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اثر تضمين البعد البيئي في تدريس الكيمياء في التحصيل الاني والمؤجل لطلاب المرحلة الثانوية
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من الاهداف المهمة لتدريس الكيمياء في المرحلة الثانوية التعرف على الثروات الطبيعية وكيفية استغلالها والاستفادة منها (وزارة التربية والتعليم ,1970)ومن اهداف تدريس الكيمياء التي يشير اليها  المختصون ,مساعدة الفرد على التكيف الايجابي والناجح مع بيئة بما يحدث لمكوناتها مع تغير وما يدخل على بنيتها من عوامل مستجدة (كاظم ,1973) على ان يتم ذلك من خلال الشعور الايجابي لدى الافراد بدفعهم للاسهام في تطوير البيئة من حدود استعداداتهم وقدراتهم (وزارة التربية والتعليم ,1964) وينسجم هذا مع هدف التربية بعمامة التي تسعى لاعداد افراد متوافقين فيما بينهم بشكل عام (المنظمة العربية للتربية والثقافة والعلوم ,1977)

 

ملخص

اثر تضمين البعد البيئي في تدريس الكيمياء على التحصيل الاني والمؤجل لطلاب المرحلة الثانوية.هدف هذه الدراسة الى استقصاء اثر التضمين البيئي في تدريس الكيمياء على التحصيل وذلك بقصد الاجابة عن الاسئلة التالية :-

السؤال الاول:- هل هناك فرق ذو دلالة احصائية بين متوسطي مجموعتي الدراسة في التحصيل الاني يعزى لمنحى التدريس ؟

السؤال الثاني:- هل هناك فرق ذو دلالة احصائية بين متوسطات اداء الطلاب الاني يعزى لمستوى التحصيل ؟

 

السؤال الثالث:- هل يوجد فرق ذو دلالة احصائية بين متوسطات اداء الطلاب الاني يعزى للتفاعل بين منحنى التدريس و مستوى التحصيل ؟

السؤال الرابع:-  هل هناك فرق ذو دلالة احصائية بين متوسطي مجموعتي الدراسة في التحصيل المؤجل يعزى لمنحنى التدريس ؟

السؤال الخامس :- هل هناك فرق ذو دلالة احصائية بين متوسطات تحصيل الطلاب يعزى لمستوى التحصيل ؟

السؤال السادس :- هل يوجد فرق ذو دلالة احصائية بين متوسطات اداء الطلاب  المؤجل يعزى للتفاعل بين منحنى التدريس ومستوى التحصيل  ؟

شملت عينة الدراسة (84) طالبا من طلاب الصف الخامس العلمي في مدينة بغداد للعام الدراسي 2001- 2002 موزعين في شعبتين دراسيتين وتم تصنيف افراد مجموعتي الدراسة الى ذوي تحصيل مرتفع ومتوسط ومنخفض حسب متوسط علاماتهم في الفيزياء والكيمياء والاحياء في الفصل الاول 2001/2002 ثم قاما الباحثان بتدريس احد الشعبتين حسب المنحنى البيئي والاخرى حسب المنحنى التقليدي.

وقيس تحصيل الطلاب في هذه الدراسة باختبار تحصيلي من اعداد الباحثة.

استخدم تحليل التباين (3x2 )للاجابة عن اسئلة الدراسة عند مستوى الدلالة الاحصائية (0.05). واظهرت نتائج الدراسة وجود فرق ذات دلالة احصائية في كل من التحصيل الاني والمؤجل تعزى لمستوى التحصيل وعند اجراء المقارنات المتعددة نيومان كولز البعديه تبين وجود فروق ذات دلالة احصائية لصالح فئات التحصيل المرتفع . كما بينت نتائج الدراسة عدم وجود اثر التفاعل مابين مستوى التحصيل ومنحنى التدريس في كل من التحصيل الاني والمؤجل . وخلصت الدراسة الى التوصية بتطعيم البعد البيئي في محتوى المناهج القائمة في الكيمياء من خلال ربط التفاعلات الكيميائية بقضايا بيئية واجراء دراسات مماثلة في موضوعات اخرى في الكيمياء والعلوم بشكل خاص والمواضيع الاخرى بشكل عام .

 

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