scholarly journals Effectiveness of the WebQuest Strategy-Based Educational Platform and Learning Environment in Acquiring Biological Concepts and Systemic Thinking in the Biology Course among Pre-Service Teachers

2021 ◽  
Vol 20 (4) ◽  
pp. 61-81
Author(s):  
Tahani Alebous
Keyword(s):  
Learning Environment ◽  
Science Teachers ◽  
Study Groups ◽  
Ministry Of Education ◽  
Systemic Thinking ◽  
Individual Instruction ◽  
Biological Concepts ◽  
Teacher's Manual ◽  
And Control ◽  
Experimental Group

This study aims at uncovering the effectiveness of the WebQuest strategy-based learning environment in the teaching of biological concepts and imparting of systemic thinking. The participants of the study, 64 pre-service teachers (students) for the 2020–2021 academic year, were divided randomly into experimental and control groups. WhatsApp groups were used to communicate with the students. To achieve the study’s objectives, a teacher’s manual for biological concepts was prepared following the WebQuest Model; the WebQuests were created using the Zunal computer programmes. Both biological concepts and systemic thinking assessments were prepared and the study tools were tested for accuracy and reliability. To answer the research questions, data were analysed using ANCOVA and MANCOVA. There were significant differences between the average performances of the two study groups on the scale of the acquisition of biological concepts in favour of the experimental group. Additionally, there were significant differences between the average performances of the groups on a scale of systemic thinking in favour of the experimental group. The results encouraged the educational supervisors to hold training courses and workshops for science teachers, training them in the use of the WebQuest strategy in science teaching and urging its implementation in teaching – through individual instruction and publications. The Ministry of Education must play a role in designing and writing the science curricula and provide a guide for the teachers explaining the ways to employ the WebQuest strategy in the process of teaching science.

scholarly journals The Effect of using the 5E Instructional Strategy in developing critical thinking skills for third-grade intermediate students in the jurisprudence course: أثر استخدام استراتيجية دورة التعلم الخماسية في تنمية مهارات التفكير الناقد لدى طالبات الصف الثالث المتوسط في مقرر الفقه

2021 ◽  
Vol 5 (47) ◽  
pp. 124-95
Author(s):  
Ahlam Merji Al- Muhammadi Ahlam Merji Al- Muhammadi
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Study Groups ◽  
Thinking Skills ◽  
Third Graders ◽  
Critical Thinking Skills ◽  
Control Group ◽  
And Control ◽  
Experimental Group

This study investigates the effect of the 5E Instructional strategy on the development of critical thinking skills of intermediate third graders through Jurisprudence course compared to the normal way of teaching. In order to achieve this goal the researcher adopted a pre- post two- group (experimental and control) quasi- experimental research methodology. The tool of the study was a critical thinking skills test based on Mary McFarland's strategy. After the validation and calculation of the tool's reliability, the researcher piloted the tool at a random sample consisting of (63) female intermediate third graders in thirtieth Medina School. The study used a number of appropriate statistical analyses which included: means of scores, standard deviation, alpha Cronbach coefficient reliability test of critical thinking skills, and T- test for independent samples to ensure group homogeneity of study groups, and to see the effect of using the 5E Instructional strategy on developing the critical thinking skills of the students. The obtained results indicated that there are statistically significant differences at the level of significance (a = 0.05) between the mean scores of experimental group and control group students in the critical thinking skills test in favor of the experimental group. In the light of these results, a number of recommendations have been made, namely: religious science teachers should be supervised towards more attention to the development of critical thinking skills; paying attention to the involvement of the student in the learning process; encouraging students to express their opinions and being able to defend their point of view in order to increase the level of critical thinking skills and finally to employ the 5E Instructional strategy in teaching jurisprudence course. Based on the findings of the study, a group of suggestions for future studies have been made that can be considered as extension to the current study.

scholarly journals USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS

2019 ◽  
Vol 18 (2) ◽  
pp. 158-170 ◽  
Author(s):  
Burcu Alan ◽  
Fikriye Kirbağ Zengin ◽  
Gonca Keçeci
Keyword(s):  
Problem Solving ◽  
Science Teachers ◽  
Service Science ◽  
Control Group ◽  
Problem Solving Skills ◽  
Teaching Knowledge ◽  
Mixed Method Design ◽  
Post Test ◽  
And Control ◽  
Experimental Group

In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design. The research was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at Fırat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.

scholarly journals The effectiveness of an educational program based on the Brunner model in developing problem solving and mathematical thinking in mathematics for tenth grade female students in the Karak District Education Directorate: فاعلية برنامج تعليمي قائم على نموذج برونر في تنمية حل المشكلات والتفكير الرياضي في مادة الرياضيات لدى طالبات الصف العاشر الأساسي في مديرية تربية منطقة الكرك

2021 ◽  
Vol 5 (39) ◽  
pp. 71-49
Author(s):  
Kifaya Barakat Alrawashdeh, Khalaf Alsaqarat Kifaya Barakat Alrawashdeh, Khalaf Alsaqarat
Keyword(s):  
Problem Solving ◽  
Educational Program ◽  
Teaching Method ◽  
Mathematical Thinking ◽  
Ministry Of Education ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

The study aimed to uncover the effectiveness of an educational program based on the Bruner model in developing problem-solving, mathematical thinking and motivation in mathematics among tenth grade students in the Karak Education Directorate, and to achieve the objectives of the study the quasi-experimental approach was used by dividing the study sample into two groups, experimental and control groups, and the study sample consisted of (150) students who were randomly selected, and a set of tests were developed include solve problems test, mathematical thinking test, and motivation questionnaire. The study reached results, the most important of which are: There are statistically significant differences at the level of significance (α≤0.05) in the development of problem solving in mathematics among the tenth grade students in the Directorate of Education of the Karak due to the teaching method, and in favor of the students of the experimental group, and there are statistically significant differences at the level of significance (α≤0.05) in the development of mathematical thinking in mathematics among the tenth grade students in the Directorate of Education of the Karak due to the teaching method, and in favor of the students of the experimental group. In the light of the results, the study recommended that officials in the Ministry of Education should be interested in developing the teaching strategies used in teaching mathematics with a focus on the Brunner model due to its great and positive effect in improving students ’understanding and comprehension of mathematical content.

The Effect of Using EDRAAK Educational Platform on the Academic Achievement among Tenth Grade Students and Their Attitudes Towards it: أثر استخدام منصة إدراك التعليمية على التحصيل الدراسي في مادة الرياضيات لدى طلبة الصف العاشر الأساسي واتجاهاتهم نحوها

2020 ◽  
Vol 4 (48) ◽  
Author(s):  
Mohammad Falah Al-Shugairat, Mohammad Salameh Al-Rsaaie
Keyword(s):  
Academic Achievement ◽  
Study Groups ◽  
Choice Test ◽  
Control Group ◽  
Significance Level ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

This study aimed to identify the Effect of Using EDRAAK Educational Platform on the Academic Achievement among the Tenth Graders and Their Attitudes towards It, the sample of the study consisted of (50) students from the tenth grade in the Petra District Education Directorate, who were randomly divided into two groups (experimental and control). The researchers used the quasi-experimental approach, and the study tools consisted of a multiple-choice test of (20) items to measure student achievement, and an attitudes scale consisting of (24) items, and the results of the study showed There were statistically significant differences at the level of significance (α≤0.05) for teaching using EDRAAK platform on the achievement of tenth grade students in basic mathematics, where the value of t = 3.616 and by looking at the average achievement of the members of the two study groups (experimental and control) on the post-test we find that the difference is due to the average achievement of the experimental group students, which reached (10.64), while the average achievement of the control group on the post-test was (7.24). The results also showed that there are statistically significant differences at the significance level (α≤0.05) for teaching using EDRAAK educational platform on the attitudes of the tenth grade basic students towards mathematics, where the value of t = 2.42, and by looking at the average trends of the members of the two study groups (experimental and control) on the post-test (attitudes), we find that the differences between the averages of students attitudes on the post-test are in the interest of the group’s students the experimental group reached (2.89), while the average attitudes of the control group students reached (2.68). The researchers recommend the necessity of adopting educational platforms as an integral part of the education process in the schools of the Hashemite Kingdom of Jordan.

scholarly journals Effects of Active Participation and Education of Caregivers on Peripheral Intravenous Injections for Their Child

2018 ◽  
Vol 7 (1) ◽  
pp. 62
Author(s):  
Eunmi Hwang ◽  
Yeon Sook Kim ◽  
Dongsuk Lee
Keyword(s):  
Study Groups ◽  
Active Participation ◽  
Control Group ◽  
Intravenous Injections ◽  
Written Information ◽  
Quasi Experimental ◽  
Children's Pain ◽  
Additional Education ◽  
And Control ◽  
Experimental Group

This study was to determine the effects of active participation and education of caregivers on the pain experienced by their hospitalized children, the anxiety of the caregivers, and the working efficiency of nurses when administering peripheral intravenous (IV) injections to their children. It was found IV injections were the most feared procedures experienced by inpatient pediatric patients. A quasi-experimental design used in which different types of treatment were given to subjects in three groups. All caregivers received brief verbal information about the peripheral IV injection procedure for their child. Those in the control group then stayed outside the treatment room, those in the first experimental group observed the procedure, and those in the second experimental group participated actively in the procedure for their child after additionally receiving written information about it. Hospitalized children’s pain level did not differ among the three study groups (F=1.18, p=.323) while caregivers’ anxiety level differed being lowest in the second experimental group (F=5.98, p=.001). The nursing action duration of performing the intravenous injection was longest and shortest in the first and control group, respectively (F=5.07, p=.003). This study shows that active participation and education of caregivers decreased the caregiver’s anxiety during peripheral IV injections for their children, while the absence of caregivers shortened the duration of performing the IV injection. The outcomes of caregiver anxiety and the duration of the IV injection were worse for caregivers who observed their child without receiving additional education about or participating in the injection.

scholarly journals Studying the pathogenic role of catecholamines in the development of retinopathy of prematurity on an experimental model of the disease

2019 ◽  
Vol 12 (4) ◽  
pp. 64-69
Author(s):  
L. A. Katargina ◽  
N. A. Osipova ◽  
A. J. Panova ◽  
N. S. Bondarenko ◽  
Yu. O. Nikishina ◽  
...  
Keyword(s):  
Retinopathy Of Prematurity ◽  
High Performance ◽  
Amacrine Cells ◽  
Study Groups ◽  
Control Group ◽  
Dopamine Level ◽  
Applied Model ◽  
Rat Pups ◽  
And Control ◽  
Experimental Group

Purpose. To study the involvement of dopamine and noradrenaline in the pathogenesis of retinopathy of prematurity (ROP) on an original rat model of the disease.Material and methods. The study was conducted on 41 newborn Wistar rats (82 eyes), divided into 2 groups: experimental (EROP, rats with experimental ROP, n = 21) and control (n = 20). The rats were taken out of the experiment on the 7th, 14th, 23rd and 28th days of life. All rat pups were given binocular enucleation at the indicated times, whereupon the eyeballs were dissected along the limbus and the cornea, lens, hyaloid system, and vitreous were removed. The retina was isolated from the eye cup. The isolated retinal samples were homogenized in 10 volumes of 0.1 n HClO4 containing 50 pmol/ml (or more) of 3,4-dihydroxybenzylamine (DBA), using an ultrasonic homogenizer (Labsonic M, Sartorius), centrifuged at 2000g for 20 minutes, and the norepinephrine, dopamine and precursor of dopamine — L-3,4 dihydroxyphenylalanine (L-DOPA) were determined in the resulting supernatant. The contents of substances were measured using reverse phase high performance liquid chromatography with electrochemical detection (Amperometric detector LC-4B, Bioanalytical Systems, USA) set at the potential of 850 mV.Results. On the 7th day, on which avascular retinal zones in both groups of animals existed, no significant differences were found in the content of monoamines in the retina of rats with EROP and in the control group. On the 28th day, the content of noradrenaline, dopamine and L-DOPA in the retina of the experimental group was significantly increased compared with the control. On day 23, corresponding to the peak of neovascularization in the EROP model applied, the level of norepinephrine in the retina of experimental group rats was significantly higher, while the level of L-DOPA was significantly lower compared to the control group. The dopamine level was comparable in both study groups and similar to the level of L-DOPA in the control group. On the 28th day, corresponding to the beginning of EROP regression accompanied by vascular activity decrease, the content of dopamine and L-DOPA remained lower than in the control group.Conclusion. During the development of pathological neovascularization of rat pup retina with EROP, the level of noradrenaline is growing, revealing a peak corresponding to the period of pronounced pathological growth of retinal vessels within the applied model, which indicates to the fact of noradrenalin proangiogenic properties and its direct participation in the pathogenesis of ROP. The level of dopamine and its predecessor, L-DOPA, increased towards the 14th day as compared to its level detected on the 7th day, which may be due to the maturation of the amacrine cells producing, and then, on the day 23. i. e. during the period corresponding to the maximum peak of angiogenesis, its relative decrease of L-DOPA was noted. It can be assumed that the lack of this monoamine, and hence insufficient manifestation of its anti-angiogenic properties contributes to the development of uncontrolled neovascularization of the retina.

scholarly journals Developing Argumentation Skills among Undergraduate Students Using Inquiry Led Argument Framework

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Fayyaz Ahmad Faize ◽  
Muhammad Arshad Dabar
Keyword(s):  
Academic Performance ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Teacher Educators ◽  
Control Group ◽  
Science Students ◽  
And Control ◽  
Experimental Group ◽  
New Framework

Teaching of science subjects in developing countries is still geared around traditional methods. This study aimed at teaching science students through scientific argumentation as a newer method for teacher instructors and students in Pakistan. The objectives were to develop argumentation skills in science students using Inquiry Led Argument Framework (ILAF), to explore the effectiveness of the new framework and to assess the quality of arguments generated by students using ILAF. The sample consists of two sections of bio-ethic course in a large public-sector university serving as experimental and control group. Before introducing ILAF in the experimental group, it was carefully designed, validated and pilot tested with the students. The progression in argumentation skill was monitored through written argumentation reports collected during the semester while, the effectiveness of ILAF was found through comparing the students’ academic performance with a control group at the end of semester. ILAF was found effective in developing argumentation skills and improving students’ academic performance as compared to students in the control group. The students’ quality of argument improved with practice. ILAF as a newer approach has the capacity to serve as a useful framework for teacher educators and science teachers in developing argumentation skills in students besides improving their academic performance

scholarly journals Specific Proposals for Innovation Teaching and Its Impact on Future Challenges for Basic Level Pupils

2015 ◽  
Vol 1 (2) ◽  
pp. 26
Author(s):  
Yassir M Mahgoub
Keyword(s):  
Experimental Methods ◽  
Control Group ◽  
Ministry Of Education ◽  
Before And After ◽  
Future Challenges ◽  
The University ◽  
And Control ◽  
The Impact ◽  
Basic Level ◽  
Experimental Group

<p>This paper primarily aims at exploring the impact of innovation teaching on future challenges for basic level pupils.<br />The descriptive analytical and experimental methods are used in this research. The researcher can put specific proposals for innovation teaching for basic level pupils.<br />The study sample consists of pupils totaling (20) pupils of the basic schools of the University of Khartoum - Republic of the Sudan.<br />Innovation and creativity are part of the essential skills that enable students to meet with future challenges, can implement a number of tips and techniques that can help students to think creatively and find solutions for future problems.<br />The results showed there are significant differences between the experimental group and control group before and after the test, which confirms that students of the basic schools will be more interested in the future challenges as measured by a survey given before and after the program.<br />The researcher recommended the Ministry of Education should develop a plan focusing on the development of the children creative abilities of the basic level pupils, because student at this level tends to invent things or find solutions.</p>

scholarly journals Teaching of the Subject of Solids Through Problem-Based Learning Approach

2020 ◽  
Vol 10 (3) ◽  
pp. 47
Author(s):  
Ramis Bayrak ◽  
Ahmet Gürses
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Traditional Approach ◽  
Problem Based Learning ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
The Subject ◽  
And Control ◽  
Experimental Group

The aim of the study is to investigate the attitudes of prospective science teachers towards the use of problem-based learning methods in the learning of concepts related to the subject of solids, and their opinions on its role in academic success, science process skills and the chemistry course. The study group consists of 83 prospective teachers studying in the science education undergraduate program. The experimental group and control group were determined by random sampling method. The problem-based learning method was used in the experimental group and the traditional approach was used in the control group. The experiment was carried out in a period of 5 weeks. As data collection tools; "Solid Concept Achievement Test", "Science Process Skill Test" and "The Attitude Scale toward Chemistry" were used. In the research, analysis of covariance (ANCOVA), independent t-test and statistical methods with descriptions were used. The results showed that problem-based learning is more effective than the traditional approach to understanding the concepts related to solids by prospective teachers. The differences in academic achievement between the experimental and control groups in this study were parallel with the other results reported in the literature. Also, in terms of prospective teachers' development of science process skills and attitudes towards chemistry, it was seen that there was a significant difference between the groups in favor of problem-based learning.

scholarly journals Higher Secondary Students Engagement And Attitude Towards Blended Learning Environment

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
K. Suprabha ◽  
G. Subramonian
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Instructional Strategy ◽  
Classroom Instruction ◽  
Classroom Interaction ◽  
Control Group ◽  
Constructivist Teaching ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

At present, classroom instruction should be self-regulated process and the learner who is self-motivated to explore problems and situations. For learning, the students are learn through web as a source of knowledge, the learning environment should be shifted to a learner centered rather than teacher centered environment. Commerce education is to be directed towards mastery in its conventions and principles, towards thinking and solving problems in scientific ways, towards developing a positive outlook to the discipline at higher secondary level. Attitude towards learning is associated with the academic performance of commerce related task and improving the achievement, it should be one of the basic features in designing effective commerce classroom instruction. In the present study, students’ attitude can be enhanced by using blended learning instructional strategy targeting the variables of learner attitude towards learning of instructional transaction, learning task, classroom interaction and assessment.  The study employs Pretest-posttest non-equivalence control group design under the quasi-experimental method. The sample consists 80 students of standard XII, 40 students each in experimental group and control group. Statistical techniques of descriptive statistics, t-test and Cohen’s d were used for comparing the pretest and posttest scores of attitude towards learning and measuring the effect size between experimental and control groups. The findings of the study showed that there is significant difference in the mean posttest scores of attitude towards learning between experimental group and control group and the blended learning instructional strategy is more beneficial in developing the attitude of higher secondary school students when compared to constructivist teaching strategy.

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