scholarly journals Virtual labs and their impact on developing scientific inquiry skills in the science subject for fifth-grade female students in Jeddah: المعامل الافتراضية وأثرها على تنمية مهارات الاستقصاء العلمي في مادة العلوم لدى طالبات الصف الخامس الابتدائي بجدة

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Fatima Ebrahim Gahm
Keyword(s):  
Scientific Inquiry ◽  
Performance Test ◽  
Female Students ◽  
Fifth Grade ◽  
Virtual Labs ◽  
Inquiry Skills ◽  
Virtual Laboratories ◽  
Significant Difference ◽  
Scientific Inquiry Skills ◽  
The Impact

The aim of the current research is to reveal the impact of virtual labs on developing scientific investigation skills of fifth-grade primary students in Jeddah, and in order to achieve that, the researcher used the quasi-experiment approach with one group, where the research tools were applied after ensuring their validity and stability, namely the performance test and the attached observation card, before After applying the experimental treatment material represented in the virtual Crocodile laboratory in a sample of (35) female students of the fifth grade of primary school - the second semester of the academic year 1437-1438 AH, and they were chosen by the intentional method, and after conducting the experiment the research results were analyzed, and the research concluded A total of a set of results, the most prominent of which is the existence of a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students that use (virtual laboratories), in the pre and post application of the performance test and its observation card for scientific inquiry skills in favor of the post application. The researcher recommended employing virtual laboratories in teaching science subjects and its branches and suggested a set of future researches in light of the results of the research.

scholarly journals Assessing of Scientific Inquiry Skills Achieved by Future Biology Teachers

2018 ◽  
Vol 23 (1-2) ◽  
pp. 71-80 ◽  
Author(s):  
Elena Čipková ◽  
Štefan Karolčík
Keyword(s):  
Success Rate ◽  
Scientific Inquiry ◽  
Professional Training ◽  
Scientific Information ◽  
Biology Teachers ◽  
Biology Teaching ◽  
Inquiry Skills ◽  
Significant Difference ◽  
Scientific Inquiry Skills ◽  
Science Subject

AbstractA successful application of scientific research in science education requires adequate professional training of teachers. The study presents the results of research focused on the level of scientific inquiry skills of future biology teachers. The results showed that students with a success rate of over 80 % solved tasks focused on applying numerical methods, determining relationships between variables and evaluating the uses and misuses of scientific information with a more than 80 % success rate. On the other side, the students had considerable problems associated with planning and implementing of the experiment. The results indicated that there is no significant difference in the level of scientific inquiry skills between students who study biology teaching in combination with other science subject, and students who study biology teaching in combination with a non-science subject.

scholarly journals The Effect of Common Knowledge Construction Model-based Teaching on the Cognitive and Psychomotor Learning of 7th Grade Students

2020 ◽  
Vol 4 (1) ◽  
pp. 31-40
Author(s):  
Barış Özden ◽  
Nilgün Yenice
Keyword(s):  
Scientific Inquiry ◽  
Knowledge Construction ◽  
Common Knowledge ◽  
Control Group ◽  
Inquiry Skills ◽  
Significant Difference ◽  
Psychomotor Learning ◽  
Post Test ◽  
Scientific Inquiry Skills ◽  
Construction Model

This study aimed to investigate the effect of science teaching, based on the Common Knowledge Construction Model (CKCM), on cognitive and psychomotor learning in 7th-grade students. The study group consisted of 29 students from two public schools affiliated with the Ministry of National Education in the 2018-2019 academic year. The study was carried out following a semi-experimental pre-test post-test control group research design. The data were collected with a “Scientific Inquiry Skills Test,” and a “Psychomotor Skills Rubric” (PSR) developed by the researchers. The PSR was used to evaluate the practice exam results of both groups. Data were analyzed with a standard statistics package. It was determined that the scientific inquiry skills post-test scores of the experimental group (X=15.87) were higher than the control group (X=10.92). The difference was observed to be significant. Also, a comparison of the total post-test PSR scores showed a statistically significant difference between the experimental (X=15.44) and control groups (X=13.30).

scholarly journals The impact of employing the realistic model on the academic achievement of history subject and the development of critical thinking among the literary fifth-grade female students

2021 ◽  
Vol 58 (2) ◽  
pp. 3938-3946
Author(s):  
Lect. Iman Muhammad Khudair, Prof. Dr. Saad Ali Zayer
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Realistic Model ◽  
Female Students ◽  
Fifth Grade ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached: 1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group. 2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.

scholarly journals The Impact of Teaching Physics via Modeling on Modifying Alternative Conception of Energy and Momentum Conservation among 11th Grade Female Students

2017 ◽  
Vol 11 (1) ◽  
pp. 53
Author(s):  
Abdulah K. Ambusaidi ◽  
Rahma M. Al Sabri
Keyword(s):  
Science Teachers ◽  
Momentum Conservation ◽  
Female Students ◽  
Scientific Models ◽  
Significant Difference ◽  
Energy And Momentum ◽  
The Impact ◽  
Teaching Physics ◽  
Experimental Group ◽  
11Th Grade

This study investigated the impact of teaching physics via modeling on theacquisition of energy and momentum conservation concepts. The sample consisted of 91 female students selected from 11th grade female students in two schools in Al-Dakhiliyah Governorate in Oman. The experimental group (n = 45) was taught via the modeling method, and the control group (n = 46) was taught using a traditional method. The study lasted six weeks during the second semester of the academic year 2013/2014. A teacher guide for teaching by models was designed and validated by a group of experts. To measure the acquisition of physics concepts, energy and momentum, an achievement test was used. The test consisted of 20 multiple-choice questions. Its reliability was measured by test-retest method (r = 0.79). The results revealed a statistically significant difference (p < .05) between the means of the experimental and control groups in favor of the experimental group. The study recommends that science teachers ought to use models and modeling in their teaching. Workshops to train supervisors, in-service teachers and pre-service teachers in the construction and development of scientific models need to be conducted

scholarly journals The impact of using the strategy of self-questioning in the achievement of students in the fifth grade in mathematics: أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طلاب الصف الخامس الابتدائي في مادة الرياضيات

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Latif Al-Zakri
Keyword(s):  
Achievement Test ◽  
Experimental Methodology ◽  
Fifth Grade ◽  
Control Group ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Significant Difference ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of fifth grade students in mathematics material. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 42 students from the fifth grade students from Khubayb bin Udai School in Riyadh; equally divided into two groups of 21 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in mathematics material

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