الاهتمام العلمي وعلاقته بالمعتقدات المعرفية في العلوم لدى طلبة الصف العاشر في فلسطين
Date
2021-01-06
Authors
أماني شفيق عبد الجواد الفطافطة
Amani Shafiq Abed-Jawad Al-fatafta
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
This study aimed to investigate the scientific interest and its relationship with cognitive beliefs in science among tenth grade students in Palestine, and this study was conducted on tenth grade students in schools affiliated to the Directorate of Education/Hebron in the first semester of the academic year 2020/2021, and the study community is of (5555) male and female students, the study sample was chosen in a stratified random manner consisting of (291) students. The researcher used the relational descriptive method for its suitability for the study. Two tools were developed for the study the first a scientific interest questionnaire consisting of (20) paragraphs, and the second questionnaire for cognitive beliefs consisted of (40) paragraph, divided into five domains, and the researcher made sure of the validity of the two tools by presenting them to a group of arbitrates and calculating the reliability coefficient for them through Cronbach Alpha, where the stability was for the first tool (0.81), and for the second tool (0.89), and the data was processed using the (SPSS), arithmetic means, standard deviations, independent sample t-test, One Way ANOVA, LSD, and Pearson Correlation.
The study found that the scientific interest in science among tenth grad students was moderate, and the results showed that there were no statistically significant differences at the level of statistical significance (α≤0.05) in the scientific interest in science among tenth grade students depending on the gender variable, and the variable of achievement level variable, and also the results concluded that the cognitive beliefs in the sciences of the tenth grade students were large, and the results showed that there were no statistically significant differences at the level of statistical significance (α≤0.05) in the cognitive beliefs in the sciences of the tenth grade students
depending on the gender variable, and there were differences in the level of statistical significance for the variable of the level of achievement and in favor of (more than 85), and also the researcher found that there is a positive correlation between scientific interest and cognitive beliefs, whose value is (0.58).
Based on the results of the study, the researcher recommended the necessity of adopting teaching methods, and strategies that develop students’ skills and abilities, focusing on knowledge and concepts and Linking them to the environment surrounding students, and conducting studies that examine scientific interest and its relationship with other variables.