An-Najah University Journal for Research - B (Humanities)

The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates

Article info

2012-10-04
2013-07-14
2013-07-14
55 - 90

Keywords

Abstract

This study aimed at investigating the effect of using constructivist learning model on formation of the conceptual structure in chemistry among 12th grader students in the United Arab Emirates. To achieve the goal of the study, the following queatyion was asked: What is the effect of using constructivist learning model on the formation of the conceptual structure in chemistry among 12th grader students? The sample was consisted of (54) 12th grader male students distributed into two sections, one section was assigned as an experimental group, and the other section was designed as control group. The results of the study was analyzed using T-Test of independent samples to compare the means of post conceptual structure exam. The result shows that there is a significant difference at the level (α ≥ 0.05) between the mean scores in the formation of the conceptual structure test who studied chemistry using constructivist learning model compared to students who studied chemistry using the traditional method in favor of the experimental groups. Based on the study results, the study recommends the necessity of training science teachers to develop their educational practices in a way that agree with constructivist learning model and use this model to improve students' conceptual structure.

Recommended Citation

Abdalla, R., & Al Mohtaseb, S. (2013). The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates. An-Najah University Journal for Research - B (Humanities), 28(1), 55–90. https://doi.org/10.35552/0247-028-001-003
[1]R. Abdalla and S. Al Mohtaseb, “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates,” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 1, pp. 55–90, Jul. 2013, doi: 10.35552/0247-028-001-003.
Abdalla, Raed, and Sumaya Al Mohtaseb. “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates.” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 1, July 2013, pp. 55–90. Crossref, https://doi.org/10.35552/0247-028-001-003.
1.Abdalla R, Al Mohtaseb S. The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Jul;28(1):55–90. Available from: http://dx.doi.org/10.35552/0247-028-001-003
Abdalla, Raed, and Sumaya Al Mohtaseb. “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates.” An-Najah University Journal for Research - B (Humanities) 28, no. 1 (July 2013): 55–90. https://doi.org/10.35552/0247-028-001-003.

أثر استخدام أنموذج التعلم البنائي في تكوين البنية المفاهيمية في الكيمياء لدى طلبة الصف الثاني عشر العلمي في دولة الإمارات العربية المتحدة

معلومات المقال

2012-10-04
2013-07-14
2013-07-14
55 - 90

الكلمات الإفتتاحية

الملخص

هدفت هذه الدراسة إلى الكشف عن أثر استخدام أنموذج التعلم البنائي في تكوين البنية المفاهيمية في الكيمياء لدى طلبة المرحلة الثانوية في دولة الإمارات العربية المتحدة. ولتحقيق هدف الدراسة تم طرح السؤال التالي:  ما أثر التدريس باستخدام أنموذج التعلم البنائي في تكوين البنية المفاهيمية في الكيمياء لدى طلبة الصف الثاني عشر العلمي في دولة الإمارات العربية المتحدة مقارنةً بالطريقة التقليدية؟  تكون أفراد الدراسة من (54) طالباً موزعين على شعبتين دراسيتين، حيث تم اختيار إحدى الشعب كمجموعة تجريبية والأخرى مجموعة ضابطة، وقد تم اختيار العينة بصورة قصدية. ولتحليل البيانات واستخراج النتائج استخدام اختبار (ت) للعينيتين المستقلتين للمقارنة بين المتوسطين الحسابيين البعديين لعلامات المجموعة التجريبية والمجموعة الضابطة. حيث أظهرت النتائج وجود فرق ذو دلالة إحصائية عند مستوى الدلالة ( 0.05  ≤ α) على اختبار البنية المفاهيمية لصالح طلاب المجموعة التجريبية. وفي ضوء هذه النتائج أوصت الدراسة بضرورة تأهيل معلمي العلوم لتطوير ممارساتهم التعليمية بصورة تتفق وأنموذج التعلم البنائي، وبدعوتهم لاستخدامها لمساعدة الطلاب في تكوين بناهم المفاهيمية.

Recommended Citation

Abdalla, R., & Al Mohtaseb, S. (2013). The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates. An-Najah University Journal for Research - B (Humanities), 28(1), 55–90. https://doi.org/10.35552/0247-028-001-003
[1]R. Abdalla and S. Al Mohtaseb, “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates,” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 1, pp. 55–90, Jul. 2013, doi: 10.35552/0247-028-001-003.
Abdalla, Raed, and Sumaya Al Mohtaseb. “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates.” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 1, July 2013, pp. 55–90. Crossref, https://doi.org/10.35552/0247-028-001-003.
1.Abdalla R, Al Mohtaseb S. The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Jul;28(1):55–90. Available from: http://dx.doi.org/10.35552/0247-028-001-003
Abdalla, Raed, and Sumaya Al Mohtaseb. “The Effect of Using Constructivist Learning Model on Formation of the Conceptual Structure in Chemistry among 12th Grader Students in the United Arab Emirates.” An-Najah University Journal for Research - B (Humanities) 28, no. 1 (July 2013): 55–90. https://doi.org/10.35552/0247-028-001-003.

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