Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

Types of Mobile Electronic Support (Individual/Group) and its role in the achievement and development of Speaking and Listening Skills in the English Language Course for intermediate school students: نمط الدعم الإلكتروني المتنقل (فردي/جماعي) ودوره في التحصيل وتنمية مهارات التحدث والاستماع بمقرر اللغة الإنجليزية لدى طلاب المرحلة المتوسطة

The aim of the study is to measure the impact of the mobile electronic support types (individual/group) in the achievement and development of speaking and listening skills in the English language course for the intermediate school students, by identifying the types of mobile electronic support (individual/group), and determining the speaking and listening skills in the English language course that must be acquired for intermediate school students. In addition, mobile learning tools and applications can be used in mobile electronic support to develop speaking and listening skills and monitor the role of the electronic support style in developing speaking and listening skills, and measure the impact of the different mobile electronic support types (individual/group) in developing speaking and listening skills. The researcher used the semi- experimental approach method, and a sample consisted of (30 students) of the second intermediate grade students in Al- Andalus National Schools in Jeddah. To achieve the objectives of the study, a learning test and an observation card were built. The results of the research found a positive impact on the effectiveness of the mobile electronic support types (individual/group) in the achievement and development of of speaking and listening skills in English course for intermediate school students. The results revealed that there were statistically significant differences between the mean scores of students in the pre and post- test in the achievement test and Not card of both Mobile E- support types (individual/group) to develop speaking and listening skills in favor of the post- test. The arithmetic mean of the experimental group students of the individual mobile electronic support type in the post application of the observation card for the speaking skill is equal to ( 9.46), and the arithmetic mean of the experimental group students of the group mobile electronic support type in the post application of the observation card for the speaking skill equals (8.01), and the value (T) equals (9.32). The average score of the observation card for the speaking skill of the experimental group students of the (group) mobile electronic support type in the pre- application is (3.09) and in the post- application is (8.01). In light of the results, the research presented several recommendations, including the necessity of applying the group mobile electronic support type in order to increase the speaking and listening skills in the English language course for intermediate school students.

Gender Differences in Nutritional Quality and Consumption of Lunches Brought from Home to School

Gender difference in the lunches brought from home to school and the amount consumed by elementary and intermediate school students were examined using data collected from 12 schools in Texas. The amount and nutritional quality of food items brought and consumed was evaluated, by comparing the results to the 2012 school meal standards, and Dietary Reference Intakes (DRIs). Almost all lunches brought from home contained grain and meat/meat alternatives, and the amount brought and consumed exceeded the NSLP standards. The majority of students did not bring fruits, vegetables, and whole grain foods, but those who brought consumed most of what they brought. Among elementary school students, only 9% of boys and 14% of girls brought vegetables and the amount brought and consumed did not meet the standards. Although carbohydrate and protein consumption were adequate for boys and girls, the intakes of micronutrients and fiber did not meet the requirements across both genders at both school levels. Overall, lunches brought from home were not well balanced and did not meet NSLP standards and DRIs. It is imperative to identify strategies to improve the nutritional quality of lunches brought from home considering gender difference in food choice and educating parents and children on what is a healthy well-balanced lunch.

Intermediate schools today : an examination of certain aspects

My original intention, when I was a member of the staff of a post-primary school, was to carry out an investigation into the Post-primary Examination system in this country, but on my appointment to my present position at the beginning of this year, I decided that the best and quickest way of becoming acquainted with the Intermediate School system in New Zealand would be to make a survey of the schools of this country as they are at present.

Intermediate schools today : an examination of certain aspects

My original intention, when I was a member of the staff of a post-primary school, was to carry out an investigation into the Post-primary Examination system in this country, but on my appointment to my present position at the beginning of this year, I decided that the best and quickest way of becoming acquainted with the Intermediate School system in New Zealand would be to make a survey of the schools of this country as they are at present.

Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

<p>In the three decades since digital technologies were introduced into classrooms with the potential of changing educational practices, an ongoing dialogue continues regarding the impact of these technologies on teaching and learning, for both teachers and their students. While current research has identified a number of elements that influence teachers’ integration of digital technologies, there is a need for a careful examination of the relationships between these factors and how they come together to underpin teachers’ decisions to use digital devices with their students. The purpose of the present study was to understand teachers’ motivations for integrating digital technologies into their teaching practice, how they accomplished this, and what environmental and personal factors underpinned these decisions. This research also investigated students’ experiences of working with digital technologies as they participated in teacher-planned lessons. Both contextual and personal factors contribute to teachers’ use of digital technologies; therefore, these aspects were considered through the Cultural-Historical Activity Theory (CHAT) theoretical framework to make sense of the sociocultural environment that influenced these intermediate school teachers as they made decisions to include digital technologies in their classroom practices. An interpretive multiple case study methodology was used, incorporating data collection methods of interviews, observations, document analysis, ‘think alouds’, and student focus groups, to explore the practices of teachers and their students in four classroom cases within two intermediate schools in New Zealand over the course of a year. The results showed that teachers included digital tools in their classroom practices to support their existing pedagogical practices, comply with school policies, communicate with parents and students, motivate and engage students, and prepare students for a digital world. As teachers’ knowledge of the affordances of digital technologies increased, they were able to integrate these tools in ways that aligned with their classroom objectives. School leadership and professional development played a key role in the methods through which teachers incorporated digital technologies. In addition, the perception of community members that these teachers were skilled technology users led to new roles and responsibilities within their school environments. This study showed that while some learners were experienced technology users, teachers’ assumptions of student abilities and/or engagement with these tools were sometimes inaccurate. Appropriate teacher scaffolding of student learning as well as teachers’ explicit expectations for the use of digital technologies combined to increase the success of learning activities within each classroom. The findings from this study illustrate the reality experienced by teacher participants when attempting to integrate digital tools into their teaching practices. The teachers were motivated to use digital technologies in their classrooms to support their students’ learning, and did so by gaining knowledge of the different tools available in their environments and reconfiguring the most effective ways to incorporate those within their classroom practices.</p>

Teaching and learning with digital technologies in the intermediate school classroom: An Activity Theory analysis of classroom interactions

<p>In the three decades since digital technologies were introduced into classrooms with the potential of changing educational practices, an ongoing dialogue continues regarding the impact of these technologies on teaching and learning, for both teachers and their students. While current research has identified a number of elements that influence teachers’ integration of digital technologies, there is a need for a careful examination of the relationships between these factors and how they come together to underpin teachers’ decisions to use digital devices with their students. The purpose of the present study was to understand teachers’ motivations for integrating digital technologies into their teaching practice, how they accomplished this, and what environmental and personal factors underpinned these decisions. This research also investigated students’ experiences of working with digital technologies as they participated in teacher-planned lessons. Both contextual and personal factors contribute to teachers’ use of digital technologies; therefore, these aspects were considered through the Cultural-Historical Activity Theory (CHAT) theoretical framework to make sense of the sociocultural environment that influenced these intermediate school teachers as they made decisions to include digital technologies in their classroom practices. An interpretive multiple case study methodology was used, incorporating data collection methods of interviews, observations, document analysis, ‘think alouds’, and student focus groups, to explore the practices of teachers and their students in four classroom cases within two intermediate schools in New Zealand over the course of a year. The results showed that teachers included digital tools in their classroom practices to support their existing pedagogical practices, comply with school policies, communicate with parents and students, motivate and engage students, and prepare students for a digital world. As teachers’ knowledge of the affordances of digital technologies increased, they were able to integrate these tools in ways that aligned with their classroom objectives. School leadership and professional development played a key role in the methods through which teachers incorporated digital technologies. In addition, the perception of community members that these teachers were skilled technology users led to new roles and responsibilities within their school environments. This study showed that while some learners were experienced technology users, teachers’ assumptions of student abilities and/or engagement with these tools were sometimes inaccurate. Appropriate teacher scaffolding of student learning as well as teachers’ explicit expectations for the use of digital technologies combined to increase the success of learning activities within each classroom. The findings from this study illustrate the reality experienced by teacher participants when attempting to integrate digital tools into their teaching practices. The teachers were motivated to use digital technologies in their classrooms to support their students’ learning, and did so by gaining knowledge of the different tools available in their environments and reconfiguring the most effective ways to incorporate those within their classroom practices.</p>

Familiarity among Adolescents and its Relationship with Psychological Compatibility of Students

This research aimed to study (familiarity among adolescents and its relationship with psychological compatibility among students), to identify familiarity and psychological compatibility among adolescents among intermediate school students by identifying the correlation between the characteristics of familiarity and psychological compatibility. The sample consisted of 100 intermediate school students, and the researchers used two scales (Khair 2010) and (Faroujah 2011). The research found that the attribute of familiarity is not present at the research sample, whereas the psychological compatibility feature was present. There was a difference between males and females in favor of females on the familiarity scale, while for the specialization (scientific - literary) on the familiarity scale, it appeared that there was a statistical difference in favor of the scientific specialization and not There is a statistical difference between males and females on the psychological compatibility scale. As for specialization (scientific - human), the difference was in favor of the scientific specialization, and there is a high positive correlation between the two variables to a large extent, and in light of these results, the researchers developed a number of recommendations and proposals.

THE EFFECT OF FLIPPED CLASSROOM STRATEGY IN LEARNING SOME BASIC ‎FOOTBALL SKILLS FOR JONIOR INTERMEDIATE SCHOOL STUDENTS

The search aims to: ‎ ‎- Recognize the effect of the inverted grade strategy in learning some ‎of the basic skills of football for second graders. ‎ ‎- Identify the differences between the past and subsequent tests of ‎the two groups of research in learning some of the basic skills of ‎football for second grade students.‎ ‎- Identify the differences between the subsequent tests of the two ‎groups of research in learning some of the basic skills of football for ‎students of the second grade literary.‎ The researchers used the experimental approach to suitability and the ‎nature of the research. The research society consisted of students of ‎the second grade intermediate school in Al-Malwia for boys in the ‎district of Baqubeh in the province of Diyala. The total number of ‎students was (43) and (30) students were randomly chosen to be the ‎sample of the research and divided into two experimental and ‎experimental groups (15), And the two experimental design ‎researchers، called (equal group design، random selection with pre-‎test and post-test) were used to achieve parity between them.‎ and then the main experiment was applied by two units a week for six ‎weeks. After that the post tests were applied. After the data collection ‎and unloading) And test (t) for associated and independent samples، ‎arithmetic mean and standard deviation. After the statistical treatment ‎and the appearance of the results, the researchers concluded the ‎following: ‎- The flipped classroom strategy has the effect of learning some basic ‎football skills for a sample search.‎ ‎- The advantage of strategic inverted grade on the traditional style of ‎the article teacher in learning some basic football skills for sample ‎research. ‎ Therefor, the researchers recommended using this strategy in ‎learning other skills for other. activities.‎

The effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies

The current research aims to know (the effect of using the distinctive triple strategy on the achievement of first-grade intermediate students in the subject of social studies )To verify the objective of the research, the researcher formulated the following null hypothesis: 1- There is no statistically significant difference between the average scores of the students of the experimental group who studies social sciences using the (distinctive triple) strategy, and the average scores of the students of the control group who studies the same subject according to the traditional method in the post-achievement test.. The researcher chose an experimental design with two groups, one experimental and the other control. The two research groups (experimental - control) were rewarded in the following variables : .(Chronological age in months, previous year scores, intelligence test) The current research was limited to first-grade intermediate students in (Al-Hamza Intermediate School for Boys), which is one of the schools affiliated to the city of Baghdad / Karkh Third Education Directorate. Its students (31) students, and the second represented the control group who study the same subject in the traditional way, and their number is (31) students. Thus, the number of the research sample members reached (62) students. 2019 – 2020 To measure the level of students' achievement, the researcher prepared a post-achievement test consisting of a multiple-choice type, which was presented to a group of experts and arbitrators. : The search results showed 1-The students of the experimental group who study the social subject according to the distinguished triple strategy outperformed the students of the control group who study the social subject in the traditional way in the achievement test. The researcher came out with a set of recommendations and suggestions