and the creative thinking by students who use usual learning, to the

Report
The Impact of Using ICT on the 9th Graders in
Acquiring Electricity Concepts, Mental Models, and
Creative Thinking.
Prepared by: Ayman H. Fakhreddine (Master degree)
Kamel H. Hashem (PHD)
Department of learning sciences
Al-Quds University
Jerusalem, Palestine
April 2013
1.Introduction:
ICT (information communication technology) is considered
an important field in the educational processes since it
could be applied to many educational sectors specifically in
teaching and learning, and this was due to the technology
revolution in most fields; social and educational sciences.
Those was reflected in changing educational process which
due to; in appeared new methods of teaching such as
(electronic learning, blended learning) those aided to the
teachers in using suitable methods of teaching through
technology applications, and learning students in suitable
environment to fit all individual difference. So the ICT it
contributes to development methods of teaching, and
students’ achievement.
1.Introduction:
By using ICT in teaching and learning, many targets could
be achieved which offers suitable environment of teaching
and learning through use the website learning (Moodle,
Wikipedia, E-library…), and computer application
(computerized program, and educational games) .That
enable the teachers to reduce the time and efforts in
teaching, interest in individual differences between
students, and it benefits to divide the material into (input,
process, and output) by apply the material in technology
applications. So the ICT consider the important system in
twenty-first century.)Nawashi,2010)
2.purpose of the study :
The main purposes of this study are on the impact of using ICT in
acquiring Electricity concepts, mental models, and creative thinking
to the 9the graders .The study aims at investigating the following:
1. To detection the impact of using methods of teaching (BSBL, BCL)
in acquiring electricity concepts compared to usual learning to the 9th
graders.
2. To detection the impact of using methods of teaching (BSBL, BCL)
in creative thinking compared to usual learning to the 9th graders. .
3. To detection the impact of using methods of teaching (BSBL, BCL)
in mental models compared to usual learning to the 9th graders.
3. significance of the study:
1-Will add to the teachers: the experience in using ICT in teaching,
and using new methods such as (blended self –Based learning,
blended collaborative learning) in teaching and learning science to
facility the educational process.
2- Will add to the students: the ability on acquiring electricity
concepts effectively, development skills, and creative thinking.
3- On the scientific level: will contribute to apply the ICT system in
educational institutions and to employs ICT by open new prospects
for more studies in teaching and learning which is in high demand in
Palestine.
4. Research Questions:
1- Is there significant difference in acquiring electricity concepts on
the 9th graders due to methods of teaching (blended self –based
learning, blended collaborative learning, usual learning), And the
interaction between them ?
2- Is there significant difference in mental models on the 9th graders
due to methods of teaching (blended self –based learning, blended
collaborative learning, usual learning), And the interaction between
them ?
3- Is there significant difference in creative thinking on the 9th
graders due to methods of teaching (blended self –based learning,
blended collaborative learning, usual learning), And the interaction
between them ?
5. Hypotheses of the study:
The null-hypotheses of this study are the following:
1- There is no significant difference (at the level of α ≤ .05) between the
acquiring electricity concepts by students who use methods of teaching
(blended self –Based learning, blended collaborative learning), and the
acquiring electricity concepts by students who use usual learning, to the 9th
graders.
2- There is no significant difference (at the level of α ≤ .05) between the creative
thinking by students who use methods of teaching (blended self –Based
learning, blended collaborative learning), and the creative thinking by students
who use usual learning, to the 9th graders.
3- There is no significant difference (at the level of α ≤ .05) between the mental
model by students who use methods of teaching (blended self –Based learning,
blended collaborative learning), and the mental models by students who use
usual learning, to the 9th graders.
6.Variables:
1.Independent variables:
A. Blended self –based learning
B. Blended collaborative learning
C. Usual learning.
2 Dependent variables:
A. Acquiring electricity concepts.
B. Creative thinking.
C. Mental models.
7. Methodology:
Sample:
The sample of the study consisted of (94) students –male and female-from 9th
grade – Sisters of St. Joseph school, and Al-Rawda college school in NablusPalestine at the scholastic year 2012/2013.it was picked intentionally.
The researcher assigned three study groups randomly which were the control
and experiment group. The control group consisted of (29) students' male and
female from 9th graders –section (B) to the Sisters of St. Joseph School, and
it's been taught in the usual method. The experiment groups was taught in two
groups, the first experiment group taught on blended self- based learning
(BSBL) and consisted of (36) students male and female from 9th graders to the
Al-Rawda college school, and the second experimental group taught on
blended collaborative learning (BCL) and consisted of (29) students male and
female from 9th graders-section (A) to the Sisters of St. Joseph School.
7. Methodology:
Tools:
A. Acquiring electricity concepts.
B. Creative thinking.
.C. Mental models
Statistical analysis :
The data were analyzed by using MANOVA.
8. Results:
1.There was statistically significant difference (at the level of α ≤
.05) in acquiring electricity concepts due to methods of teaching in
favor which used the (blended self –based learning, and blended
collaborative learning).
2.There was statistically significant difference (at the level of α ≤
.05) in mental models due to methods of teaching in favor which
used the (blended self –based learning, and blended collaborative
learning).
3. There was statistically significant difference (at the level of α ≤
.05) in creative thinking due to methods of teaching in favor which
used the (blended self –based learning, and blended collaborative
learning).
9. Recommendations:
Apply the ICT in teaching and learning by new methods of
teaching (Blended collaborative learning, and blended selfbased learning) Especially in teaching and learning physics,
design computerized educational program and use as
educational aids, apply more studies should be conducted
to investigate the impact of using ICT on different variables
and different subjects for the purpose of the raising
achievement students .
Thank you

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