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AU - الشوبكي، ناهد محمد يوسف
AU - الناقة، صلاح أحمد
AU - اللولو، فتحية صبحي
AU - عبد المنعم، عبد الله محمد
AB - This study aims to identify the effect of using cognitive apprenticeship in promoting chemical concepts and scientific curiosity for science among the eighth grade female students in Gaza. The study problem is defined as follows: What is the effect of using cognitive apprenticeship in promoting chemical concepts and scientific curiosity for science among the eighth grade female students in Gaza? The following sub-questions are formulated: 1) Which chemical concepts in science need to be promoted among the eighth grade female students? 2) Are there statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the chemical concepts post-test? 3. Are there statistically significant differences at a level of significance (α≤0.05) between the average responses of the female students in the experimental and control groups in regard to scientific curiosity assessment scale? To answer the questions of the study, the researcher designed two study tools; chemical concepts test and scientific curiosity assessment scale. The validity and reliability of the two tools were verified and applied on the control and experimental groups using pre and post test. The researcher used the experimental method, and the study sample was comprised of (88) eighth grade female students from Fahmi Al Jerjawi School (A) for Girls during the first term of the school year (2014-2015), who were randomly distributed to two groups; one control group with 44 students, and another experimental group with 44 students. The data were collected and analyzed by using the appropriate statistical methods. The study concluded with the following results: 1) Design and include a list of chemical concepts in the fourth unit "chemical reactions" of the science textbook of the eighth grade. 2) There are statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the chemical concepts post-test in favor of the experimental group 3) There are statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the total grade of the scientific curiosity assessment post-test in favor of the experimental group. In light of the study results, a set of recommendations has been provided as follows: 1) Science teachers need to use the cognitive apprenticeship strategy in the elementary education schools and rely less on verbal teaching methods. 2) Train students of the faculty of education on using the cognitive apprenticeship strategy through embedding strategy and teaching methods of cognitive apprenticeship in the university courses for strategies and science development methods, and pay special attention to promoting chemical concepts and scientific curiosity. 3) Encourage science teachers to design chemical concepts tests and assessment tools for scientific curiosity and use them in measuring the output of science teaching and cognitive progress. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-ز، 241 ص.
T1 - أثر توظيف استراتيجية التلمذة المعرفية في تنمية المفاهيم الكيميائية وحب الإستطلاع العلمي في العلوم لدى طالبات الصف الثامن الأساسي بغزة [رسالة / أطروحة]
UL - 1 http://search.shamaa.org/fulltext.gif http://library.iugaza.edu.ps/thesis/115839.pdf النص الكامل (PDF)
AU - الناقة، صلاح أحمد
AU - اللولو، فتحية صبحي
AU - عبد المنعم، عبد الله محمد
AB - This study aims to identify the effect of using cognitive apprenticeship in promoting chemical concepts and scientific curiosity for science among the eighth grade female students in Gaza. The study problem is defined as follows: What is the effect of using cognitive apprenticeship in promoting chemical concepts and scientific curiosity for science among the eighth grade female students in Gaza? The following sub-questions are formulated: 1) Which chemical concepts in science need to be promoted among the eighth grade female students? 2) Are there statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the chemical concepts post-test? 3. Are there statistically significant differences at a level of significance (α≤0.05) between the average responses of the female students in the experimental and control groups in regard to scientific curiosity assessment scale? To answer the questions of the study, the researcher designed two study tools; chemical concepts test and scientific curiosity assessment scale. The validity and reliability of the two tools were verified and applied on the control and experimental groups using pre and post test. The researcher used the experimental method, and the study sample was comprised of (88) eighth grade female students from Fahmi Al Jerjawi School (A) for Girls during the first term of the school year (2014-2015), who were randomly distributed to two groups; one control group with 44 students, and another experimental group with 44 students. The data were collected and analyzed by using the appropriate statistical methods. The study concluded with the following results: 1) Design and include a list of chemical concepts in the fourth unit "chemical reactions" of the science textbook of the eighth grade. 2) There are statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the chemical concepts post-test in favor of the experimental group 3) There are statistically significant differences at a level of significance (α≤0.05) between the average grades of the female students in the experimental and control groups in regard to the total grade of the scientific curiosity assessment post-test in favor of the experimental group. In light of the study results, a set of recommendations has been provided as follows: 1) Science teachers need to use the cognitive apprenticeship strategy in the elementary education schools and rely less on verbal teaching methods. 2) Train students of the faculty of education on using the cognitive apprenticeship strategy through embedding strategy and teaching methods of cognitive apprenticeship in the university courses for strategies and science development methods, and pay special attention to promoting chemical concepts and scientific curiosity. 3) Encourage science teachers to design chemical concepts tests and assessment tools for scientific curiosity and use them in measuring the output of science teaching and cognitive progress. (Author's abstract) http://search.shamaa.org/abstract_en.gif
OP - أ-ز، 241 ص.
T1 - أثر توظيف استراتيجية التلمذة المعرفية في تنمية المفاهيم الكيميائية وحب الإستطلاع العلمي في العلوم لدى طالبات الصف الثامن الأساسي بغزة [رسالة / أطروحة]
UL - 1 http://search.shamaa.org/fulltext.gif http://library.iugaza.edu.ps/thesis/115839.pdf النص الكامل (PDF)