الفهرس 
مشكلة البحث وأبعادهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
هدف البحث إلى معرفة فاعلية التصميمات العلمية التعليمية فى تنمية مستوى تحصيل المفاهيم العلمية والاتجاه نحو مادة العلوم لدى تلاميذ الصف الأول الإعدادى.
ولتحقيق هذا الهدف؛ تم إعداد وضبط الأدوات التالية:
أ – مواد المعالجة التجريبية:
1- كراسة نشاط التلميذ فى وحدتى ” الطاقة والتنوع والتكيف فى الكائنات الحية ” المقررتين على تلاميذ الصف الأول الإعدادى فى مادة العلوم، والمصاغة وفقا للتصميمات العلمية التعليمية.
2- دليل المعلم لتدريس وحدتي ” الطاقة والتنوع والتكيف فى الكائنات الحية” المقررتين على تلاميذ الصف الأول الإعدادى فى مادة العلوم، والمصاغة وفقا للتصميمات العلمية التعليمية.
ب- أداتي القياس، وتشمل: ”
1- اختبار تحصيل المفاهيم العلمية فى وحدتى” الطاقة والتنوع والتكيف فى الكائنات الحية” عند مستويات (التذكر-الفهم - التطبيق) من إعداد الباحثة.
2- مقياس الاتجاه نحو مادة العلوم عند الأبعاد التالية (العلوم كمادة دراسية – معلم مادة العلوم – وسائل وطرق التدريس- فائدة العلوم وأهميتها) من إعداد الباحثة.
وتكونت مجموعة الدراسة من مجموعتين ؛ الأولى: المجموعة التجريبية والتى درست محتوى وحدتي ”الطاقة والتنوع والتكيف فى الكائنات الحية” باستخدام التصميمات العلمية التعليمية وكان عددها(30) تلميذة، والثانية: المجموعة الضابطة والتى درست كلتا الوحدتين بالطريقة المعتادة، وكان عددها(30) تلميذة، وتم تطبيق أداتى الدراسة قبليا وبعديا على مجموعتى الدراسة.
وتوصلت الدراسة إلى النتائج التالية:
1- توجد فروق ذات إحصائية عند مستوى دلالة (0،01) بين متوسطات درجات تلميذات المجموعة التجريبية، ومتوسطات درجات تلميذات المجموعة الضابطة فى التطبيق البعدى للاختبار التحصيلى وأبعاده، لصالح المجموعة التجريبية.
2- توجد فروق ذات دلالة إحصائية عند مستوى دلالة (0،01) بين متوسطات درجات تلميذات المجموعة التجريبية فى التطبيقين (القبلى والبعدى) للاختبار التحصيلى وأبعاده، لصالح التطبيق البعدى.
3- توجد فروق ذات دلالة إحصائية عند مستوى دلالة (0،01) بين متوسطات درجات تلميذات المجموعتين التجريبية والضابطة فى التطبيق البعدى لمقياس الاتجاه نحو مادة العلوم، لصالح المجموعة التجريبية.
4- توجد فروق ذات دلالة إحصائية عند مستوى دلالة (0،01) بين متوسطات درجات التطبيقين (القبلى والبعدى) لتلميذات المجموعة التجريبية فى مقياس الاتجاه نحومادة العلوم، لصالح التطبيق البعدى.
Introduction:
When we look at the reality of science teaching in our schools, we find that the prevailing teaching methods focus on the cognitive side only, without attention to the integration cognitive ,skill and emotional experiences of the learner and emotional skills through a focus on keeping unrelated facts in a non-functional way in the absence of meaning and enough understanding. This eventually led to incoherent huge Cognitive rubble with itself or with the environment or with the information revolution, and limiting the role of the learner only on the receipt, which leads to passivity in the educational process and trying to keep the information received without the use of any mental skills so he can pass the exam and get a certificate, which is the end of the road for him.
Therefore it was normal that our perceptions about science teaching through the style and the way which suit this age, as the importance of science lies in its own nature and the philosophy of teaching it that is based on the interest in thinking at all levels to qualify pupils to face the problems of the surrounding environment.
Therefore it has become necessary to use some of the modern approaches and models of teaching, which may contribute to the acquisition of scientific concepts and the development attitude towards science and academic achievement among pupils by using instructional scientific design in the teaching of science. the science teachers face great difficulty in the development of scientific concepts among pupils and also difficult to evoke the reality inside the classroom, this the on one hand ,and on the other hand, the teacher is only one who executes the educational process as a whole and is the only.
Positive part of the educational process but pupils are just negative and do not participate actively within the classroom, and hence came the importance of instructional scientific design that attempt to to reflect any theme to keep its impact for the longest possible period in the pupils mind and also involve them actively and positively in the learning process through their participation in the instructional scientific design.
Solving the problem lies in trying to answer the following question:
How to design a set of designs and to identify their effectiveness in the first-grade prep pupils achievement of scientific concepts and developing attitudes towards science?
And from the main question comes out the following sub-questions:
1. What is the image of the two units (material and its structure, energy) of the science curriculum for the in the light of instructional scientific designs?
2. How effective is the use of instructional scientific designs in the achievement of scientific concepts for the first-grade prep pupils?
3. How effective is the use of instructional scientific design in the development of attitude towards science for the first- grade prep pupils?
Objectives of the study:
1. To identify the effectiveness of using instructional scientific designs in the achievement of scientific concepts for first-grade prep pupils.
2. To identify the effectiveness of using instructional scientific design in the development of attitude towards science.
The importance of the study:
The importance of research lies in that it may be useful in:
1. Helping pupils to acquire scientific concepts in an interesting and unique way through games and instructional scientific designs.
2. Improving the performance of the learners and making them effective in the learning process through their contribution and participation positively in the instructional scientific designs, and to participate with other classmates to increase their spirit of cooperation and participation.
3. Drawing the attention of teachers to pay attention to the positive participation of the pupils in the classroom.
Methodology of the study:
The current study follows:
1. The descriptive analytical method:
To scan and analyze the literature of the field and previous related studies to determine the standard specifications for the construction and preparation of instructional scientific designs and all their types.
2. The Semi-empirical method:
With regard to the executing and procedures of the study ass it depends on the following design:
A - The experimental group: a group of pupils who are studying the content of two units (material and its structure, and energy) in a science book for the first-grade prep, according to the instructional scientific designs.
B – The control group: a group of pupils who are studying the same content according to the usual prevailing method and in the schools.
The limits of the study:
The current study is limited to:
1. A group of first-grader pupils in Fayoum Governorate from Faris preparatory school and Fayoum directorate.
2. Two units (material and its structure, and energy) from the science course for the first-grade prep in first semester.
3. Measurement of the achievement of scientific concepts in the levels of (remembering, understanding, and after understanding).
4. Measurement of the attitude towards science.
Hypotheses:
The study seeks to validate the following hypotheses:
1. There are statistically significant differences between the average grades of experimental and control groups in the post apply of the achievement test of scientific concepts for pupils of the experimental group.
2. There are statistically significant differences between the average grades of the experimental group before and after teaching in the achievement test of scientific concepts in favor of the post apply.
3. There are statistically significant differences between the average grades of experimental and control groups in the post apply of the attitude scale towards science for the pupils of the experimental group.
4. There are statistically significant differences between the average grades of pupils of the experimental group before and after the teaching of the attitude scale towards science for the post apply.
The steps of the study:
The researcher will follow the following steps:
1. Read Arabic References through Egyptian universities and foreign references through the site of Eric and the scientific designs in teaching science and everything related to scientific concepts, and the attitude towards science.
2. Choosing the two units that will be used in this study.
3. Preparation of educational materials:
A. Pupil activity booklet in the two units of the study formulated in accordance with the instructional scientific design.
B. Teacher’s Guide in the two units of the study according to the instructional scientific designs.
4. The preparation of the two tools of the study:
A. An achievement test of scientific concepts prepared by the researcher.
B. The scale of attitude towards Science prepared by the researcher and make sure of their validity and stability.
5. Choosing the research group and dividing it into two groups, one experimental and the other is control.
6. Applying the two tools of the study in the two groups.
7. Teaching the two units of the study to the experimental group using instructional scientific designs and to control group using the traditional way of teaching.
8. The application of research tools to the experimental group and control group.
9. Making a statistical treatment of data.
10. Drawing conclusions and discussing and interpreting them.
11. Making recommendations and proposals in the light of the results.
Research results :
- The results of the application of the test of the achievement of scientific concepts on both experimental and control groups, and on the experimental group before and after teaching using scientific educational designs through the units (energy, diversity and adaptation in living organisms) showed that there are statistically significant differences for the benefit of the experimental group pupils and for the benefit of Remote application.
- The results of the calculation of the magnitude of the impact showed that the use of scientific educational design has a significant impact on the achievement of the concepts of units (energy, diversity and adaptation in living organisms) among the students of the experimental group.
- The results of the measure of the trend towards the subject of science on both experimental and control groups, and on the experimental group before and after teaching using scientific designs through the two units (energy, diversity and adaptation in living organisms) showed that there are statistically significant differences in favor of the pupils of the experimental group and in favor of Remote application.
- The results of the calculation of the magnitude of the impact showed that the use of educational scientific designs has a significant impact in the development of the trend towards science subject among the students of the experimental group.
(A) Research recommendations:
In the light of the research findings, the researcher recommends the following:
• The need to train science teachers during the service, and students teachers in the faculties of education on how to use scientific instructional designs in teaching and learning science and how to employ them from the planning of the lesson, through the implementation of the lesson and class management and diversification of stimuli, and access to different assessment methods and provide feedback.
• Providing an educational climate that enables pupils to think, increase their learning, reduces stress, anxiety and fear of failure, develops positive attitudes towards the learning process, and emphasizes the friendly relations between the teacher and pupils.
• Preparing teacher guides in science curricula for all educational stages in accordance with educational scientific designs and activities and strategies of modern and appropriate.
• The need to include educational scientific designs in the curriculum, which can be used and exploited their advantages in raising the level of educational attainment and the trend towards science.
• Creating a classroom with different and advanced educational materials and means that allow pupils to use educational scientific designs in learning science.
• Attention should be given to the use of scientific instructional designs in the teaching of science so that the student can participate in the educational process in a positive and active participation.
(B) Research proposals:
To complement this research, the researcher suggests some researches and studies that can be carried out, namely:
- Conducting a study similar to the current research on a group of students with slow learning or special needs.
- Conducting a similar study for the current research and measuring its effectiveness in teaching science on different educational stages.
- Conducting an experimental study to investigate the effectiveness of using educational scientific designs on other variables such as acquiring the skills of scientific investigation, visual perception and multiple intelligences.
- The use of other methods to develop the achievement of scientific concepts and the trend towards science material among students of the preparatory stage.
- Building a program to train students to teach science to teach according to scientific designs Educational