اثر دمج استراتيجية الرحلات المعرفية عبر الويب واستراتيجية التدريس المصغر في تنمية مهارات التفكير الرياضي ومهارات التفكير الناقد في الرياضيات لدى طالبات الصف الثامن

Date
2020-01-12
Authors
براءة مصطفى محمود عبد القادر
Baraa Mustafa AbdALqader
Journal Title
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Publisher
جامعة القدس
Abstract
This study aimed in investigating the effect of merging Webquest strategy with Micro teaching strategy to develop mathematical thinking skills and critical thinking skills in math for 8th grade. To achieve the purposes of the study, the researcher designed two tests, mathematical thinking skills test and critical thinking skills test. She also adopted the teaching material for the unit (Algebra) depending on merging Webquest strategy with Micro teaching strategy after in-depth reading of the literature review and some related previous studies. The tests were implemented on (45)female students who where purposefully chosen from (Muscat High School) in the first term of the scholastic year 2019/2020. The sample was divided into two groups: a control group that was taught the chosen unit by using the ordinary way, and an experimental group that was taught the same unit by using merging Webquest strategy with Micro teaching strategy. The results showed that there are statistically significant differences at the level of significance (a≤0.05) in the arithmetic averages of the effect of integrating the strategy of merging webquest and the strategy of micro-teaching to develop mathematical thinking skills among eighth graders in mathematics for the benefit of students of the experimental group and the value of the effect size using a square ETA on the development of mathematical thinking skills (0.124), which is a great value, and there are statistically significant differences at the level of significance (a≤0.05) in the arithmetic mean of the effect of merging the two strategies for developing mathematical thinking skills among eighth grade students in mathematics between the test Before and after the experimental group and in favor of the post test, and that there are no statistically significant differences at the level of significance (a≤0.05) in the arithmetic mean of the effect of inclusion for the development of critical thinking skills among eighth grade students in mathematics, and the value of the effect size using the ETA box on Development of critical thinking skills (0.074), which is a medium-impact value, and there are statistically significant differences at the level of significance (a≤0.05) in the arithmetic mean of the effect of combining the two strategies for developing critical thinking skills among eighth graders in mathematics between the pre and post test of the experimental group In favor of the post test. According to the results of the study, the researcher recommended that the strategy that was used should be utilized in teaching math and more related studies and researches should be made to find out the effect of this strategy on other variables and its effectiveness in other school subjects.
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Citation
عبد القادر، براءة مصطفى. (2020). اثر دمج استراتيجية الرحلات المعرفية عبر الويب واستراتيجية التدريس المصغر في تنمية مهارات التفكير الرياضي ومهارات التفكير الناقد في الرياضيات لدى طالبات الصف الثامن [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab- scholars.com/be1c39