البحث المتقدم
     

The effects of using Scratch software on students’ learning of geometric problem solving

[Abstract] 
النوع رسالة / أطروحة
رقم الوثيقة 127046
المؤلف El-Hajj Ali, Bassam.
المؤلف الاضافي Osta, Iman. Thesis Advisor
Nabhani, Mona. Jury Member
Kandil, Bassem. Jury Member
الصفحات I-XIV, 184 p.
تبصرة أطروحة Master. Arts in Education. Lebanese American University. 2017. Lebanon. Beirut. School of Arts and Sciences. PO. Box: 135053. T: 9611786456. F: 9611867098. http://www.lau.edu.lb
المصدر الالكتروني Full text (PDF) PDF
الواصفات Mathematics instruction  -  Problem solving  -  Thinking skills  -  Knowledge  -  Comprehension  -  Geometric concepts  -  Students  -  Teaching methods  -  Educational software
لغة الوثيقة العربية
البلد لبنان
Researchers contend that one of the supreme purposes of mathematics education is to promote students’ capabilities to solve an expanded scope of non-routine problems. Accordingly, mathematics education reformers continuously investigate for numerous approaches that augment the student’s capability to be a highly effectual problem solver. The current study examines the potency of using Scratch software as a tool to reinforce students’ problem-solving skills that form a factor out of four factors of the study. The study also strives for disposing the effect of utilizing such software on their knowledge, conceptual understanding, and cognitive skills, which form the other three factors of the study. This study is performed by using a mixed-method research design that advances systematic integrating quantitative and qualitative data collection and analysis. The study comprises of two groups of grade-6 students, a control group and an experimental group. The control group was exposed to the usual models of teaching, while the teaching model used in the experimental group integrated a set of Scratch-based learning materials that were designed according to the constructionist discipline’s viewpoint of Scratch. Regarding this matter, two four-lesson unit plans were designed for the two groups. A pretest and posttest were conducted to both groups to resolve the scale of advancement succeeding the study. Further, clinical interviews were administered with a selected sample of three students of different levels of achievement from each group. The pretest and posttest executed a quantitative quasi-experimental analysis, while, to a lesser extent, the clinical interviews carried out a quantitative analysis. All the analyses were assigned to examine the four factors of the study. The study showed that students who were experienced the Scratch-based activities appeared to exhibit more progress than students who were exposed to the usual methods of teaching. The study concludes with recommendations for improving the quality of problem solving skills with the use of basic programming languages like Scratch for future studies, with a larger target sample and more time dedicated for the accomplishment. (Auhtor's abstract)

PermaLink  الرابط الثابت: Close

 برامج إدارة المراجع: Close

Refworks التصدير ل RefWorks

EndNote التصدير ل EndNote


 شارك من خلال وسائل التواصل الاجتماعية: Close




Cite   للمزيد من الدقة يرجى التأكد من أسلوب صياغة المرجع وإجراء التعديلات اللازمة قبل استخدام أسلوب (APA) : Close
El-Hajj Ali, Bassam. (2017). The effects of using Scratch software on students’ learning of geometric problem solving (Master). Lebanese American University. School of Arts and Sciences، Lebanon. تم استرجاعه من search.shamaa.org .