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الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The aim of the current research is to identify the effect of using the thinking hand strategy in implementing the field of science in kindergarten on gaining some scientific concepts and critical thinking skills for second-level children.
The research problem is that children suffer from poor acquisition of some scientific concepts and their deficiency in their acquisition of critical thinking skills.
The current research answered the following two questions:
1. What is the effect of using the thinking hand strategy in implementing scientific activities on the second-level kindergarten children’s acquisition of some scientific concepts?
2. What is the effect of using the thinking hand strategy in implementing scientific activities on the second-level kindergarten children’s acquisition of some critical thinking skills?
Research hypotheses: -
The current research attempts to test the validity of the following two hypotheses:
1- There is no statistically significant difference at the level of (0, 05) between the mean scores of the children of the experimental group that carried out the activities using the thinking hand strategy and the scores of the children of the control group that carried out the activities in the usual way in the post application to test the pictorial scientific concepts.
2- There is no statistically significant difference at the level of (0, 05) between the mean scores of the children of the experimental group that carried out the activities using the thinking hand strategy and the scores of the children of the control group that carried out the activities in the usual way in the post application of the test of critical thinking skills pictorial.
Objectives of the search:
1. Identify the effect of using the thinking hand strategy in implementing scientific activities on the second-level children’s acquisition of some scientific concepts.
2. Identify the effect of using the thinking hand strategy in implementing scientific activities on the second-level children’s acquisition of some critical thinking skills.
Research importance:
1. This research benefits planners and developers of children’s books by presenting scientific concepts in a simple and attractive way that helps the teacher to work with children through the practice of some varied activities.
2. This research benefits planners and developers of children’s curricula in that it provides some research tools prepared according to sound scientific foundations, in order to benefit from them in evaluating the child’s acquisition of some scientific concepts and critical thinking skills.
3. This research is useful for kindergarten teachers in how to use the capabilities of the thinking hand strategy to achieve some of the kindergarten’s goals.
4. This research is useful for kindergarten teachers on how to help the child to acquire some scientific concepts and critical thinking skills.
5. This research benefits the kindergarten child in developing his sense of pleasure while learning.
Search limits: The current search was limited to:
1. The application of the research experiment in the January 25 Kindergarten in Balasfoura, affiliated to the Sohag Center, during the period from 2/15/2018 to 4/27/2018 of the 2017-2018 academic year.
2. An intended sample of children (second level) in the 25th of January Kindergarten in Balasfoura of the Sohag Center, given that it is the workplace of the researcher, and there are some necessary capabilities to apply the research experience, such as: a computer, places to carry out some research activities.
3. The following scientific concepts: the senses, the organism, the plant, the adaptation, the sky, the materials, the light, the shadow, the force, and the magnet, the most suitable for a kindergarten (second level) child, in light of the opinions of the referees.
4. The following critical thinking skills: the skill of observation, the skill of analysis,, the skill of deduction, the skill of classification, the skill of logical sequencing, which are the skills that were chosen by the masters of the arbitrators.
Research materials and research tools:
The researcher prepared the following materials and tools:
1- Research materials, including:
A- A list of scientific concepts.
B- A list of critical thinking skills.
C- A booklet of scientific activities for the second-level kindergarten child.
D- A teacher’s guide for implementing scientific activities according to the thinking hand strategy.
2- Two search tools, which include: -
A- Illustrated scientific concepts test.
B - a test of critical thinking skills illustrated.
1- Research materials, including:
A- A list of scientific concepts.
B- A list of critical thinking skills.
C- The science activities book for the second-level kindergarten child.
D- A teacher’s guide for implementing scientific activities according to the thinking hand strategy.
2- Two search tools, which include: -
A- Illustrated scientific concepts test.
B- Illustrated test of critical thinking skills.
Research Methodology:
The current research uses the experimental approach in order to suit its objectives of the research. The researcher also used the design of the two equivalent groups with the two measurements before and after to measure the effect of using the thinking hand strategy in providing the kindergarten child with some scientific concepts and critical thinking skills.
Search variables: -
Independent variable:
The use of the thinking hand strategy in the implementation of scientific activities in the field of science in the standards document for kindergarten.
Dependent variables:
1- Some scientific concepts.
2- Some critical thinking skills.
Control variables: -
1- Children’s age
2- The social level
Search terms:
1- Scientific activities:
The researcher defines scientific activities as a set of various exercises that the child conducts, whether inside or outside the kindergarten, under the supervision of the teacher, with the aim of acquiring children some facts, scientific concepts and critical thinking skills.
2-Scientific concepts:
The researcher defines the scientific concept procedurally as ”an abstract mental conception that gives a name to a group of things, symbols, or events that are grouped together on the basis of common characteristics or characteristics. The perceptual impression that an individual has from understanding and interpreting a natural phenomenon such as rain, for example, or certain events related to science This enables him to understand and perceive the relationships that exist between two or more elements of the environment surrounding him and can also name things and place them in categories and groups.
3-Notepad hand strategy:
The researcher defined the operationally thinking hand strategy as ”the set of steps and procedures that the kindergarten teacher performs to employ the five senses of the child in learning science through practicing a variety of scientific activities.”
4-critical thinking skills:
The researcher defines critical thinking skills as procedural: it is a set of mental practices that kindergarten second-level children (the research sample) can do, including:
Observation skill: -
It refers to the child’s ability to examine all the facts involved in a situation and to accept or stop the judgment due to the lack of data.
Analysis skill: -
It refers to the child’s ability to segment the information given that aims to express opinions and ideas, and to establish appropriate relationships between the parts.
Deduction skill: -
It refers to the child’s ability to interpret the observations obtained.
Classification skill: -
And it means the child’s ability to group things in groups on the basis of the characteristics that distinguish them.
Logical Sequence Skill: -
It refers to the child’s ability to put concepts, objects or events that are related to each other in one way or another in a successive context according to a certain standard.
Research steps and procedures:
To answer the current research questions, the researcher followed the following steps and procedures:
1- Accessing the educational literature, research and previous studies related to the current research topic in order to prepare the theoretical background for the research, which includes the following: -
a. A theoretical study of the characteristics of a kindergarten child.
B. The field of science and scientific activities.
C- Use the thinking hand strategy.
Dr.. Scientific concepts for kindergarten children.
E) critical thinking skills.
2- Preparation of research materials, including:
a. List of scientific concepts.
B) A list of critical thinking skills.
C- A children’s activities brochure.
Dr.. Parameter guide.
3- Preparation of research tools, including: -
A- A test of illustrated scientific concepts.
B - Illustrated test of critical thinking skills.
4- Presenting the research materials and tools to the gentlemen of the referees to identify their suitability for application to kindergarten children and to make the necessary adjustments.
5- Conducting the exploratory experiment to ensure the suitability of research materials and tools for application to kindergarten children and make the necessary adjustments and statistical control.
6- selecting the research sample and dividing it into two groups, one experimental and the other control.
7- Pre-application of the two search tools on both groups.
8- Application of search experience.
9- Post application of the two search tools to the two groups.
10. Monitoring grades and statistical processing.
11- Reaching out and interpreting results and submitting recommendations and proposals in light of them.