فاعلية النموذج التعليمي (SSCS) في تحسين التفكير التأملي  في الرياضيات لدى طلبة الصف العاشر

Ebtessam Awni  Al Jarrah; Ali Mohammed  Al Zoubi

doi:10.35516/edu.v50i2.497

المؤلفون

Ebtessam Awni Al Jarrah Department of Educational Supervision, Educational Sector of the Islamic Center Society, Amman, Jordan https://orcid.org/0009-0007-8554-4611
Ali Mohammed Al Zoubi Department of Curriculum and Instruction, Faculty of Education, Yarmouk University, Irbid, Jordan

DOI:

https://doi.org/10.35516/edu.v50i2.497

الكلمات المفتاحية:

النموذج التعليمي، دراسة حالة، SSCS

الملخص

الأهداف: هدفت الدراسة الحالية الى التعرف على فاعلية النموذج التعليمي (SSCS )في تحسين التفكير التأملي في الرياضيات لدى طلبة الصف العاشر.

المنهجية: استخدامت الدراسة المنهج شبه التجريبي بقياس قبلي و بعدي وتكونت عينة الدراسة من(40) طالبة وزعوا بالتساوي على مجموعتي الدراسة الضابطة والتجريبية، ولتحقيق أهداف الدراسة تم بناء اختبار التفكير التأملي بمهاراته الخمسة (التأمل والملاخظة،الكشف عن المغالطات، الوصول الى استنتاجات، إعطاء تفسيرات مقنعة، وضع حلول مقترحة)، وتم التحقق من صدقه وثباته.

النتائج: أظهرت نتائج الدراسة وجود فروق ذات دلالة إحصائية بين المتوسطات الحسابية لأداء طلبة المجموعتين التجريبية والضابطة في كل مهارة من مهارات التفكير التأملي منفردة وعلى اختبار التفكير التأملي الكلي تعزى لطريقة التدريس ولصالح المجموعة التجريبية.

الخلاصة: وفي ضوء نتائج الدراسة يوصي الباحثون بضرورة توظيف النموذج التعليمي(SSCS) في تدريس الرياضيات لطلبة الصف العاشر.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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