أثر استخدام إستراتيجية سكامبر لتدريس العلوم في تنمية مهارات التفكير التوليدي والتنظيم الذاتي للتعلم لدى طالبات الصف الثامن في فلسطين
| creativework.keywords | إستراتيجية سكامبر ،مهارات التفكير التوليدي ،التنظيم الذاتي | ar |
| dc.contributor.author | مريم خليل عبد الله العواودة | ar |
| dc.contributor.author | Mariam Khalil Abdullah Al-Awawdeh | en |
| dc.date.accessioned | 2022-12-10T11:09:24Z | |
| dc.date.available | 2022-12-10T11:09:24Z | |
| dc.date.issued | 2020-12-21 | |
| dc.description.abstract | This study aims to identify the effect of using SCAMPER strategy for teaching science on developing generative thinking skills and self-regulation learning among 8th graders in Palestine in the first semester of the academic year 2020-2021. To achieve the study objectives, the researcher adopted the experimental approach using a quasi-experimental design. The study sample consisted of 76 students of eighth-graders at Al-Aqsa girls’ school, of which 38 students represented an experimental group, and 38 students were a control group. As for the study tools, the researcher used the generative thinking test and a questionnaire on self-regulation for learning to collect data. The study instruments were verified in terms of validity and reliability. The reliability coefficient values for the test was (0.82) and (0.80) for the questionnaire. The study results revealed statistically significant differences between the mean scores eighth-grade students in generative thinking skills test due to method of teaching in favor of the experimental group students, and the results revealed statistically significant differences between the mean scores eighth-grade students in generative thinking skills test due to students' level of performance, in favor of the students with the high level of performance, also there are statistically significant differences due to interaction between method of teaching and students' level of performance, in favor of the experimental group students who studied according to SCAMPER strategy and students with the high level of performance. There are statistically significant differences between the mean scores of eighth-graders in the scale of self-regulation for learning due to method of teaching, in favor of the students who studied according to SCAMPER strategy. And there are no statistically significant differences due to students' level of performance, and due to interaction between the method of teaching and students' level of performance. The results also indicated that there was a significant effect for SCAMPER strategy in testing generative thinking skills (0.447), and self-regulation (0.366) was bigger than criterion-referenced effect size (0.14). The researcher recommended conducting more researches on the impact of using SCAMPER strategy for teaching science in enhancing the skills of generative thinking and self-organization of eighth-graders with different samples and variables. | |
| dc.identifier.uri | https://dspace.alquds.edu/handle/20.500.12213/7277 | |
| dc.language.iso | ar | |
| dc.publisher | Al-Quds University | en |
| dc.title | أثر استخدام إستراتيجية سكامبر لتدريس العلوم في تنمية مهارات التفكير التوليدي والتنظيم الذاتي للتعلم لدى طالبات الصف الثامن في فلسطين | ar |
| dc.title | The effect of using SCAMPER strategy for teaching science on developing generative thinking skills and self-regulation learning among eighth female students in Palestine | en |
| dc.type | Thesis |