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فاعلية ‏‎ ‎إستراتيجيتي‎ ‎‏ الإدراك ‏‎ ‎فوق ‏‎ ‎المعرفية (النمذجة والتدريس التبادلي) في التحصيل والأداء ‏العملي لمادة البصريات الهندسية العملي ودافعيتهم لتعلم المادة

يهدف البحث‎ ‎الحالي إلى معرفة تأثير فاعلية إستراتيجيتي الإدراك فوق المعرفية ‏‏(النمذجة والتدريس التبادلي) في التحصيل والأداء العملي للطلبة في مادة البصريات ‏الهندسية العملي ودافعيتهم لتعلم المادة. ولتحقيق هدف البحث تمت صياغة الفرضيات ‏الصفرية الآتية:‏
‏(1)‏ لا يوجد فرق ذات دلالة إحصائية عند مستوى دلاله 0.05 بين متوسط درجات ‏الطلبة في التحصيل لمادة البصريات الهندسية العملي لمجموعات البحث الثلاث.‏
‏(2)‏ لا يوجد فرق ذات دلالة إحصائية عند مستوى دلاله 0.05 بين متوسط درجات‎ ‎الطلبة ‏في الأداء العملي لمادة البصريات الهندسية العملي لمجموعات البحث الثلاث.‏

Title in English: 
The Affectivity of Meta – Cognitive Strategies (Modeling ‎and Reciprocal Teaching) on the Achievement and ‎ Experimental Performance for the Experimental Geometrical ‎ Optics and TheirMotivation to Learn the Topic
Abstract in English: 
The Affectivity of Meta – Cognitive Strategies (Modeling ‎and Reciprocal Teaching) on the Achievement and ‎ Experimental Performance for the Experimental Geometrical ‎ Optics and TheirMotivation to Learn the Topic ‎ Prof. Dr. Majeda Ibrahem Al-Baouy &Dr.Huda Kareem Husein Al-Kafaji The present work aims at knowing the effect of meta-cognitive ‎strategies on the achievement and experimental performance for the ‎students in the geometrical optics and their motivation to learn this ‎topic. In order to achieve the work aim, the following two null ‎hypotheses has been formulated:‎ ‎1)‎ There is no difference of a statistical indication at level (0.05) ‎between the average of the student's achievement degrees in the ‎experimental geometrical optics for the three research groups.‎ ‎2)‎ There is no difference of a statistical indication at level (0.05) ‎between the average of the student's degrees in the experimental ‎performance of the geometrical optics for the three research ‎groups.‎ ‎3)‎ There is no difference of a statistical indication at level (0.05) ‎between the average of the student's degrees in the motivation ‎scale for learning experimental geometrical optics for the three ‎research groups.‎ The satisfaction of truthiness of these hypotheses has been ‎carried out by making an experiment, its period extended along one ‎complete semester namely the first term. The research population ‎consist of the second stage students at the Physics department of ‎Education college in Al-Mustansiriyah university for academic year ‎‎2010-2011. Research sample has been chosen randomly, where its ‎total number being (45) student distributed over three groups. The ‎equivalence between the research groups has ensure through the ‎variables: age in month, previous information, learning motivation ‎and intelligence.‎ The researcher, by herself, has been perpetrated the experimental ‎requirements, which are scientific topic determination, behavior ‎purposes, teaching planes, experiments guide, teacher guide in ‎accordance to meta-cognitive strategies modeling and reciprocal ‎teaching.‎ As long as research tools is concerned, three tools is prepared ‎namely a test for achievement (since there are no suitable ones for ‎research purposes), observation form and scale for motivation to ‎learn the topic under consideration. Concerning with the scientific ‎achievement test, a 25 objective testing items are formulated of ‎multiple choice sort since it have a high degree of reliability, don’t ‎affected by corrector personality, provide well cover to the study ‎topic and determine, with a high degree, the aimed learn products. ‎However, to ensure the validity of the test it is presented for several ‎referees in education and teaching methods disciplines so as to ‎formulated its items scientifically and technically. Also, the ‎validity, reliability, distinguish coefficient, complexity coefficient ‎and exchange activity for the test has been computed.‎ Furthermore, researcher has prepared the evaluation tool for the ‎final experimental performance (observation form), where the ‎analytical method is dependent to evaluate the final experimental ‎performance. It consist of conversion of any performance activity ‎into steps, specified and sequential behavior actions set up as ‎descriptive on data-description report scale have five dimension to ‎aid for level determination of student performance. Then, the ‎content truth is ensure by means of presenting observation form ‎together with topic content on several expert and disciplines ‎referees in physics and physics teaching methods departments. In ‎order to reinforce the objectivity and reliability of the form, ‎researcher has determine the reliability coefficient for the ‎observation form by using Berson’s correlated coefficient equation.‎ Additionally, the motivation scale toward geometrical optics ‎topic learning is prepared, where it consist of (35) items, its ‎apparent truthiness has been ensure by presenting it for experts. The ‎distinguish force and reconstruction truth are obtained, after ‎training the scale on two training samples, by finding internal ‎consistency between the degree of each item and hence the test ‎reliability is checked using α-reliability coefficient. ‎ When students finished the study and practice of all of the ‎excitements, the research groups are examined by achievement, ‎experimental performance and motivation scale tests. When the data ‎being analyzed using singular variance analyses (to reveals ‎deference) and T-method (for reveal deference direction and the ‎group of influence) it is clearly shows deference of statistical ‎inductions. Accordingly it is clear that the superiority of first ‎training group that thought the topic according to meta-cognitive ‎strategy (modeling) in performance and learning motivation over ‎the remaining two groups. The meta-cognitive strategies (modeling ‎and reciprocal teaching) are gives equal results concerning ‎achievement and both of them being superior over the third group. ‎Furthermore the group thought by reciprocal teaching found to be ‎superior over the adjusted group concerning achievement, ‎experimental performance and learning motivation. So the null ‎hypotheses are rejected. ‎ The most important conclusion the researcher achieved from ‎this investigation is that, the using of the meta-cognitive strategies ‎‎(modeling and reciprocal teaching) were effective to raise the level ‎of studying achievement, experimental performance and learning ‎motivation for the student under consideration. Actually, this in ‎consistence with our study terms in all of the education stages, also ‎the model and byword form a main basic to the learner in classroom ‎rather than exchange teaching strategy. According to the results of ‎this work several recommendations and suggestions were ‎formulated. ‎
اللغة:

اثر برنامج محوسب (‏EWB‏) قائم على النمذجة والمحاكاة في الاداء العملي ‏ وتنمية مهارات ما وراء المعرفة لدى طلبة قسم الفيزياء

يهدف البحث الحالي‎ ‎‏ إلى التعرف على اثر برنامج محوسب ( ‏EWB‏ ) قائم على النمذجة والمحاكاة في ‏الداء العملي وتنمية مهارات ما وراء المعرفة لدى طلبة قسم الفيزياء ,‏

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