أثر التدريس باستخدام استراتيجية الشكل ˅ في تنمية مهارات عمليات العلم لدى طالبات الصف السابع الأساسي
Abstract
ملخص
هدفت الدراسة الحالية التعرف إلى أثر التدريس باستخدام استراتيجية الشكل (V) في تنمية عمليات العلم لدى طالبات الصف السابع الأساسي، حيث اعتمدت الدراسة المنهج شبه التجريبي، تكونت عينة الدراسة من شعبتين من طالبات الصف السابع الأساسي في مدرسة الجبل الشمالي الأساسية، مديرية تربية الأغوار الجنوبية في محافظة الكرك خلال العام الدراسي 2016/2017، وجرى التعيين غير العشوائي (القصدي) للشعبة (1) كمجموعة تجريبية، وتكونت من (26) طالبة، والشعبة (2) كمجموعة ضابطة، وتكونت من (25) طالبة. ولتحقيق أهداف الدراسة تم بناء أداة الدراسة (اختبار عمليات العلم)، وبعد التأكد من صدقها وثباتها، جرى تطبيقها على عينة الدراسة، قبل بداية الدراسة وبعدها على مجموعتي الدراسة. أظهرت نتائج التباين الأحادي المشترك ((ANCOVA إلى وجود فروق ذات دلالة إحصائية بين متوسط علامات الطلبة على اختبار اكتساب عمليات العلم يعزى لمتغير طريقة التدريس، ولصالح استراتيجية الشكل (V)، مقارنة مع الطريقة الاعتيادية. وفي ضوء نتائج الدراسة أوصت الباحثة بإمكانية تدريب المعلمين على استخدام استراتيجية الشكل (V) في تدريس العلوم؛ لكونها أثبتت فاعليتها في التدريس، كما أوصت بإجراء دراسات تتناول إدخال طرائق تدريس أخرى للمقارنة في عمليات العلم.
The Impact of Using the Form (V) Strategy in the Process of Teaching Concepts For Seventh Graders
Abstract
The study aimed to identify the impact of using the form (V) strategy in the process of teaching concepts to seventh grade students. The study uses a semi-experimental approach. The sample of study consists of two sections of 7th graders in Al-jabal Al-shamali primary school in the Directorate of the Southern Al-Ghour in the governorate of karak during the year 2015-2016,and the non random (purposion) assignment (1) as an experimental group will be 26 students and the division (2) as a group of officers formed of 25 students.
In order to achieve the objective of the study, the study tool was constructed to test the science process and after verifying its validity and stability it was applied to the sample of the beginning of the study and after the study group.
The result of the single unit variance (ANCOVA) showed that there were statistically significant differences between the student response to the test of the acquisition of scientific process due to the Variable method of teaching and the strategy (V) form comparing with usuall method.
The researcher recommended the possibility of training teachers to use the strategy of form (V) and model in teaching science because it proved its effectiveness and recommended conducting study on the introduction of other teaching methods of comparison in the operation of science.
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DOI: http://dx.doi.org/10.35682/450
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