[ أثر تدريس مادة علوم الحياة والأرض باستخدام التعلم النشط في تنمية مهارات التفكير الابداعي و التحصيل الدراسي من وجهة نظر الأساتذة: التعلم القائم على المشروع نموذجا ]
Volume 32, Issue 4, May 2021, Pages 594–600
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 © 2021 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 to unravel the effect of active learning on developing creative thinking skills and academic performance or achievement from the perspective of a Life and Earth Sciences’ teacher. However, in her study, the research student took a quantitative analysis approach where the field research results showed and proved the existence of overlapping, and complex factors and variables that helped clarify the hindering struggles that Life and Earth Sciences’ teachers face in adopting the active-learning method which may explain the understanding issues that the students face, as well as the academic performance problems that get in their ways. The data obtained from this research may help in monitoring the main causes and factors that greatly contribute to pushing Life and Earth Sciences’ teachers to adopt a traditional-learning strategy which is based on passive teaching away from involving students in the process of building their knowledge. Through the obtained data from a survey that was conducted with the teachers that teach Life and Earth Sciences, we reached the following conclusions: - The poor training of Life and Earth Sciences’ teachers in active learning strategies, overcrowding of classrooms, absence of pedagogical means, and the commitment of the curriculum by itself are all factors given by teachers that explain why they don’t resort to using active-learning methods.- According to the teachers that are part of the research sample, they don’t see active-learning strategies have an effect in academic performance or achievement, because the traditional-learning strategy has been resulting in the making of brilliant students.- The lack of awareness of creative thinking skills when it comes to Life and Earth Sciences’ teachers came to light.
Author Keywords: project-based learning, active learning, creative thinking, learning strategies, psychology of learning.
Volume 32, Issue 4, May 2021, Pages 594–600
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 © 2021 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 to unravel the effect of active learning on developing creative thinking skills and academic performance or achievement from the perspective of a Life and Earth Sciences’ teacher. However, in her study, the research student took a quantitative analysis approach where the field research results showed and proved the existence of overlapping, and complex factors and variables that helped clarify the hindering struggles that Life and Earth Sciences’ teachers face in adopting the active-learning method which may explain the understanding issues that the students face, as well as the academic performance problems that get in their ways. The data obtained from this research may help in monitoring the main causes and factors that greatly contribute to pushing Life and Earth Sciences’ teachers to adopt a traditional-learning strategy which is based on passive teaching away from involving students in the process of building their knowledge. Through the obtained data from a survey that was conducted with the teachers that teach Life and Earth Sciences, we reached the following conclusions: - The poor training of Life and Earth Sciences’ teachers in active learning strategies, overcrowding of classrooms, absence of pedagogical means, and the commitment of the curriculum by itself are all factors given by teachers that explain why they don’t resort to using active-learning methods.- According to the teachers that are part of the research sample, they don’t see active-learning strategies have an effect in academic performance or achievement, because the traditional-learning strategy has been resulting in the making of brilliant students.- The lack of awareness of creative thinking skills when it comes to Life and Earth Sciences’ teachers came to light.
Author Keywords: project-based learning, active learning, creative thinking, learning strategies, psychology of learning.
Abstract: (arabic)
هدفت هذه الدراسة الكشف عن أثر استراتيجيات التعلم النشط على تنمية مهارات التفكير الابداعي والتحصيل الدراسي من وجهة نظر أساتذة علوم الحياة والأرض، ولقد اتخذت الباحثة في معالجتها لموضوعها منحى الدراسة الكمية، حيث أقرت نتائج البحث الميداني بوجود عوامل ومتغيرات متداخلة ومعقدة أوضحت بإجلاء المشكل المعيق لأساتذة علوم الحياة والأرض في تبني منهج التعلم النشط مما قد يفسر مشاكل الفهم والتحصيل الدراسي التي يعاني منها المتعلمين. وقد تساعد المعطيات المحصل عليها في هذا الشأن من رصد الأسباب والعوامل الأساسية الرئيسية التي تساهم بشكل كبير في الدفع بأساتذة مادة علوم الحياة والأرض لاعتماد استراتيجية التعلم التقليدية المرتكزة على التلقين بعيدا عن اشراك المتعلم في عملية بنائه لمعارفه. من خلال المعطيات التي تم التوصل اليها عن طريق استبيان موجه لأساتذة المادة، فقد تم التوصل للنتائج التالية: - ضعف تكوين أساتذة المادة فيما يخص استراتيجيات التعلم النشط، اكتظاظ الأقسام، غياب الوسائل البيداغوجية، الالتزام بالمقرر الدراسي كلها عوامل مفسرة حسب الأساتذة لعدم استخدامهم لاستراتيجيات التعلم النشط. - حسب الأساتذة عينة الدراسة، لا يرون أن للاستراتيجيات التعلم النشط تأثير في التحصيل الدراسي، لأن استراتيجية التدريس التقليدية أنتجت متفوقين.
Author Keywords: استراتيجية التعلم القائم على المشروع، التفكير الابداعي، التعلم النشط، استراتيجيات التعلم، سيكولوجية التعلم.
How to Cite this Article
Asmae Mountassir and Hafida Mderssi, “The effect of teaching life sciences and earth using active learning on developing creative thinking skills and academic performance from the professors' perspective: Project-based Learning as a Model,” International Journal of Innovation and Applied Studies, vol. 32, no. 4, pp. 594–600, May 2021.
