![]() | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص This research aims to explore the impact of the interaction between two strategies for brainstorming (synchronous / asynchronous) and learning style (impulsive / reflective) on the development of achievement and skills of technological thinking and the attitudes among students in Gaza. The researcher designed two strategies for electronic brainstorming (synchronous / asynchronous) to be used in teaching the tenth grade technology course. The research focus is the unit on (Systems).The research population is all tenth graders. The researcher selected the system of (Moodle) for the management of e learning. The researcher used the development al design, which is concerned with the development of educational systems, making use of the model of Prof. Dr. Abdul LatifAl-Jazar (2014). This instructional design includes the use of the descriptive approach in the analysis phase, also employs the experimental method when assessing the effectiveness of programs at the evaluation stage. The researcher used the experimental design with the two groups with the pre and posttest. The sample included 80 female tenth grade students randomly selected from the students of technology course. The researcher has used the following research tools: 1. learning style scale (reflective / impulsive), to classify the research sample into(reflective students / impulsive ones). 2. An achievement test to measure the cognitive aspects of the technology course. 3. A test to measure the technological thinking skills. 4. An attitudes scale toward technology course according to two strategies of electronic brainstorming (synchronous / asynchronous). The researcher stated the problem in the following major question: What is the effect of the interaction between two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (reflective / impulsive) on the development of achievement , technological thinking skills among tenth graders and their attitudes toward the Technology course in Gaza? Because of the developmental nature of the research, the following minor questions emanate from the above major one: 1) What are the technological thinking skills to be developed among the Palestinian tenth graders?. 2) What are the standards of the instructional design for the technology course using the electronic brainstorming strategies (synchronous / asynchronous) for the development of achievement, attitudes, and technological thinking skills? 3) What is the instructional design of the technology course using electronic brainstorming strategies (synchronous / asynchronous) in the light of those standards and using the instructional design model? 4) What is the effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learningstyle (impulsive / reflective) on the development of achievement among the tenth graders in the technology course in Gaza? 5) What is the effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (impulsive /reflective) on technological thinking skills among tenth graders the technology course in Gaza? 6) What is the effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (impulsive /reflective) on the attitudes of the tenth graders in the technology course in Gaza? Research hypotheses: 1. There is an effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (impulsive / reflective ) on the development of achievement of tenth graders in technology course in Gaza. 2. There is an effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (impulsive / reflective) on technological thinking skills of the tenth graders in the technology course in Gaza. 3. There is an effect of the interaction between the two strategies for electronic brainstorming (synchronous / asynchronous) and learning style (impulsive /reflective) on the attitudes of the tenth graders in the technology course in Gaza. First results related to the first hypothesis: 1. There is no effect of the two strategies of electronic brainstorming (synchronous / asynchronous) on the development of achievement among the tenth grade students in the technology course in Gaza. 2. There is an effect of the learning style (impulsive / reflective) on the development of achievement among the tenth grade students in the technology course in Gaza. In table (9), it is clear that the effect is in favor of the reflective style as the arithmetic mean of the reflective style is (46.625), while the arithmetic mean of the impulsive style is ( 42.05) 3. There is no effect of the interaction between the two strategies of electronic brainstorming (synchronous / asynchronous) and learning style (impulsive / reflective) on the development of achievement among the tenth grade students in the Technology course in Gaza Second, the results relating to the second hypothesis 1. There is an effect of the two strategies of electronic brainstorming (synchronous / asynchronous) on the development of technological thinking skills of tenth grade students in the technology course in Gaza in favor of the synchronous, where the average of the synchronous brainstorming reached (52.525) and the asynchronous brainstorming reached (50.775 ). 2. There is an effect of the learning style (impulsive / reflective) on the development of technological thinking skills of tenth grade students in the technology course in Gaza. Table (9) shows that the effect is in favor of the reflective style as its arithmetic mean is (53.62) while the arithmetic mean of the impulsive style is (49.67) |