experimental and control) were in equalized varibles including (the marks of the previous year in chemistry intelligence and analytical thinking test ) the teaching material of the present research was limited with (one ,two ,five) chapters of the 3chemistry book ,the number of behavior objectives were (241)purposes.According to Bloom’s taxonmy ( remembering , comprehension, applicationanalysis, syntheses and evaluation ) beside (30) daily lesson plans were prepared for the experimental group according to Building mathematics sentence strategy and the same for the control group according to the conventional method To verfy the first hypotheses , A test of acquiring chemical concepts was adopted consisting of (72) objective items of multiple - choice with four alternative then the face and content validity were verified and calculated the psychometric features of the test items is( ). To verify the second hypothesis, 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 /expectation ,cause - effect identification ,criteria building - Arranging and listing the

تدريس الكيمياء بانموذج Appleton في التحليل البنائي وفاعليته في تحصيل طلاب الثاني المتوسط وتفكيرهم العلمي == Teaching chemistry model Appleton in the structural analysis and its effectiveness in the Achievement of the second medium students and scientific thinking

Author name: سيف كريم محمود الفضلي

Supervisor name: عدنان حكمت عبد البياتي

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:

Abstract: يهدف البحث الحالي الى تعرف : - 1 / تدريس الكيمياء بانموذج Appleton في التحليل البنائي وفاعليته في تحصيل طلاب الثاني متوسط .2 / تدريس الكيمياء بانموذج Appleton في التحليل البنائي وفاعليته في التفكير العلمي لطلاب الثاني المتوسط .و للتحقق من هدفا البحث وضع الباحث الفرضيتين الصفريتين التاليتين : - 1 / لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة ( 0،05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون على وفق ( انموذج Appleton في التحليل البنائي ) ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون على وفق ( الطريقة الاعتيادية ) في اختبار التحصيل .2 / لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة ( 0،05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون على وفق ( انموذج Appleton في التحليل البنائي ) ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون على وفق ( الطريقة الاعتيادية ) في اختبار التفكير العلمي .وقد تم تطبيق تجربة البحث في متوسطة ( الصادق الامين ) للبنين والتي اختيرت قصديا من بين المدارس المتوسطة التابعة للمديرية العامة لتربية بغداد / الرصافة الثانية للعام الدراسي ( 2015 - 2016 ) ، ووجد ان المدرسة تضم ( 5 ) شعب ، وقد تم تحديد شعبتين اثنتين من هذه الشعب وفقا لتصميم البحث التجريبي بالتعيين العشوائي البسـيط لتكون عينة البحث ما مجموعه ( 61 ) طالبا ، اذ مثلت الشعبة ( ا ) المجموعة التجريبية التي درست على وفق استخدام ( انموذج Appleton في التحليل البنائي ) ، بينما مثلت الشعبة (ج) المجموعة الضابطة التي درست على وفق(الطريقة الاعتيادية) . تم تحديد الفصول الثلاثة الاخيرة من كتاب الكيمياء للصف الثاني المتوسط لتدريس طلاب مجموعتي البحث ، اذ درست المجموعتين التجريبية والضابطة المادة الدراسية نفسها . - ت - اعتمد الباحث على اداتين اثنتين في البحث وهما : - اولا : - (الاختبار التحصيلي ) تالف من ( 40 ) فقرة من نوع الاختيار من متعدد باربعة بدائل ، وصيغت فقراته بالاعتماد على المستويات الخمسة الاولى من تصنيف ( بلوم ) للمجال المعرفي ( التذكر ، الاستيعاب ، التطبيق ، التحليل ، التركيب ) ، وتم التحقق من صدقه فضلا عن معرفة الخصائص السايكومترية من حيث معاملات الصعوبة والتمييز وفاعلية البدائل الخاطئة وبلغ معامل الثبات باستعمال طريقة التجزئة النصفية ( 0،82 ) .ثانيا : - ( اختبار التفكير العلمي ) تالف من ( 20 ) فقرة موزعــة على ( خمــــس ) مجالات ( تحديد المشكلة ، فرض الفروض ، اختبار صحة الفروض ، الاستنتاج ، التعميم ) بحيث يحتوي كل مجال على ( 4 ) فقرات من نوع الاختيار من متعدد هو الاختيار الانســــب لاختبار التفكير العلمي ، وتم التحقق من صدقه فضلا عن معرفة الخصائص السايكومترية من حيث معاملات الصعوبة والتمييز وفعالية البدائل الخاطئة وبلغ معامل الثبات باستعمال طريقة التجزئة النصفية ( 0،75 ) . وتم اعتماد ( الاختبار التائي لعينتين مستقلتين متساويتين بالعدد ، ومعاملات الصعوبة والتمييز وفاعلية البدائل ومعادلة كوبر ومعادلة معامل الارتباط لبيرسون ومعادلة سبيرمان - براون ومعامل ايتا لحساب حجم الاثر ومعادلة بلاك للكسب المعدل لحساب الفاعلية ) وسائل احصائية للبحث .و في ضوء النتائج هذه اوصى الباحث باعتماد ( انمــوذج Appleton في التحليل البنائي ) في تدريس مادة الكيمياء للمرحلة المتوسطة لما اثبتته نتائج هذا البحث من تحسن في مستوى التحصيل والتفكير العلمي لدى طلاب هذه المرحلة الدراسية | The current research aims to identify : - (( Teaching chemistry model Appleton in structural analysis and its effectiveness in the Achievement of the second Intermediate students and scientific thinking )) .And verification of the aim of the research hypotheses the researcher put two pictures following : - 1 / There is no difference statistically significant at the level (0.05) between the average scores of the experimental group students who are taught according to (Appleton model in structural analysis) and the average score of the control group students who are studying on according to (conventional method) in the achievement test . 2 / There is no difference statistically significant at the level (0.05) between the average scores of the experimental group students who are taught according to (Appleton model in structural analysis) and the average score of the control group students who are studying on according to (conventional method) in thinking test scientific . It has represented the research community all second grade intermediate students in a intermediate school ( AL - Sadiq AL - Amen ) for boys for the academic year (2015 - 2016), which was chosen I by me from of the General Directorate for Education schools Baghdad / Rusafa second and amounting 155 students, and found that the school has (5) class rooms, have been chosen two classes of two of these class rooms, according to the research design by simple randomly assign to be the research sample a total of 61 students, which represented the - A - class (a) of the experimental group which studied according to the by use (model Appleton in structural analysis ) while represented class (c) the control group Which studied according to (conventional method), then were excluded repeaters statistically students for the academic year (2014 - 2015) was their number (5) Distributors students in the form of (3) students from the class (a) and (2) from class (c) to the previous experience in the search and the results do not affect the well in order to keep the experience in terms of both safety to experiment , and thus the number of research sample (56) students by 28 students in the experimental group and 28 students in the control group.It was identified last three chapters of the book Chemistry second grade Intermediate for teaching students two sets of search, where she studied the experimental group and the control of the same subject.Before starting the experiment the researcher diligence the equivalence to establish parity between members of the two sets of research (experimental and control) in some of the variables that are thought to have an impact on the results of the experiment, and these variables ( IQ test, and student achievement in chemistry first course of the school year in 2015 - in 2016, the former chemical test information, test scientific thinking ) . It was determined the time to carry out the experiment with (12) a week from the date (17/2/2016) to (5/5/2016), and the actual teaching for the two experimental and control group began on Thursday (25/2/2016) and after a weekly schedule of lessons the coordination agreement with the school administration there to be two classes to study per week on a - B - daily (Wednesday and Thursday) for each of the two class of research, where the researcher numbers (19) study plan daily for each group, and has been adopted researcher on two tools two in the search and They : - First : - (achievement test) prepared by the researcher and be one of the (40) items of multiple choice with four alternatives, and formulated paragraphs based on the first five levels of Bloom's Taxonomy to the field of cognitive (memory, comprehension, application, analysis, composition), and it verified the veracity of the test that showed with remapping test on a group of experts and arbitrators, and then tested on Two samples expletory , first consisted of 34 students in order to learn how clear paragraphs and test instructions, and in order to determine the answer to all the paragraphs of test time, and the second consisted of (130) students in order to learn Alsekoumtrah characteristics in terms of difficulty transactions and discrimination and effective alternatives addition to finding consistency using retail midterm way.Second : - (tested scientific thinking) prepared by the researcher and be one of the (20) items distributed on the (five) areas (identifying the problem, the imposition of hypotheses, test the validity of hypotheses, finding, circular) so that each area contains (4) paragraphs of type multiple choice is the choice best suited to thinking test Scientific, and verified the veracity of the test that showed to a group of experts and arbitrators, and then tested on two samples expletory , first consisted of 31 students in order to learn how clear paragraphs and test instructions, and in order to determine the answer time of paragraphs test, and the second consisted of (130) students in order to learn Alsekoumtrah characteristics - C - in terms of difficulty and discrimination coefficients and effective alternatives addition to finding consistency using retail midterm way . After the completion of the experiment were treated statistically data using ( t - test for two independent samples of equal number, and difficult transactions and discrimination and the effectiveness of alternatives and Cooper equation and the equation of the link to the Pearson coefficient and the equation of Spearman - Brown and ETA coefficient to calculate the effect size and the BlackBerry equivalent to earning rate for calculating efficiency ) . Where the search results showed superiority of the experimental group students who have studied in accordance with the model in Appleton structural analysis on the control group students who have studied in accordance with the normal way and therefore rejected hypotheses (h0) and was accepted hypotheses (h1) . Therefore the researcher after these results, recommended a set of recommendations and proposals of interest to researchers and educational institutions in that

اثر تدريس مادة العلوم باستراتيجية دورة التعلم الخماسي (E5) في تحصيل تلاميذ الصف الخامس الابتدائي الاني والمؤجل واتجاهاتهم نحوها == The Effect Of Teaching Science On The Strategy Of The Five - Year Learning Cycle (E5) In The Achievement Of Fifth Grade Students In The Immediate And Deferred Primary And Their Attitudes Towards It

Author name: ابراهيم مهدي عباس التميمي

Supervisor name: كفاح محسن عبد الله

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:

Abstract: هدف البحث الحالي التعرف على (اثر تدريس مادة العلوم باستراتيجية دورة التعلم الخماسي (5E) في تحصيل تلاميذ الصف الخامس الابتدائي الاني والمؤجل واتجاهاتهم نحوها), وللتحقق من ذلك صيغت الفرضيات الصفرية الاتية : 1. لايوجد فرق ذو دلالة احصائية عند مستوى (0,05) بين متوسط درجات المجموعة التجريبية الذين يدرسون على وفق استراتيجية دورة التعلم الخماسي (5E) ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون على وفق الطريقة الاعتيادية في التحصيل الاني02. لايوجد فرق ذو دلالة احصائية عند مستوى (0,05) بين متوسط درجات المجموعة التجريبية الذين يدرسون على وفق استراتيجية دورة التعلم الخماسي (5E) ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون على وفق الطريقة الاعتيادية في التحصيل المؤجل03. لايوجد فرق ذو دلالة احصائية عند مستوى(0,05) بين متوسط درجات المجموعة التجريبية الذين يدرسون على وفق استراتيجية دورة التعلم الخماسي (5E) ومتوسط درجات تلاميذ المجموعة الضابطة الذين يدرسون على وفق الطريقة الاعتيادية في اتجاهاتهم نحو مادة العلوم. اقتصر البحث على تلاميذ الصف الخامس الابتدائي في مدرسة الفلاح الابتدائية للبنين , لاحتواها على ثلاث شعب , واختير بالتعيين العشوائي (شعبة ا) لتمثل المجوعة التجريبية التي درست باستراتيجية دورة التعلم الخماسي (5E) بواقع (26) تلميذا , واختيرت شعبة (ج) لتمثل المجموعة الضابطة التي درست على وفق الطريقة الاعتيادية بواقع (26) تلميذا, وبذلك بلغت عينة البحث (52) تلميذا في الشعبتين بعد استبعاد التلاميذ الراسبين , واختير التصميم التجريبي ذو المجموعتين الضابطة والتجريبية احدهما تضبط الاخرى ضبطا جزئيوامن ذوات الاختبار البعدي لقياس التحصيل الاني والمؤجل(الاستبقاء) والاتجاه نحو المادة0 كوفئت المجموعتان في متغيرات (المعلومات السابقة , الذكاء , التحصيل السابق , الاتجاه نحو مادة العلوم) , حددت المادة العلمية بالوحدات الثلاث الاولى من كتاب العلوم للصف الخامس الابتدائي , تم تطبيق التجربة في الفصل الدراسي الاول من العام الدراسي (2016|2017م) واستغرقت (10) اسابيع وصيغت الاهداف السلوكية للوحدات الثلاث الاول وبلغ عددها (180) هدفا سلوكيا , ممثلة للمستويات الثلاثة الاولى من تصنيف بلوم للمجال المعرفي على الترتيب ( تذكر, استيعاب , تطبيق) , وتم اعداد (25) خطة تدريسية للمجموعة التجريبية ومثلها للمجموعة الضابطة , وعرضت على مجموعة من الخبراء والمختصين0 اعد الباحث اداتين هما اولا : اختبار تحصيلي من نوع الاختيار من متعدد باربعة بدائل مؤلف من (30) فقرة , وفق تصنيف بلوم للمجال المعرفي , ثم تحقق من الصدق(الظاهري) للاختبار بعرضه على مجموعة من المحكمين في مجال طرائق تدريس العلوم والعلوم النفسية والتربوية , وصدق المحتوى من خلال اعداد الخارطة الاختبارية (جدول المواصفات) وحساب الثبات بطريقة الاختبار واعادة الاختبار باستخدام معامل بيرسون فبلغ (0.80).اما الاداة الثانية : مقياس الاتجاه نحو المادة على وفق مقياس ليكرت ذي التقدير الثلاثي مكون من (18) فقرة , وتم التحقق من الصدق الظاهري للمقياس وصدق البناء فضلا عن استخراج القوة التميزية لفقراته باسلوب المجموعتين المتطرفتين باستخدام الاختبار التائي (T - test) لعينتين مستقلتين وحساب الثبات باستخدام طريقة الاختبار واعادة الاختبار فبلغ معامل بيرسون (0.86) , وباستخدام طريقة الاتساق الداخلي الفا - كرونباخ بلغ معامل الارتباط (0.88)0بعد الانتهاء من التجربة تم تحليل البيانات باستخدام الاختبار التائي (test - T) لعينتين مستقلتين متساويتين , واظهرت النتائج تفوق تلاميذ المجموعة التجريبية الذين درسوا على وفق استراتيجية دورة التعلم الخماسي (5E) على اقرانهم في المجموعة الضابطة الذين درسوا على وفق الطريقة الاعتيادية بدلالة معنوية في التحصيل الاني والمؤجل والاتجاه نحو المادة وبحجم اثر كبير0وقدم الباحث مجموعة من التوصيات والمقترحات. | The objective of the present research is to identify the effect of teaching science on the five - year learning strategy (E5) in the achievement of fifth - grade students in the immediate and deferred primary grades. Towards this, the following zero hypotheses were formulated : 1. There is no statistically significant difference at (0.05) between the average scores of the experimental group who study according to the five - year learning cycle strategy (E5) and the average of the students of the control group who study according to the normal method of instantaneous achievement.2. There is no statistically significant difference (0.05) among the average scores of the experimental group who are studying according to the five - year learning cycle strategy (5E) and the average grade of the control group students who study according to the usual method of deferred achievement.3. There is no statistically significant difference (0.05) among the average scores of the experimental group who are studying according to the five - year learning cycle strategy (5E) and the average grade of the control group students who study according to the usual method in their orientation towards science.The study was limited to the fifth grade pupils in Al Falah Primary School for Boys, which consisted of three divisions. It was chosen by random assignment (Division A) to represent the experimental group that studied the five - year learning strategy (5E) by 26 students. (26) students. Thus, the sample of the study reached (52) students in the two divisions after The experimental design of the control and experimental groups was chosen, one of which partially controls the partial and post - test to measure the instant and deferred collection (retention) and the tendency towards the material.The two groups were rewarded in the variables (previous information, intelligence, previous achievement, direction towards science), the scientific material was determined in the first three units of the science book for the fifth grade, the experiment was applied in the first semester of the academic year (2016/2017) ). The behavioral objectives of the first three units were formulated and reached (180) Behavioral Goals, representing the first three levels of Bloom's knowledge field classification (recall, assimilation, application). 25 study plans were prepared for the experimental group and similar to the control group. A group of experts and specialists The researcher prepared two tools : First : A multivariate selection test with four alternatives of (30) paragraphs, according to Bloom's classification of the cognitive field, and then verified the validity of the test by presenting it to a group of arbitrators in the fields of teaching science, psychological and educational sciences , And validated the content through the preparation of the test map (specification table) and the calculation of stability in the test method and re - test using the Pearson coefficient to (80).The second instrument is a measure of the direction of the material according to the three - dimensional Likert scale, consisting of (18) paragraphs. The verifiable honesty of the scale and the validity of the construction was verified, as well as the extractive force of its fractions in the two extreme groups using the t - test of two independent samples and the stability calculation Using the retest using the Pearson coefficient (0.86), and also the stability calculation using the Alpha - Cronbach internal consistency method (0.88).After the experiment was completed, the data were analyzed using T - test for two independent samples of equal number. The results showed that the students of the experimental group who studied in accordance with the five - year learning strategy (5E) exceeded their peers in the control group who studied according to the normal method in terms of the time, .the researcher listed a number of recommendations and proposals.

اثر استراتيجية Lee المعرفية في تحصيل طلاب الثاني المتوسط لمادة الفيزياء واتخاذهم القرار == The Effect of Lee Cognitive Strategy In Achievement Of Second Year Intermediate Male Students In Physics And Making Their Decision

Author name: مرتضى نصير شهاب الكروي

Supervisor name: يوسف فاضل علوان التميمي

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:

Abstract: لا يوجد فرق ذو دلالة احصائية عند مستوى (0.05) بين متوسط درجات تحصيل طلاب المجموعة التجريبية الذين درسووافقا لاستراتيجية Lee ومتوسط درجات تحصيل طلاب المجموعة الضابطة الذين درسووافقا للطريقة الاعتيادية في اختبار تحصيل مادة الفيزياء. 2 - لا يوجد فرق ذو دلالة احصائية عند مستوى (0.05) بين متوسط درجات طلاب المجموعة التجريبية الذين درسواوفقا لاستراتيجية Lee ومتوسط درجات طلاب المجموعة الضابطة الذين درسووافقا للطريقة الاعتيادية في اختبار اتخاذ القرار. حدد مجتمع البحث بطلاب الصف الثاني المتوسط في متوسطة الوثبة للبنين اختيرت قصديا ، للعام الدراسي (2015 - 2016)م البالغ عددهم (208) طالبا موزعين على اربع شعب دراسية ( ا ، ب ، ج ، د) ،ولتحقيق هدف البحث وفرضياته تم اختيار التصميم التجريبي ذو المجموعتين التجريبية والضابطة احدهما تضبط الاخرى ضبطا جزئيوامن ذوات الاختبار البعدي لقياس التحصيل ، واتخاذ القرار ، بالتعيين العشوائي اختيرت شعبتي ( ج ، د ) مجموعتي البحث الاساسية ، اذ حددت عشوائيا شعبة (ج) لتكون مجموعة تجريبية ، و(د) مجموعة ضابطة. وبعد استبعاد الطلاب الراسبين احصائيا في المجموعتين بلغ عدد الطلاب عينة البحث في المجموعتين (90) طالبا ونسبة تمثيل للمجتمع (43%) حيث بلغ عدد الطلاب بكل مجموعة (45) ، كوفئت المجموعتان في متغيرات ( الذكاء, المعلومات السابقة في مادة الفيزياء، التحصيل السابق للصف الاول متوسط, اتخاذ القرار)،حددت المادة العلمية بالفصول الخمسة الاولى من كتاب الفيزياء ط7 لسنة 2015، والمقررة للفصل الدراسي الاول من العام الدراسي(2015 - 2016)م وقام الباحث بتدريس مجموعتي البحث بنفسه واعدت الخطط التدريسية اللازمة لذلك,اذ بلغت (25) خطة للمجموعة التجريبية وفق خطوات استراتيجية Lee، ومثلها للمجموعة الضابطة وفق الطريقة الاعتيادية وعرضت كلتا الخطتين على المحكمين للتاكد من صدقهما في تمثيل المحتوى وخطوات استراتيجية Lee والطريقة الاعتيادية, اذ صيغت الاغراض السلوكية للفصول الخمسة , وبلغ عددها (174) غرضا سلوكيا ممثلة للمستويات الستة من تصنيف بلوم للمجال المعرفي على الترتيب (تذكر، استيعاب , تطبيق , تحليل ، تركيب, تقويم ) , اعد اختبار تحصيلي مكون من (40) فقرة موضوعية من نوع الاختيار المتعدد وتم التاكد من صدقه الظاهري والمحتوى الذي بلغ (0.92) ثم طبق الاختبار بصيغته الاولية على عينتين استطلاعيتين من غير طلاب عينة البحث الاساسية على الترتيب (43, 192) طالبا, اذ كان الغرض من التجريب الاستطلاعي الاولي معرفة مدى وضوح الفقرات وتحديد زمن الاجابة, اما العينة الاستطلاعية الثانية فقد كان الغرض منها ايجاد الخصائص السايكومترية لفقرات الاختبار وتحليلها احصائيا بايجاد معامل الصعوبة والتمييز وفعالية البدائل كما اعد اختبار اتخاذ القرار الذي تالـف مــن (10) فقرات موضوعية من نوع الاختيار المتعدد تشير فيه كل فقرة الى مواقف عامة تقيس فيها قدرتهم على اتخاذ القرار حيث لكل فقرة اربع اجابات صحيحة وتعد احداهما الاختيار الامثل القرار المناسب ليمثل الدرجة الكاملة,وقد تم التاكد من ثباتهما باستعمال معادلة كيودر ريتشاردسون - 20 بالنسبة للاختبار التحصيلي واختبار اتخاذ القرار وبلغ معامل الثبات على الترتيب(83،81) واظهرت نتائج البحث باستعمال الاختبارz - test)) لعينتين مستقلتين متساويتين بالعدد الى ما ياتي : 1) تفوق طلاب المجموعة التجريبية التي درست وفقا لاستراتيجية Lee على طلاب المجموعة الضابطة التي درست وفقا للطريقة الاعتيادية في الاختبار التحصيلي , اذ بلغت (z) المحسوبة (3.91) , في حين بلغت قيمة(z) الجدولية (1,66) عند مستوى دلالة (05‚0) . 2) تفوق طلاب المجموعة التجريبية التي درست وفقا لاستراتيجية Lee على طلاب المجموعة الضابطة التي درست وفقا للطريقة الاعتيادية في اختبار اتخاذ القرار, اذ بلغت (z) المحسوبة (3.11) , في حين بلغت قيمة(z) الجدولية (1,66) عند مستوى دلالة (05‚0) . ومن هذه النتائج استنتج الباحث ان التدريس باستراتيجية Lee ذات اثر ايجابي في رفع تحصيل الطلاب في مادة الفيزياء وتحسين اتخاذهم للقرار اذ بلغ حجم الاثر (0.147) بتقدير كبير مقارنة مع المعيار (0,14) للتحصيل بينما اتخاذ القرار بلغ حجم الاثر (0.099) بتقدير متوسط مقارنة بالمعيار(0,06) , بناء على ذلك قدم الباحث عددا من التوصيات منها, افادة مدرسي ومدرسات مادة الفيزياء من الخطط الدراسية اليومية لتدريس طلاب الصف الثاني المتوسط المادة وفق استراتيجية Lee لاثرها في رفع مستوى تحصيل الطلاب وتعلمهم لاتخاذ القرار. كما اقترح الباحث اجراء دراسات مماثلة للدراسة الحالية في مواد علمية ومراحل دراسية اخرى كالمرحلة الاعدادية او الجامعية (كليات التربية، التربية الاساسية) وخصوصا في اقسام الدراسات العلمية | The aim of the current research is to identify : " The Effect of Lee Cognitive Strategy In Achievement Of Second Year Intermediate Male Students In Physics And Making Their Decision ". in order to check the aim of the research putting the two followinghypotheses : 1 - There is no significant difference at (0.05) level between the mean grades of the experimental group students who were taught according to the Lee strategy and the mean scores of the control group students who are taught according to the conventional method in the achievement test for Physics. . 2 - There is no significant difference at (0.05) level between the mean grades of the experimental group students who were taught according to the Lee strategy and the mean scores of the control group students who are taught according to the conventional method in Test of make the decision. The current research community specified by the students male of second grade on intermediate school in al wathba intermediate school for boys at the academic year (2015 - 2016) their number (208 students ) distribut on four section ( a, b, c, d, )using the experimental design that have experimental and control group , one control the other restraint partially with post - test to measure achievement and make decision .randomly selected section (c , d) two sets of search , as randomly assigned (c ) to be an experimental group , and (d ) a control group. After excluded the faild stududents in statistical the total number of two groups become (90) student and (45) students of the experimental group and (45) students for the control group , The groups equivalence in the variables (intelligence, previous information , achievements in first year intermediate , make the decision test), the scientific subject identified by The first five chapters of the Physics book Seventh edition for the academic year 2015 , and the researcher taught the two groups by himself and prepared lesson plans necessary which was (25) plan for the experimental group , and the same for the control group formulated behavioral objectives for the five chapters , numbered (174) target behaviorally representative of the six levels of Bloom's Taxonomy of cognitive field respectively (remember , understanding , applying , analyzing ,installation, evaluation), achievement test prepared which consisted of (40) paragraph Multiple - choice and be confirm from face validity which it totaled (0.92)and the test applied two samples non - students of research groups which totaled on arrangement dish (43 - 192) students, where was the purpose of experimentation exploratory first see how was the clear of paragraphs language and determine the answer time and the second exploratory sample was intended to find psychometric characteristics of the paragraphs of the test,and analyzed statistically finding difficulty and effectiveness of wrong choices of paragraph and Discriminatory forces , also praperd making their decision test Composed of (10) paragraphs type multiple choice where each paragraph to General situations in which measure the ability to make decision, where each paragraph four correct answers and best one is the ideal choice to represent the full mark, and to make sure the Stability of the two test and confirming by using equation of Keodr Richardson20 for the achievement and making their decision test and the rate of persistence respectively (83 - 81) and showed the results of research using (Z - test) for two independent samples which was equal size to the following : 1) The superiority of the experimental group students who studied according to Lee strategy on control group students who studied according to the usual way in the achievement test , as it amounted to (Z) calculated (3.91) , while the value of (Z) spreadsheet (1.66) at the level of (0.05) .2) The superiority of the experimental group who studied according to Lee strategy on control group students who studied according to the usual way in the making their decision test, as it amounted to (Z) calculated (3.11) , while the value of (Z) spreadsheet (1.66) when the level of significance (0.05) .From these results researcher concluded that teaching Lee strategy an effect on student achievement in physics and improving making their decision as the volume effect (0.147) big value compared with the standard (0.14) for the achievement while making their decision (0.099) reached average value compared to the standard (0.06), for that the researcher made a number of recommendations, including, briefing teachers physics of daily lesson plans to teach second year intermadiate students Lee strategy that effect in raising the level of student achievement and making their decision. The researcher also suggested that similar studies of the current study in physics and in other seminars science and other preparatory stages or university (faculties of education, basic education) and especially in scientific studies sections

اثر استخدام استراتيجية دورة التعلم فوق المعرفية في اكتساب طالبات الاول المتوسط للمفاهيم الفيزيائية وتفكيرهن الابداعي == The Effect of Using over Cognitive Learning Circle Strategy in Acquisition a First - Stage Intermediate Students of Physical Concepts and Their Creative Thinking

Author name: رنا خضير خزعل العكيدي

Supervisor name: يوسف فاضل علوان التميمي

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:

Author name: محمد محسن علي القيسي

Supervisor name: احمد عبد الزهرة سعد العكيلي

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:

Summary:

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