A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Improving the Quality of Instruction for Egyptian Science Classes: Developing and Evaluating a Teaching Program for Middle School Students
Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem solving abilities. The main aim of this study is to develop and evaluate a science teaching program for Egyptian lower secondary school students to foster students’ problem solving abilities, experimental strategy knowledge, achievement, perceptions on the quality of science lessons, and motivation towards science. The lesson plans of the teaching program were constructed based on an established model for problem solving, combining two models of problem solving (Klahr & Dunbar, 1988; Oser & Baeriswyl, 2001). The program itself consisted of five double lessons on the topic, “density and buoyancy”. Six instruments were applied to assess students’ problem solving abilities, experimental strategy knowledge, science achievement, perceptions on the quality of science lessons, motivation towards science and, finally, teachers’ quality of instruction. The instruments were partly self-developed and partly adapted to the school conditions in Egypt from newly performed studies on strategy knowledge and problem solving in Germany, and PISA and TIMSS tests. All instruments had to be translated into Arabic from German or English; the translation process and the quality control were closely screened. From September to October 2011, an intervention study was conducted in a quasi-experimental design with pre- and post-testing (e.g. Shadish, Memphis, Dood & Evanston, 2002). The sample included n=147 seventh grade students in a general middle school in the city of Aswan, Egypt during the 2011-2012 school year. The intervention group consisted of 74 students (50% males), while the control group contained 73 students (49.5% males). Both groups showed no significant differences in age, cognitive abilities, social background, academic pre-knowledge and teachers’ quality of instruction. Two treatments were used with the control and intervention group: the newly developed teaching program was ...
Improving the Quality of Instruction for Egyptian Science Classes: Developing and Evaluating a Teaching Program for Middle School Students
Educators and policymakers envision the future of education in Egypt as enabling learners to acquire scientific inquiry and problem solving abilities. The main aim of this study is to develop and evaluate a science teaching program for Egyptian lower secondary school students to foster students’ problem solving abilities, experimental strategy knowledge, achievement, perceptions on the quality of science lessons, and motivation towards science. The lesson plans of the teaching program were constructed based on an established model for problem solving, combining two models of problem solving (Klahr & Dunbar, 1988; Oser & Baeriswyl, 2001). The program itself consisted of five double lessons on the topic, “density and buoyancy”. Six instruments were applied to assess students’ problem solving abilities, experimental strategy knowledge, science achievement, perceptions on the quality of science lessons, motivation towards science and, finally, teachers’ quality of instruction. The instruments were partly self-developed and partly adapted to the school conditions in Egypt from newly performed studies on strategy knowledge and problem solving in Germany, and PISA and TIMSS tests. All instruments had to be translated into Arabic from German or English; the translation process and the quality control were closely screened. From September to October 2011, an intervention study was conducted in a quasi-experimental design with pre- and post-testing (e.g. Shadish, Memphis, Dood & Evanston, 2002). The sample included n=147 seventh grade students in a general middle school in the city of Aswan, Egypt during the 2011-2012 school year. The intervention group consisted of 74 students (50% males), while the control group contained 73 students (49.5% males). Both groups showed no significant differences in age, cognitive abilities, social background, academic pre-knowledge and teachers’ quality of instruction. Two treatments were used with the control and intervention group: the newly developed teaching program was ...
Improving the Quality of Instruction for Egyptian Science Classes: Developing and Evaluating a Teaching Program for Middle School Students
Shahat, Mohamed Ali Ahmed (author) / Fischer, Hans E.
2013-02-05
Theses
Electronic Resource
English
Developing the Egyptian National Library
British Library Conference Proceedings | 1994
Catalogue agriculture | 1.1957 -