Refworks Format

A1 الزعيم، هبة الله عبد الرحمن محمود A2 اللولو، فتحية صبحي A2 زقوت، محمد شحادة A2 الأستاذ، محمود حسن AB This study aimed to reveal the effectiveness of employing the scientific humor approach in improving the scientific sense for the female students of grades eight in Gaza. The main question of the approach is the following: What is the effectiveness of employing the scientific humor approach in improving the scientific sense for the female students of grade "8" Gaza? There are many sub-questions are branched from the main question as the following: 1) What are the scientific humor to be used as an introduction in teaching science for the female students of grade "8" in Gaza? 2) What are the dimensions of the scientific sense which should be in the female students of Grade "8" in Gaza? 3) Are there any statically significant of the level at (α ≤ 0.05) between the experimental group's scores average and the control group's scores average in post application to the cognitive aspects of the scientific sense test? 4) Are there any statically significant differences at the level of α ≤ 0.05 in post application to the cognitive aspects of the scientific sense test for the high female students achievement in the experimental group and the control group and the control group in counter? 5) Are there any statically significant differences at the level of (α ≤ 0.05) in post application to the cognitive aspects of the scientific sense test for the low female students achievement in the experimental group and the control group and the control group in counter? 6) Are there any statically significant at the level of (α ≤ 0.05) between the experimental group's scores average and the control group's scores average in post application to the emotional aspects of the scientific sense scale? 7) Can the scientific humor approach achieve the gain coefficient (≤ 1.2) based on the gain coefficient of Black in improving the scientific sense for female students of grade "8" in Gaza? The researcher used the experimental approach in order to answer the questions of the research, that was to study the impact effectiveness of the independent variable which is (scientific humor approach) on the dependant variable which is (the scientific sense) the study was applied on a sample of (84) of the eight grade female students from Hassan Salama "A" for female. The sample was divided into two groups; an experimental group (42) students. Who studied unit (8) from the science book of the grade "8" in the scientific humor approach, and a control group (42 students) who studied the same unit of the same book but in the traditional way. The researcher made the test of the scientific sense which consisted of (50) optionally items and also the emotional scientific sense scale which consisted of (40) items. They were showed on a group of experts to be sure of the reality of application. The researcher applied the items on an exploratory sample which consisted of (40) students to be sure of its validity and reliability, and then to be applied on the experimental and control groups before and after that. To be sure of that, the researcher used (T) test for two independent samples to compare the student's scores average in the scientific sense test and also the emotional scientific sense scale. And also Mann Whitney test for the differences between two independent groups, Eta squared effect size, the gain coefficient for Black to account the effectiveness of the scientific humor approach in improving the scientific sense for the female students of the eighth grade. The study concluded the following results: 1) There are statically significant differences at the level of (α = 0.05), between the scores average of the students of the experimental group and the control group ones in the scientific sense test. 2) There are statically significant differences at the level of (α = 0.05 between the high students achievement average in the experimental group and the control group in the scientific sense test. 3) There are statically significant differences at the level of α = 0.05 between the low students achievement average in the experimental group and the control group in the scientific test. 4) There are statically significant differences at the level of α = 0.05 between the students of the experimental group average and the control group in the emotional scientific sense scale. 5) The scientific humor approach achieves gain coefficient = 1.2 based on gain coefficient for Black in improving the scientific sense for the female students of the eighth grade in Gaza. That was for the scientific sense test but as for the emotional scientific scale.it achieved a greater impact, but it didn't reach the activity because the emotional values needed more time to develop it for the students. In the light of the results, the researcher recommended the importance of applying the scientific humor approach in teaching science subject. Because it has a main role in paying the attention of the students and increasing their desire to learn science and also improving the scientific sense for them. And working hard to make it a main aim of the science teacher at the education college. Also, the students (who train as teacher) should a quire the practices of the scientific sense in order to have teachers who have scientific sense outputs, so we can have students who have scientific sense. (Author's abstract) http://search.shamaa.org/abstract_en.gif OP أ-ع، 317 ص. T1 فاعلية توظيف مدخل الطرائف العلمية في تنمية الحس العلمي لدى طالبات الصف الثامن الأساسي بغزة [رسالة / أطروحة] UL http://library.iugaza.edu.ps/thesis/111593.pdf النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif