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- Title
أثر استخدام إستراتيجية تدريس مبنية على نظرية الذكاءات المتعددة في تحصيل المفاهيم الفيزيائية لدى طلبة الصف العاشر الأساسي
- Authors
عوض, أمل شاكر محمد
- Abstract
This study aimed at investigating the effect of using a teaching strategy that is based on multiple intelligences theory (MIT) on achieving the concepts of physics among 10th grade students, the two main questions of the study were: 1. Does teaching strategy (based on (MIT), traditional strategy) affect the achieving of physical concepts among 10th grade students? 2. Is there any effect on achieving physical concepts among 10th grade students that could be attributed to the interaction between MIT teaching strategy and student's gender? The population of the study consisted of all 10th grade students of south Amman schools managed by Unrwa during the academic year 2007/2008, while the sample of the study was selected intentionally from Al Zohour Preparatory Girl School No.2 and Amman New Camp Boys School No.1. It is consisted of 127 male and female students distributed over four groups, two experimental, and two control. The researcher prepared a multiple choice test for achieving physical concepts that consisted of 35 items, the validity was verified by a panel of jury, while the reliability of the test was conducted using Cronabach alpha for internal consistency that was equal to (0.81). The results of the study indicated that: 1. There was statistically significant difference at (α=0.05) on achieving physical concepts among 10th grade students that is contributed to using a teaching strategy based on MIT. 2. There is no effect of the interaction of MIT teaching strategy and student's gender on achieving physical concepts among 10th grade students. In view of the results of the study, it is recommended to train teachers on utilizing teaching strategies that are based on MIT, and to implicate activities that take into consideration MIT in science curriculum. The researcher recommends also conducting further studies to investigate the effect of utilizing MIT on the scientific thinking, creative thinking, problem solving ability.
- Publication
Dirasat: Educational Sciences, 2011, Vol 38, Issue 1, p76
- ISSN
1026-3713
- Publication type
Academic Journal