الفهرس 
الإطار العام لمشكلة البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
This research aims to explore the impact of the interaction between two
strategies for brainstorming (synchronous / asynchronous) and learning style
(impulsive / reflective) on the development of achievement and skills of
technological thinking and the attitudes among students in Gaza.
The researcher designed two strategies for electronic brainstorming
(synchronous / asynchronous) to be used in teaching the tenth grade
technology course. The research focus is the unit on (Systems).The research
population is all tenth graders. The researcher selected the system of
(Moodle) for the management of e learning.
The researcher used the development al design, which is concerned
with the development of educational systems, making use of the model of
Prof. Dr. Abdul LatifAl-Jazar (2014). This instructional design includes the use
of the descriptive approach in the analysis phase, also employs the
experimental method when assessing the effectiveness of programs at the
evaluation stage. The researcher used the experimental design with the two
groups with the pre and posttest.
The sample included 80 female tenth grade students randomly
selected from the students of technology course.
The researcher has used the following research tools:
1. learning style scale (reflective / impulsive), to classify the research
sample into(reflective students / impulsive ones).
2. An achievement test to measure the cognitive aspects of the
technology course.
3. A test to measure the technological thinking skills.
4. An attitudes scale toward technology course according to two
strategies of electronic brainstorming (synchronous / asynchronous).
The researcher stated the problem in the following major question:
What is the effect of the interaction between two strategies for electronic
brainstorming (synchronous / asynchronous) and learning style (reflective /
impulsive) on the development of achievement , technological thinking skills
among tenth graders and their attitudes toward the Technology course in
Gaza?
Because of the developmental nature of the research, the following minor
questions emanate from the above major one:
1) What are the technological thinking skills to be developed among the
Palestinian tenth graders?.
2) What are the standards of the instructional design for the technology
course using the electronic brainstorming strategies (synchronous /
asynchronous) for the development of achievement, attitudes, and
technological thinking skills?
3) What is the instructional design of the technology course using
electronic brainstorming strategies (synchronous / asynchronous) in
the light of those standards and using the instructional design model?
4) What is the effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learningstyle (impulsive / reflective) on the development of achievement among
the tenth graders in the technology course in Gaza?
5) What is the effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive /reflective) on technological thinking skills among tenth
graders the technology course in Gaza?
6) What is the effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive /reflective) on the attitudes of the tenth graders in the
technology course in Gaza?
Research hypotheses:
1. There is an effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive / reflective ) on the development of achievement of
tenth graders in technology course in Gaza.
2. There is an effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive / reflective) on technological thinking skills of the tenth
graders in the technology course in Gaza.
3. There is an effect of the interaction between the two strategies for
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive /reflective) on the attitudes of the tenth graders in the
technology course in Gaza.
First results related to the first hypothesis:
1. There is no effect of the two strategies of electronic brainstorming
(synchronous / asynchronous) on the development of achievement
among the tenth grade students in the technology course in Gaza.
2. There is an effect of the learning style (impulsive / reflective) on the
development of achievement among the tenth grade students in the
technology course in Gaza. In table (9), it is clear that the effect is in
favor of the reflective style as the arithmetic mean of the reflective style
is (46.625), while the arithmetic mean of the impulsive style is ( 42.05)
3. There is no effect of the interaction between the two strategies of
electronic brainstorming (synchronous / asynchronous) and learning
style (impulsive / reflective) on the development of achievement among
the tenth grade students in the Technology course in Gaza
Second, the results relating to the second hypothesis
1. There is an effect of the two strategies of electronic brainstorming
(synchronous / asynchronous) on the development of technological
thinking skills of tenth grade students in the technology course in Gaza
in favor of the synchronous, where the average of the synchronous
brainstorming reached (52.525) and the asynchronous brainstorming
reached (50.775 ).
2. There is an effect of the learning style (impulsive / reflective) on the
development of technological thinking skills of tenth grade students in
the technology course in Gaza. Table (9) shows that the effect is in
favor of the reflective style as its arithmetic mean is (53.62) while the
arithmetic mean of the impulsive style is (49.67)