فاعلية طريقتين مما وراء المعرفة في تدريس العلوم لتنمية مهارات التفكير العلمي والكفاءة الذاتية لدى طالبات الصف التاسع الأساسي بغزة

ابو مصطفي, فاطمة (2020) فاعلية طريقتين مما وراء المعرفة في تدريس العلوم لتنمية مهارات التفكير العلمي والكفاءة الذاتية لدى طالبات الصف التاسع الأساسي بغزة. Masters thesis, جامعة الاقصي.

Text فاطمة كامل أ. مصطفى.pdf Download (6MB)

Abstract

The aim of the research is to uncover the effectiveness of two metacognitive methods in science teaching to develop scientific thinking skills and self-efficacy among ninth grade students in Gaza, and to achieve the research objectives, the quasi-experimental approach was used, based on two experimental groups, the first (36) female and the second (37) female and control group consisting of (36) female students from the ninth grade of basic school for girls in Khan Yunis Preparatory School "C" for the academic year 2019-2020 AD, and designed the research tools represented in: a test of scientific thinking skills consisting of (28) test items, and a measure of selfefficacy in learning science. It consists of (23) paragraphs, and after ensuring the validity and reliability of the two research tools, they were applied to the research groups before and after. Statistical methods were used to reach the results of the research, which were represented in: arithmetic means and standard deviations, t- test for two paired samples, one way ANOVA, and after conducting statistical analyzes, the research concluded: There are statistically significant differences at a level of significance (0.05) between the mean scores of the three groups' students in the post application to test scientific thinking skills in favor of the study. Two experimental groups, and there were no statistically significant differences between the two experimental groups on the same test, and statistically significant differences were found between the mean scores of the three groups' students in the post application of the Self-Efficiency Scale in Science Learning in favor of the two experimental groups, and there was no statistically significant difference between the mean scores of the two experimental groups The first and second are on the self-efficacy scale, and based on the previous results, the research recommended employing metacognitive strategies in science teaching, and paying attention to developing various thinking skills and raising the level of self-efficacy of students in different educational stages.

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