[ أثر التعلم القائم على المشروع في استيعاب المفاهيم العلمية بمادة العلوم الفيزيائية ]
Volume 26, Issue 1, April 2019, Pages 110–118
Asmae Mountassir1 and Hafida Mderssi2
1 CEDOC «Homme, Society, Education», University Mohammed V, Faculty of Educational Sciences, Rabat, Morocco
2 CEDOC «Homme, Society, Education», University Mohammed V, Faculty of Educational Sciences, Rabat, Morocco
Original language: Arabic
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study aimed at knowing the extent of the impact of the project-based learning of understanding scientific concepts on second year middle school students, and Physics was chosen as a model of teaching. The case study samples reached 123 students and they were distributed as follows: The Experimental group formed of 44 student, The First Control group formed of 44 students, and The Second Control group formed of 44 students as well. To achieve the objectives of the study, The Experimental group and both The Control groups underwent an advanced collecting test, and another collecting test was taken by all groups after, with no exception. The results showed that there is a statistically significant difference for The Experiment group and the Second Control group, which emphasizes on the authenticity of the hypothesis and indicates the impact of the study strategy based on comprehending physics' concepts to learners.
Author Keywords: Project Based Learning, Active learning, Understanding scientific concepts, learning strategies, Psychology of learning.
Volume 26, Issue 1, April 2019, Pages 110–118
Asmae Mountassir1 and Hafida Mderssi2
1 CEDOC «Homme, Society, Education», University Mohammed V, Faculty of Educational Sciences, Rabat, Morocco
2 CEDOC «Homme, Society, Education», University Mohammed V, Faculty of Educational Sciences, Rabat, Morocco
Original language: Arabic
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study aimed at knowing the extent of the impact of the project-based learning of understanding scientific concepts on second year middle school students, and Physics was chosen as a model of teaching. The case study samples reached 123 students and they were distributed as follows: The Experimental group formed of 44 student, The First Control group formed of 44 students, and The Second Control group formed of 44 students as well. To achieve the objectives of the study, The Experimental group and both The Control groups underwent an advanced collecting test, and another collecting test was taken by all groups after, with no exception. The results showed that there is a statistically significant difference for The Experiment group and the Second Control group, which emphasizes on the authenticity of the hypothesis and indicates the impact of the study strategy based on comprehending physics' concepts to learners.
Author Keywords: Project Based Learning, Active learning, Understanding scientific concepts, learning strategies, Psychology of learning.
Abstract: (arabic)
ملخص: استهدفت هذه الدراسة معرفة مدى تأثير استراتيجية التعلم القائم على المشروع في استيعاب المفاهيم العلمية لدى تلامذة السنة الثانية من التعليم الثانوي الإعدادي، وتم تحديد مادة العلوم الفيزيائية كنموذج في التدريس. بلغت عينة الدراسة (132) تلميذا وزعوا على الشكل التالي: المجموعة التجريبية تشكلت من (44) تلميذ المجموعة الضابطة الأولى (44) تلميذ والمجموعة الضابطة الثانية (44) تلميذ. لتحقيق أهداف الدراسة ثم اعداد اختبار التحصيل القبلي خضعت له كل من المجموعتين التجريبية والضابطة الأولى، واختبارا تحصيليا بعديا خضعت له كل المجموعات بدون استثناء. أظهرت نتائج الدراسة وجود فرق ذو دلالة احصائية لصالح المجموعة التجريبية والضابطة الثانية، مما يؤكد صحة الفرضية ويدل على مدى تأثير استراتيجية التعلم القائم على المشروع في استيعاب المفاهيم الفيزيائية لدى المتعلمين.
Author Keywords: استراتيجية التعلم القائم على المشروع، التعلم النشط، استراتيجيات التعلم، فهم المفاهيم العلمية، سيكولوجية التعلم.
How to Cite this Article
Asmae Mountassir and Hafida Mderssi, “The impact of project-based learning on understanding scientific concepts of physical science,” International Journal of Innovation and Applied Studies, vol. 26, no. 1, pp. 110–118, April 2019.
