الفهرس 
مشكلة البحث وأبعادهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Amid the remarkable and rapidy changing world of knowledge, the emerging educational theories, modern teaching techniques (pedagogy) combine to create a new landscape veiw in the learner as the key player in the educational process. Effective interaction with the environment is essential to inspire learners with the a cquisition of thinking skills at the forefront for learning science. This process covers all parties involved as itprovides the learner with tools and methods required to effectively hondle the rapidly changing world, thus enhancing student participation, lower ino effort level made by the teacher, speeding up mental growth , and facilitation the absorption rate by recipients.
Study problem:
The study problem can be summerized in the deterioration learning level of preporatory school students, lower participation rates in the educational process due to little attention paid to education and students. In other words the study problem centers on finding an answer to the following question: How effective is the use of WOODs Model (P.O.E) in developing learning and increasing science awareness among prepoperatiro preporatory school students?
This major question is subdividied into the follow in secondary questions:
1- What is the image of the three units in light of the structural WOOD’s model?
2- How effective is the teaching process in line with WOOD’s model to develop learning among second year students of preparatory stage in Lybia?
3- How effective is WOODs Model in developing science awareness among second year students of preparatory stage: in Lybia?
Study objectives:
1) Determine the effectiveness of WOOD’s Model (P.O.E) in developing the learning rocess.
2) Identifyin: the impactr of WOOD’s model (P.O.E) on developing science awareness among second year students of preporatory stage in Lybia.
Study importance:
1) Responding: positively to modern trends stressing the importancne of developing critical thinking.
2) Helping curriculum planners, design science units in accordance with WOOD’s Model (P.O.E) as one of the larning patterns capable of creating enthus astic and active students.
3) Assisting techers in identifying new patterns contributing to the learning process and science awareness.
Study limitations:
The present study is limited to the following:
1) A group of second year students, the preparatory stage at Saleh Arhouma Martyr Pilot City of Tubrk resident of researcher.
2) Three units (heart travel , heart effect, force and pressure) of the firstt term science book for the second year of preparatory school.
3) Develop learning on levels (memory, comprehension, and post comprehensio).
4) Improve science awareness at the following levels:
a) Enjoyment of science study.
b) Importance of science study.
c) content of science subject.
d) Science teacher.
e) Value of science subject
f) Methods , techniques, and activities found in science & modern technology school subject.
Study Hypotheses
1) There is a significant difference between the average score mode by the experiment group students in the before and after application of the learning process in favor of the after application.
2) There is a significant difference between the average score mode by control and experiment school students in the after application of the learning test, in favor of the latter.
3) There is a significant difference between the average score mode by experiment group students on the before and after science a wareness measure, in favor of the after application.
4) There is a significant difference between the average score mode by the control and experiment school students on the after application of science a wareness measure in infovorof the latter.
Study methodology:
The Researcher used the following:
1- The descriptive methodology interms of theoretical fromework tackling related literature, previous research on construction of WOOD’s model and locus measure.
2- Quasi-experimental methodology, citing one of its designs (i.e.) the experiment design comprised of two groups (e.g.) the control group studying the conventional way, and the experiment group using and applying WOOD’s model).
Study tools:
1) Learning test of the selected units (prepared by the researcher).
2) Science awareness measure (preepared by the researcher)
Study procedures:
To answer the research question, the researcher followed the following steps: First: review of previous studies and related literature on the following:
a) Structured WOOD’s model .
b) Strceuctural theory.
c) Scien awareness.
Second: Selection of three units taken from the science subject for the second year of preparatory stage on heat and its effect, transfer of heat, force and pressure).
Third: Prepare student activity notebook to match structured WOOD’s model.
Fourth: Prepare teacher’s guide to match structured WOOD’s model.
Fifth: Prepore study tools, and these include the following.
1- Learning test
2- Science awareness inventory.
Sixth: Review of study tools by a panel of arbitrators to confirm validity and consistency.
Seventh: Designate the study group dividing it into the control group using the conventional technique, and the experiment group using the structured woods model.
Eighith: Implementation of study tools before the introduction of the suggested model , on the control and experiment groups designated.
a) Learning test.
b) Science awareness inventory.
Nineth: Teaching the selected units to the experiment group using WOOD’s Model, and to the control group using the conventional techinque.
Tenth: The after implementation of study tools to both groups (control and experiment).
a) Learning test.
b) Science awareness invenotyr.
Eleventh: Reaching results, statistical treatment of results, and interpretation.
Twelfth: Making suggestions and recommendations in light of the results reached and writing research abstract.
Study results:
1) There are significant difference at p. (0.01) between average scores mode by experiment group students on the before and after application of the learning test in favor of the after applications.
2) there are significant differences at P. (0.01) between the average score smade by the control and experiment group students, on the after application of the learning test, infavor of the latter group.
3) there are significant differences at p. (0.01) between the averagte scores mode by the experiment group students on the after and before application of science awareness, infavor of the after application.
4) There are significant differences at p (0.01) between average scores mode by control and experiment group students on the after application of science awareness infavor of the experiment group students.
Study Recommendations
In view of the results reached by the present study, the researcher makes the following recommendations
1) Attention should be paid to teachers training in the use of structured WOOD’s model to develop all types of thinking.
2) Providing students with apportunities to freely view their ideas.
3) Training students in further listening, reading, writing, contemplation , reflection, thinking as well.
4) Use of WOOD’s model in teaching other school subjects at the different levels.
5) Use of teacher’s guide prepared in line with structured WOOD’s Model to prepare the teacher’s guide for the remaining units of the science book.
6) Devise the appropriate measures and inventories for further examination and classification.
7) Supplementing the scientific content of the science subject with additonal experiments and related activities to develop learning and science awareness among students.
Proposed research:
In light of the results rerached by the present study, the researcher suggests reviewing a number of studies to supplement the present study such as the following:
1) Conduct a similar study on a sample of primary and preporatory school students.
2) Study the effectiveness of WOOD’s model in developing learning and scientific deduction among slow learners in science subject.
3) Study of WOOD’s model effectiveness in correcting allernative perceptions among students with learning difficulties.
4) Study effectiveness of WOOD’s Model in developing awareness and decision making among science students.
5) Investigate impact of WOOD’s Model on other variables such as the generative thinking, reflective thinking, and multiple intelligence.
6) Study of WooD’s model effect on developing integrated science skills, achievement motivation in science subject.
7) Conduct other studies comparing WooD’s Model to other strategies on structured learning