International Journal of research in Educational Sciences, Mar 1, 2019
This study reports on Egyptian Secondary-stage (high school) Biology teachers' experiences in act... more This study reports on Egyptian Secondary-stage (high school) Biology teachers' experiences in action research through an oriented-training program focus on aesthetic understanding and education for sustainable development (ESD). The Program applied in the second/ spring semester of the academic year 2017/2018, fourhours weekly per 5 weeks. The research problem stated in the shortage of acquiring aesthetic understanding and Education for sustainable development requirements for biology teachers. Throughout the research, five teachers were trained through the oriented program to promote their meaningful aesthetic understanding of biology and acquire the ESD requirements through action research in their classrooms. The framework that guided this study based on experiential, constructivist and transformative learning theories known collectively as "Exp-Con-Tran". A mixed methods were used where teachers' responses through qualitative and quantitative tools that are: Firstly: The Qualitative instruments, which are: 1-A Mind Map in which Biology teachers were asked to construct a mind map of aesthetic understanding concepts and ESD requirements before and after engaging in the action research. 2-Project-based learning Form: A qualitative tool with determined criteria to assess the ability of biology teacher after learning the oriented program to design a topic from biology curriculum in a project form according to the aesthetic and ESD pedagogy with passion development requirements. 3-Reflection Questionnaire (RQ): a qualitative tool with three Open-ended questions documented the teachers' perspectives on how they received their experience through the action research stages. Secondly: The quantitative instruments, which are 1-An
This study reports on preparatory-stage students in Egyptian language school with a focus on Gami... more This study reports on preparatory-stage students in Egyptian language school with a focus on Gamification and Creative problem solving (CPS). The research problem stated in "The shortage of acquiring the scientific concepts in science and retain it, in addition to weakness of creative problem-solving skills for 2nd prep Students". An oriented module prepared according to gamification principals and CPS skills and introduced in the summer semester of 2018 academic year to 25 candidates students in one of the language schools. They studied for 16 sessions, 2 sessions per week. Throughout the module, students studied through flipped classroom to promote their scientific concepts acquisition that encourage their meaningful understanding of the "Cell module" concepts and develop their creative problem solving skills through the challenges they faced in studding its lessons. To achieve the aim of the research, two learning instruments were built; "The cell module" student's booklet and teacher guide, in addition to the gamified cell sites through virtual learning environment. The framework that guided this study based on experiential, constructivist methods; their responses' data analyzed quantitatively and discussed qualitatively. The author developed two quantitative instruments: A Scientific concepts test and Creative problem solving questionnaire. The former was to probe the cognitive of the students had in relation to the scientific concepts of the cell module before and after their studies of the educational module. The second instrument used to measure the impact of the oriented module on promoting the students' skills in solving the scientific problems creatively. Statistical data analysis using Statistical Package for the Social Sciences indicates that students in their post-results had developed better cognitive organization for the scientific concepts of the cell module; positive responses towards solving the scientific concepts. Gamification has a motivational affordances and psychological outcomes (as well as behavioral, mental and cognitive outcomes).
رسالة دكتوراه، تتناول برنامج مقترح في ضوء البيومعلوماتية كعلم وتطبيقات وأبعادها الأخلاقية للطالب ... more رسالة دكتوراه، تتناول برنامج مقترح في ضوء البيومعلوماتية كعلم وتطبيقات وأبعادها الأخلاقية للطالب المعلم، لتنمية القيم العلمية وعمليات العلم لديه
International Journal of research in Educational Sciences, Mar 1, 2019
This study reports on Egyptian Secondary-stage (high school) Biology teachers' experiences in act... more This study reports on Egyptian Secondary-stage (high school) Biology teachers' experiences in action research through an oriented-training program focus on aesthetic understanding and education for sustainable development (ESD). The Program applied in the second/ spring semester of the academic year 2017/2018, fourhours weekly per 5 weeks. The research problem stated in the shortage of acquiring aesthetic understanding and Education for sustainable development requirements for biology teachers. Throughout the research, five teachers were trained through the oriented program to promote their meaningful aesthetic understanding of biology and acquire the ESD requirements through action research in their classrooms. The framework that guided this study based on experiential, constructivist and transformative learning theories known collectively as "Exp-Con-Tran". A mixed methods were used where teachers' responses through qualitative and quantitative tools that are: Firstly: The Qualitative instruments, which are: 1-A Mind Map in which Biology teachers were asked to construct a mind map of aesthetic understanding concepts and ESD requirements before and after engaging in the action research. 2-Project-based learning Form: A qualitative tool with determined criteria to assess the ability of biology teacher after learning the oriented program to design a topic from biology curriculum in a project form according to the aesthetic and ESD pedagogy with passion development requirements. 3-Reflection Questionnaire (RQ): a qualitative tool with three Open-ended questions documented the teachers' perspectives on how they received their experience through the action research stages. Secondly: The quantitative instruments, which are 1-An
This study reports on preparatory-stage students in Egyptian language school with a focus on Gami... more This study reports on preparatory-stage students in Egyptian language school with a focus on Gamification and Creative problem solving (CPS). The research problem stated in "The shortage of acquiring the scientific concepts in science and retain it, in addition to weakness of creative problem-solving skills for 2nd prep Students". An oriented module prepared according to gamification principals and CPS skills and introduced in the summer semester of 2018 academic year to 25 candidates students in one of the language schools. They studied for 16 sessions, 2 sessions per week. Throughout the module, students studied through flipped classroom to promote their scientific concepts acquisition that encourage their meaningful understanding of the "Cell module" concepts and develop their creative problem solving skills through the challenges they faced in studding its lessons. To achieve the aim of the research, two learning instruments were built; "The cell module" student's booklet and teacher guide, in addition to the gamified cell sites through virtual learning environment. The framework that guided this study based on experiential, constructivist methods; their responses' data analyzed quantitatively and discussed qualitatively. The author developed two quantitative instruments: A Scientific concepts test and Creative problem solving questionnaire. The former was to probe the cognitive of the students had in relation to the scientific concepts of the cell module before and after their studies of the educational module. The second instrument used to measure the impact of the oriented module on promoting the students' skills in solving the scientific problems creatively. Statistical data analysis using Statistical Package for the Social Sciences indicates that students in their post-results had developed better cognitive organization for the scientific concepts of the cell module; positive responses towards solving the scientific concepts. Gamification has a motivational affordances and psychological outcomes (as well as behavioral, mental and cognitive outcomes).
رسالة دكتوراه، تتناول برنامج مقترح في ضوء البيومعلوماتية كعلم وتطبيقات وأبعادها الأخلاقية للطالب ... more رسالة دكتوراه، تتناول برنامج مقترح في ضوء البيومعلوماتية كعلم وتطبيقات وأبعادها الأخلاقية للطالب المعلم، لتنمية القيم العلمية وعمليات العلم لديه
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