تدريس الفيزياء وفقاً لنظرية ديفيد ميرل في إكساب طلبة الصف الخامس العلمي التطبيقي مهارات حل المسألة الرياضية وتنمية إبداعهم الجاد ومعتقداتهم المعرفية

الباحث

علي سالم سليمان مصطفى السويدي

المشرف

أحمد جوهر محمد أمين

الجامعة

جامعة الموصل

الكلية / القسم

التربية للعلوم الإنسانية / العلوم التربوية والنفسية

الشهادة

دكتوراه

السنة

2022

لغة الرسالة

A

الكلمات المفتاحية

نظرية ديفيد ميرل;حل المسألة الرياضية;الإبداع الجاد;المعتقدات المعرفية

The aim of the research is to teach physics according to the David Merle model in acquiring fifth grade students of applied scientific branch the skills to solve mathematical problems and to develop there serious creativity and knowledge convictions. To achieve the aimis of the research, the researcher has formulated three main zero hypotheses each of which included three sub-hypotheses. In order to verify the hypotheses of the research, an intentional sample was selected from the fifth grade students of applied scientific branch at Amer Abdullah Applied Secondary School for Boys in the city of Mosul for the academic year 2021-2022. The total number of the sample was (60) students. And Andalus Preparatory School for Girls in the city of Mosul for the academic year (2021-2022), their number reached (66) students from the fifth grade of applied scientific branch, and this sample was divided into four sections, two of which are experimental and two of them are control, with (30 males, 33 females) for the two experimental groups and (30 males, 33 females) for the two control groups. The researcher has conducted the process of parity between the members of these four groups in the variables (physics degree for the fourth scientific class, serious creativity test, cognitive beliefs scale). The two experimental groups were taught according to the David-Merle model in physics teaching. As for the two control groups, they were taught according to the regular method. The number of Al-Andalus Preparatory School for Girls in the city of Mosul for the academic year (2021-2022) has reached (66) students from the fifth grade of applied scientific branch, and this sample was divided into four divisions, two of them are experimental and the other two are controlling. The final form of mathematical problem consists of (11) questions of a specific essay type and the answer measures the five skills to solve the mathematical problem with three questions that measure the first skill; two questions to measure the second skill; three questions to measure B the third skill; one question to measure the fourth skill; and two questions to measure the fifth skill. The total test was characterized by honesty as for the second tool(i.e. is the Serious Creativity Test). Its final form consists of three verbal situations and three fictitious situations. Each position (verbal - pictorial) has three questions of an open-ended essay type each of which measures the three skills of serious creativity. The number of questions became (18) questions. The overall test is honest and reliable. The third tool is the cognitive beliefs scale. Its final form is of (48) items distributed over four domains with (12) items for each of the four domains and three alternatives (always, sometimes, rarely). The overall scale was characterized by honesty and stability. The experiment was applied after preparing the teaching plans in the first semester of the academic year (2021-2022). The pre-test for serious creativity was conducted on the students of the four research groups on Wednesday 10/27/2021 for female students and Thursday 10/28/2021 for students. A tribal measure of cognitive beliefs was conducted on the students of the four research groups on Wednesday 10/27/2021 for female students and Thursday 10/28/2021 for male students. It lasted an entire semester (11 weeks) with three lessons per week Thus, the total of the lessons was (33) lessons for each group. The results of serious creativity and the dimensional cognitive beliefs scale after collecting and analyzing data statistically using two-way analysis of variance and Scheffe’s test for dimensional comparisons has showed the following: 1- There is a statistically significant difference at the level of significance (0.05 α) between the averages of acquiring the skills of solving the mathematical problem as a whole among the members of the four research groups according to the variables of method and gender. The interaction between them is in favor of the two experimental groups when there is interaction between the variables of teaching method. There were no statistically significant differences in the gender variable. 2- There is a statistically significant difference at the level of significance (0.05 α)between the averages of developing serious creativity among the members of the four research groups according to the method and gender variables. The interaction between them and is in favor of the two experimental groups when there is interaction between the variables of teaching method. The gender variable is in favor of male students. 3- There is a statistically significant difference at the level of significance (0.05 α) between the averages of the development of cognitive beliefs as a whole among the members of the four research groups according to the variables of method and gender The interaction between them is in favor of the two experimental groups when the interaction between them and the variables of the teaching method. The researcher has come out with a number of conclusions, including the possibility of applying the Merle model in teaching physics for the fifth applied scientific grade in middle and secondary schools in the education system in Iraq. And the Merle model improved the ability of the applied science fifth grade students to apply the mathematical problem solving skills in physical subjects, and the application of the Merle model added an interaction between the cognitive material on the one hand and serious creativity and cognitive beliefs on the other hand. The researcher has made a number of recommendations, including instructing the Directorate of Preparation and Training in Nineveh Education to open specialized courses for physics teachers to train them on modern teaching models, including the Merle model, and to emphasize the teachers of physics in adopting the Merle model in teaching fifth grade students. Ultimately, the researcher depending on the current research variables has put forward suggestions for future research and studies.

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