The study aims to identify the degree to which students of earth and environmental sciences at Yarmouk University represent Islamic educational environmental values, and to reveal whether there are differences in the degree of assimilation due to the variables of sex and academic year. To achieve the objectives of the study, the descriptive survey approach was used, and a questionnaire was prepared consisting of (50) items, distributed into (7) areas, and was applied to a sample of (110) male and female students. The results showed that the degree of students’ representation of Islamic environmental educational values is high, and that there are statistically significant differences in the students’ representation of the Islamic environmental educational values due to the academic level and for the benefit of students of levels (second and fourth) compared to first-level students, while there are no significant differences in the degree that represents Students' environmental values are attributed to the student's gender, or to the interaction between gender and academic level. The study recommended the adoption of environmental values stemming from the Noble Qur’an and the Sunnah of the Prophet, and include it in the plans and courses of university programs, and all institutions must play their role in spreading environmental awareness among members of society.
20The teacher encourages us to learn from different sources and not limit ourselves to school as a place of learning. 21 The teacher uses the educational resources and techniques.
22The teacher presents scientific problems to the students which involve a challenge that is appropriate for their thinking and can be solved. 23 The teacher presents the material in different ways. 24 The teacher avoids the methods of direct transmission of information to the students' minds. 25 The teacher follows-up with the students while finishing the required tasks in the activity. 26 The teacher encourages us to build knowledge through group discussions. 27 The teacher accepts the students' mistakes as a resource for their learning. 28 The teacher encourages us to criticize the presented ideas and concepts. 29 The teacher allows us to talk about what we know (knowledge store). 30 The teacher directs us to multiple and modern educational resources. 31 The teacher puts us into groups in a way that achieves interactive participation. 32 The teacher employs our ideas, experiences, and interests to improve our learning. 33 The teacher presents our achievements in the classroom or inside the school. 34 The teacher allows us to ask questions and present our ideas. 35 The teacher involves us in planning what will be learned. 36 The teacher encourages us to explain our learning results to the rest of the class. 37 The teacher gives the students enough time to talk and discuss the learning process. 38 The teacher provides the students with feedback and corrects their misconceptions. 39 The teacher considers our previous knowledge before teaching begins. 40 The teacher allows us to link between the previous and the new knowledge. 41 The teacher avoids answering the students' questions with other questions. 42 The teacher involves us to participate in the evaluation process of our performance.
This study aimed to investigate the effect of using Fryer teaching model on 7th grade students' acquisition of scientific concepts. The researchers were interested in testing if differences between students’ acquisitions of scientific concepts were dependent on previous achievement. Also important was to test if students' acquisition of scientific concepts correlated with attitudes towards using Fryer model. To achieve the objectives of the study, a quasi-experimental method was used. Two instruments were developed: a test to measure the acquisition of the scientific concepts and a questionnaire to measure students' attitudes. The study sample consisted of 72 students who were divided into two groups: one (n=37) studied science using Fryer model; the other (n=35) used the traditional method. At the end of the experiment, concepts acquisition test was administered to both groups; while the attitude scale was administered to the experimental group. The results revealed that there were statistically significant differences (p < 0.05) in the acquisition of scientific concepts in favor of the experimental group; and the previous achievement in favor of high achievers. There was an interaction effect between method and previous achievement. The results also revealed a statistically significant correlation between the acquisition of scientific concepts and attitudes towards learning using Fryer model among 7 graders.
The study aimed to investigate the effect of using PDEODE strategy on the eighth grade students’ achievement in science and their attitudes towards the strategy. To achieve the objectives of the study, a sample of eighth grade students was selected, consisting of 61 students distributed in two groups: an experimental of 31 female students who studied science using PDEODE strategy, and a control group of 30 female students who studied via the regular method. Two instruments were built; The first was an achievement test, which was applied on both groups before and after treatment, and the second was an attitude scale, which was applied on the experimental group after treatment. The results revealed that there is a statistically significant difference in the achievement of female students attributed to the teaching strategy on the test level as a whole, and at the level of knowledge fields (remembering, understanding, analyzing), for the benefit of the experimental group. There were, however, no differences between the two groups at the applying level. The results also indicated that the attitudes of students in the experimental group towards learning with PDEODE strategy were high and positive.
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