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

Full text
The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students
DOI:
10.35552/0247-034-008-001
Authors:

Article info

2018-09-01
2019-01-16
1375 - 1404

Keywords

  • Conceptual
  • strategy;
  • Knowledge;
  • Knowledge.
  • F.S.L.C
  • Procedural

Abstract

This research aimed at investigating the employment of the impact of using Strategy (F.S.L.C) on the conceptual and procedural knowledge of fourth-grade students in Math in Gaza. The study sample consisted of (60) fourth-grade students in one UNRWA schools in Gaza, distributed on experimental group (30) and control group (30). The subjects have been divided randomly into two groups (experimental and control). A test including (30) items was used in this study. The results of the study showed statistical significance differences between the two groups, in favor of the Strategy (F.S.L.C), and that the Strategy (F.S.L.C) has the effectiveness of developing the conceptual and procedural knowledge of fourth-grade students. This recommended training mathematics teachers to employ the F.S.L.C strategy in teaching mathematics.

Recommended Citation

BibTex RIS
Abusakran, M. N. (2020). The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students. An-Najah University Journal for Research - B (Humanities), 34(8), 1375–1404. https://doi.org/10.35552/0247-034-008-001
[1]M. N. Abusakran, “The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students,” An-Najah University Journal for Research - B (Humanities), vol. 34, no. 8, pp. 1375–1404, Aug. 2020, doi: 10.35552/0247-034-008-001.
Abusakran, Mohammed N. “The Impact of Employing the (Formulate - Share - Listen - Create) Strategy on the Development of Conceptual and Procedural Knowledge among Fourth Grade Students.” An-Najah University Journal for Research - B (Humanities), vol. 34, no. 8, Aug. 2020, pp. 1375–404. Crossref, https://doi.org/10.35552/0247-034-008-001.
1.Abusakran MN. The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students. An-Najah University Journal for Research - B (Humanities) [Internet]. 2020 Aug;34(8):1375–404. Available from: http://dx.doi.org/10.35552/0247-034-008-001
Abusakran, Mohammed N. “The Impact of Employing the (Formulate - Share - Listen - Create) Strategy on the Development of Conceptual and Procedural Knowledge among Fourth Grade Students.” An-Najah University Journal for Research - B (Humanities) 34, no. 8 (August 2020): 1375–1404. https://doi.org/10.35552/0247-034-008-001.
أثر توظيف استراتيجية (كوِّن – شارك – استمع – ابتكر) في تنمية المعرفة المفاهيمية والإجرائية لدى طالبات الصف الرابع الأساسي
DOI:
10.35552/0247-034-008-001
المؤلفون:

معلومات المقال

2018-09-01
2019-01-16
1375 - 1404

الكلمات الإفتتاحية

  • Conceptual
  • strategy;
  • Knowledge;
  • Knowledge.
  • F.S.L.C
  • Procedural

الملخص

هدف البحث إلى تقصي أثر توظيف استراتيجية (كوِّن – شارك – استمع – ابتكر) في تنمية المعرفة المفاهيمية والإجرائية لدى طالبات الصف الرابع الأساسي في مدينة غزة، واتبعت الدراسة التصميم شبه التجريبي، وتكونت عينة الدراسة من (60) طالبة تم تقسيمهم بالتساوي إلى مجموعتين تجريبية وضابطة، وتمثلت أداة الدراسة في اختبار مكون من (30) فقرة لقياس المعرفة المفاهيمية والإجرائية في وحدة الهندسة والقياس. وكشفت نتائج البحث عن وجود فرق جوهري بين متوسطي المجموعتين التجريبية والضابطة في التطبيق البعدي لاختبار المعرفة المفاهيمية والإجرائية ولصالح المجموعة التجريبية، وتوصل البحث إلى وجود أثر كبير لاستراتيجية (كوِّن – شارك – استمع – ابتكر) في تنمية المعرفة المفاهيمية والإجرائية لدى طالبات الصف الرابع الأساسي. وأوصت الدراسة بتدريب معلمي الرياضيات على توظيف استراتيجية (F.S.L.C) في تدريس الرياضيات.

Recommended Citation

BibTex RIS
Abusakran, M. N. (2020). The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students. An-Najah University Journal for Research - B (Humanities), 34(8), 1375–1404. https://doi.org/10.35552/0247-034-008-001
[1]M. N. Abusakran, “The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students,” An-Najah University Journal for Research - B (Humanities), vol. 34, no. 8, pp. 1375–1404, Aug. 2020, doi: 10.35552/0247-034-008-001.
Abusakran, Mohammed N. “The Impact of Employing the (Formulate - Share - Listen - Create) Strategy on the Development of Conceptual and Procedural Knowledge among Fourth Grade Students.” An-Najah University Journal for Research - B (Humanities), vol. 34, no. 8, Aug. 2020, pp. 1375–404. Crossref, https://doi.org/10.35552/0247-034-008-001.
1.Abusakran MN. The impact of employing the (formulate - share - listen - create) strategy on the development of conceptual and procedural knowledge among fourth grade students. An-Najah University Journal for Research - B (Humanities) [Internet]. 2020 Aug;34(8):1375–404. Available from: http://dx.doi.org/10.35552/0247-034-008-001
Abusakran, Mohammed N. “The Impact of Employing the (Formulate - Share - Listen - Create) Strategy on the Development of Conceptual and Procedural Knowledge among Fourth Grade Students.” An-Najah University Journal for Research - B (Humanities) 34, no. 8 (August 2020): 1375–1404. https://doi.org/10.35552/0247-034-008-001.
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