الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص The world is currently in development and enormous, scientific and technological progress, requiring the need to think and search for new attempts that will develop love of learning for the learner, and the constant desire in acquisition of knowledge without being restricted to stage a certain age, Will not be achieved only through the creation of a favorable environment. So it is a linking of teaching, learning experiences and life situations for the learner and linking actual experienced learner’ positions. Theories of cognitive learning have a significant impact on understanding the nature of learning. Then it has had to acquire correct scientific concepts, thus greater impact in upgrading various methods of science teaching. Perhaps on various one of the most important ways that resonated and interest in their use in education through all levels of education Bybee Model teaching and realistic teaching. In this sense the current study attempted to identify the effectiveness of each of these models in developing of learning styles and the acquisition of scientific concepts and modifying alternative conceptions of pupils in grade six. Determination the problem of the study: Identified the problem of the current study in the development of certain types of learning and the acquisition of scientific concepts and modify alternative conceptions in primary school students, and there would have been many models and Instructional Strategies that can alleviate such a phenomenon with the acquisition of many of the educational aspects required in the learner the current era, such as a model ”Bybee and teaching realistic” and since it has not been studied in Egypt - within the limits of researcher’s knowledge – the current study aimed to identify the effectiveness of these two models in the development of learning styles and gain scientific concepts and 2 modify alternative conceptions, the researcher felt the need for this study and contribute in solving this problem. Requiring the answer of the next main question: What is the effectiveness using realistic teaching and Bybee model in developing certain learning types and acquisitions of scientific concepts and modify alternative conceptions in science of primary school pupils? And branched out from this question to the following sub-questions: (1) What is the effectiveness of using Bybee Model and realistic teaching in the developing learning styles of primary school pupils? (2) What is the effectiveness of using Bybee Model and realistic teaching in acquisition of scientific concepts with primary school pupils? (3) What is the effectiveness of using Bybee Model and realistic teaching to modify the alternative perceptions of primary school pupils? Objectives of the study: The current study aimed to determine: (1) Effectiveness of Bybee Model and realistic teaching and teaching ”power and movement” and ”electricity” in the development of the learning styles of primary school students. (2) Effectiveness of Bybee Model and realistic teaching and teaching two units ”of power and movement” and ”electricity” to acquire scientific concepts for primary school pupils. (3) Effectiveness of Bybee Model and realistic teaching and teaching two units ”power and movement” and ”electricity” to modify alternative perceptions of for elementary school pupils. 3 The significance of the study: The significance of this study presents: (1) Providing a teaching model by using constructivist learning models, which could urges science teachers to use these models. (2) Providing a teacher’s guide to learn proposed constructivist models, can be guided by them when they are teaching, as it could help in the preparation of similar guides in different classrooms by using learning constructivist models. (3) providing activities booklet according to the proposed constructivism learning models, science teachers can be guided by them when teaching two units ” Power and Movement” and ”Electricity”, for students in grade six. (4) Providing a list of alternative perceptions in the units in the curriculum. The Limitations of the study: The current study using limited to: (1) The application of this study on a sample of learners in grade six at Al-Horya Elementary School in Beni-Sweif . It is about a science book curriculum in the second semester in the academic year 2011/2012. (2) Using only Bybee Model and teaching realistic as independent variables of the study. (3) Only to determine the scientific concepts at levels (remember - understanding - certainty) and the development of learning styles (audio/ visual, per-formative/ conceptual, spatial/ verbal) as dependent variables of the study. 4 Study Hypotheses: This current study tried to validate the following hypotheses: (1) There is a statistically significant difference between the average grade scores of the first experimental group pupils who have been taught Bybee Model and between grades second experimental group pupils who have been taught realistic model in the post application to measure learning styles in favor of the first experimental group. (2) There is a statistically significant difference between the average grade scores of the first experimental group learners have been taught Bybee Model and between grades second experimental group pupils who taught realistic model in the post application for testing acquisition of scientific concepts in favor of the first experimental group. (3) There is a statistically significant difference between the average grade scores of the first experimental group pupils who have been taught Bybee Model and between grades second experimental group pupils who taught realistic model in the post application for testing to modify alternative scientific concepts in favor of the first experimental group. Study instruments: The study instruments: First: Teaching and learning instruments: (1) Pupils ’ Worksheets to guide them when learning selected methods. (2) Teacher’s Guide to guide when teaching with Bybee Model and realistic teaching model for the two units ”powers and movement” and ”electricity”. Second: Measuring instruments: (1) Test for the acquisition of scientific concepts contained two units; ”Power and movement” and ”electricity” in which there is a scientific methods persistence, honesty and objectivity. 5 (2) A test to measure some learning styles contained two units ”Power and movement” and ”electricity” in which there is a scientific methods; reliability, validity and objectivity. (3) Test modify alternative scientific concepts contained two units ”Power and movement” and ”electricity” in which there is a scientific methods; reliability, validity and objectivity. Methodology: The current study used descriptive analytical approach during the preparation of the theoretical framework, as well as quasi-experimental approach equivalent groups and data system as follows: (1) The first experimental group: studied according to Bybee model. (2) Second experimental group: studied according to realistic teaching model. Variables of the study: The variables of study as follows: (A) Independent variables: the use of a model Bybee and realistic teaching ”in teaching two units ”power and movement” and ”electricity.” (B) Dependent variables: the development of certain types of learning and the acquisition of scientific concepts and modifying alternative conceptions belonging to the study variables. (C) The control variables: represented in the chronological age of the pupils, and the time and place of the implementation of the unit. Steps of the study: Processing in the study preparation and implementation according to the following steps: (1) Reviewing the literature and previous relevant studies to the two models the ”Bybee” and ”realistic teaching” for the benefit of them in 6 the preparation of the theoretical framework of the research and preparation of study instruments. (2) Choose two units ”forces and movment” and ”electricity” because of its importance and prevalence of the concepts that alternative scenarios are then formulated in a manner ”Bybee” and ”teaching unrealistic” in a teacher’s guide and pupils’ worksheets. (3) Adjust the process of analysis in terms of validity and reliability, and through the analysis of results of a group of gentlemen of the arbitrators in the field of teaching methods and scientific education, and then make the necessary adjustments. (4) Prepare a list of the most important scientific alternative concepts and give and denote of verbal sound. (5) Make a jury ”Showing the list to group of arbitrators who are specialists of education and science education to make sure of the exact meaning of these alternative concepts to alternative concepts of pupils. (6) Preparation of the teacher’s guide, and pupils’ worksheets in the light of ”Bybee” model and ”realistic teaching”. (7) Show teacher’s guide and pupils’ worksheets and study instruments on a group of arbitrators who specialize in education and science education in order to express their views and notes on them and make adjustments with which they then presented them a second time to make the appropriate ”make a jury”. (8) Preparation of study measuring tools: measuring styles of learning, scientific concepts test, a test for modifying alternative scientific concepts and showing them to a group of arbitrators to make sure of their validity and then application these tools on a group of primary school pupils to find the reliability of these tools. (9) Modify the previous tools in the light of the arbitrators’ views ”jury”. 7 (10) Application Toolkit pre-test on a group of sixth grade pupils to set reliability. (11) selection a study group pupils in grade six in schools in Beni-Swief. (12) Application of instruments of the study before implementing the study to ensure equivalent of pupils groups. (13) Implementation of the study where they are teaching the experimental group the initial Bybee model and the second experimental group teaching realistic model. (14) Post application to Achievement test of scientific concepts and a measure of learning styles and test modifying alternative scientific concepts. (15) Draw a conclusion of the results of the study, interpretation and discussed in the light of the development of the study of hypotheses and questions (16) Make recommendations and proposals in accordance with the results of the study. Following these previous procedures and implementation experience of the study and application of instruments and data collection, analysis and interpretation of the results are as follows: (1) The use of Bybee model and realistic teaching regarding the development of certain types of learning students study sample to a difference statistically significant between the mean scores of pupils groups in the post application to measure learning styles and calculates directions differences was found; it was in favor of the first experimental group and then the second experimental group when comparing each of them to others, and due to that Bybee model has been effective in the development of learning styles for realistic teaching model. 8 (2) The use of Bybee model and teaching realistic with regarding to the acquisition of scientific concepts to the students study sample to a difference statistically significant between the mean scores of pupils groups and calculates directions of differences, It was found that it was in favor of the first experimental group, then the second experimental group when compared to each other, this is due to the fact that Bybee model was effective in the acquisition of scientific concepts for realistic teaching model . (3) The use of a model Bybee and teaching realistic with regard to modify alternative conceptions to the students study sample into a difference statistically significant between the mean scores of pupils groups and calculates directions differences, it was found that it was a in favor of the first experimental group , then the second experimental group when compared to each other, and due to the fact that Bybee model was effective in modifying the alternative conceptions about teaching model realistic |