أثر استخدام ثلاث إستراتيجيات للتعلم النشط في مادة الفيزياء لدى طلبة المرحلة الأساسية العليا في الأردن

  • ماجد علي الزبون كلية التربية - جامعة اليرموك - الاردن
الكلمات المفتاحية: التعلم النشط, الخرائط الذهنية, التعلم بالنمذجة, التعلم التعاوني, التفكير الابداعي

الملخص

هدفت الدراسة إلى الكشف عن أثر استخدام ثلاث إستراتيجيات للتعلم النشط في مادة الفيزياء لدى طلبة المرحلة الأساسية العليا في الأردن. تكونت عينة الدراسة من(99) طالباً من طلبة الصف العاشر الأساسي في مدرسة منشية بني حسن الثانوية للبنين, تم توزيعهم في أربع مجموعات وعدد أفراد كل منها(25) طالباً, تم اختيارها بالطريقة القصدية, وزعت الشعب عشوائياً على إستراتيجيات التدريس. إحداهما ضابطة والثلاث الأخرى تجريبية درست المجموعة الأولى بإستراتيجية الخرائط الذهنية, ودرست المجموعة الثانية بإستراتيجية التعلم التعاوني, أماالمجموعة الثالثة فقد درست بإستراتيجية التعلم بالنمذجة, وأما المجموعة الضابطة فقد درست بالطريقة الاعتيادية, أستخدم في الدراسة مقياس مهارات التفكير الإبداعي بعد التأكد من صدقه وثباته, وتكوّن المقياس من ثلاثة مجالات وسبع فقرات. وأظهرت النتائج وجود أثر إيجابي في تنمية مهارات التفكير الإبداعي لصالح المجموعات التجريبية, وتمت التوصية بإجراء المزيد من الدراسات للتعرف على أثر استخدام إستراتيجيات التعلم النشط في تنمية مهارات أخرى من مهارات القرن الحادي والعشرين لدى طلبة المرحلة الأساسية العليا في الأردن.

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منشور
2021-04-16
كيفية الاقتباس
ماجد علي الزبون. (2021). أثر استخدام ثلاث إستراتيجيات للتعلم النشط في مادة الفيزياء لدى طلبة المرحلة الأساسية العليا في الأردن. المجلة الدولية للعلوم الإنسانية والاجتماعية, (20), 135-155. https://doi.org/10.33193/IJoHSS.20.2021.225
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