اثر استخدام استراتيجية المتشابهات في اكتساب المفاهيم العلمية والاحتفاظ بها لدى طالبات الصف التاسع الاساسي

20071428

7
8

3
4
5
6

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10

T.test
11

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T.Test

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o
o
o
o
o
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96:2002

62:2004

(Clement,1993)

(Brown,1994)

o
o
o

15:2003

192:2003

106:2002

192:2003

17:2003

19:2003

107:2003

96:2002

66:2003

20:2003

499:1999

135:2003

71:2004

V
E5
E7

117:2000

283:2000

(12:1998

135:1998

255:2002

Pragmatic

Semantic
Structural

Concertizing Function
Structurizing Function

An Active
Assimilation Function

283:2000

255:2002

Visualisation

283:2000

45:1998
( Compound Analogies )

AIDS

Narrative Analogies

HP

VERBAL
PICTORIAL
LEVEL OF ENRICHMENT

SIMPLE

ENRICHED

EXTENDED

EXPLANATION

STRATEGY LDENTIFICATION

ANALOGICAL LIMITATION

260:2002
Compound Analogies

Narrative Analogies

Peripheral Analogies

Procedural Analogies

55:2002

[Thiele and Treagust, 1994, 234-238]

Format
Verbal
Pictorial

Level of Enrichment

Simple

Enriched

Extended Analogies

Analog Explanation

Analogical Limitations

[Solomon, 1994, 373]
Analog Format

Analog type

Structural

Surface
(Lawson, 1993, 1213)

(Dagher, 1995)
Compound Analogies

aids

Aids

Narrative Analogies

Procedural Analogies

48:1998

enriched Simple
extended

49:2002

Student's
Characteristics

Student's Characteristics

Familiarity with Analogy

Prior Knowledge about the topic

Analogical Reasoning Ability

C is to --F-----?
A is to B as
Bird is to A as Fish is to --C-----?

48:1998

Piagetian Cognitive Level

Visual Imagery

Kekule)
Cognitive Complexity

Integrating Structure

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Instructiona Variables

Complexity of the Analogy

Degree of Concreteness of
Analog

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Pictorial

Number of the Analogues Included in the Analog.

Format of Presenting the Analog

Mixed Format

Separate Format

Student Self- Developed Analog Strategy

Guided Teaching Strategy

Expository - Teaching Strategy

Medium of presenting the
Analog

258:2002

.?(D) is to C as B is to A
Air is to bird as ..is to fish? (water)

Radford

Synectics
Gordon

Gordon
Synectics
Synectics

Syntax for making the strange familiar

Substantive Input

Direct Analogy

Personal Analogy

Comparing Analogies

Explaining Differences

Exploration

Generating Analogy

:

Analysis of the learning material of the topic

1985

13:1998

(9:1998

230:1999

672002

78:2004

29:2006

:

1985

78:2004

682002

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682002

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68:2002
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0.45
0.45
0.36
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0.27
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0.55
0.55
0.27
0.27
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7.1 40
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0.892
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1.695
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6.08
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1.698
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B
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2006/11/22)

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2006/11/25
2006/12/16

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15

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5.83
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40
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12.52
40
2.53
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167
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104
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11
11
11
11
20
23
164
14.91
11
89
8.09
11
Z

Z

1.503 Z

Z

19

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2.213
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Clement
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20Mann-Whitney Test

"Z""U"

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3.30
2.49
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23
10
173
15.72
11
80
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11
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16.04
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1993Clement 1993)

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22

1.778
0.530
1.433
1.554
2.786 14.925
40
2.769 14.850
40
2.364 12.525
40
2.253 12.475 40
1.645 8.750
40
1.588 8.700
40
5.841 36.200
40
5.600 36.025
40

(Clement 1993) Brown1994(2002

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o

www.gbland-
info/up3/c3b93862laigif)

v

* Brown,D.E (1992): "Using Examples And Analogies To
Remidiale Misconceptions in physics: Factors In fluencing
conceptual change" Journal of Research in science Teaching,
Vol.29, No.1, PP(17-34).
*Brown, De (1994): "Facilitaing conceptual change vsing
Analogies and Explamatory Models", Imt..Jour. sci.educ.
,Vol.16, No.2, PP(201-214).
*Clement,John (1993): Using Bridging Analogies And
Anchoring Intuitions to Deal With Students Preconception in
physics," Journal of Research In science Teaching, Vol.30,
No.10, PP(1241-1257).
*Dagher.Z.R(1995): Review Of Studes On The
Effectiveeness Of Instructional Analogies In science
Teaching, Vol.79, No.3, PP(295-312).
*Khalid, Tahsin(1999): "The Study Of Pre-Servece Teacters
Alternative Conceptions Regarding Three Ecological Issues,
Paper Presented At The Annual Meeting Of "Neural
Associaition For Research In Science Teaching, PP(28-31).
*Kruger,Colim&Summer,Mike(1998):
Primary
School
Teachers Under Studing Of Journal Of Research In Science
Teaching< Vol.14, No.3, PP(259-265).
*Kliener,C.S(1991): The Effects of Synecties Tranind On
Student Creativity And Achievement In Science , Dissertion
Abvstract Inter National, Vol.52, No.3.
*Lawson,D.L.Lawson, A E(1993):"Neural Principles of
memory and neural Theory of Analogical in sight, Journal of
Research in science Teaching, Vol.30, No.10, PP(13271348).
*Meador,K.S.(1994):"The effect of sy ncetics traing on gifted
and non gifted kinde-garten student", Jornal os the Education
of the gifted, Vol.18, No.1.

*Pamer,David.H(1998): Measuring Contextual Error In The

Diagnosis Of Alternative Conceptions In Science, Issues In
Educational Research, Vol.18, No.1, PP(65-76).
*Renner,John W&Others(1990): Under Studing And
Misunderstanding Of Eighth Greaders Of Four Physics
Concepts, Journal Of Research In Science Teaching, Vol.27,
No.1, PP(35-54).
*Solomon,L(1994):"Analogical Transfer And Functional
Fixedness In The Science Classroom" Jornal of educational
research, Vol.87, No.6, PP(371-377).
*Stavy,Ruth(1990): Children`s Conception Of Changes In
The State Of Matter Fromm Liquid (or Solid) To Gas, Journal
Of Research In Science Teaching, Vol.27, No.3, PP(247-266).
*Thiele,R.B& Treagust, D.F(1995): Analogies In Chemistry
Textbooks, Int.J-Sci. Educ, Vol.17, No.6, PP(783-795).
*Teragust,D.F(1992):"Science Teachers Using Of Analogies
Observation Froms Clssroom Practice" International Journal Of
Science Education, Vol.1, No.4.

CO2

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27
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29
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31
32
33
10
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11
35
12
36
13
37
14
38
15
39
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20

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;

;

;

;

;

The Islamic University

The Higher Studies
Education College
Curricla And Methodologe Department
The Impact of using the Analogical Strategy on

Acquiring and keeping the scientific concepts of
science for Ninth Grade Female Students in Gaza
Prepared by the student:

Eman Ishaq Al Agha
Supervised by:
Dr. Fatheya Sobhy Al Lulu
Associate Professor in Scince Mathology and Curricula
This study is presented to terminate the requirements of obtaining M.A

degree in education / science Methodology and Curricula from the
Islamic University in Gaza
2007/1428

Abstact
The science concepts stand for a significant object of
science learning and teaching methodology objects, because of
its occupying a prominent postion at the science scale and
structure, and its acquiring properly helps the students to
explain the Scientific phenomena and practice the Scientists,
behaviour at predicting and controlling the Scientific
phenomena So the study aimed at recognizing the impact of
using the analogical strategy on acquiring the Scientific
concepts of science subject for ninth grade female student in
Gaza. The study problem was defined in the following dead
question: What is the impact of using the analogical strategy on
acquiring the Scientific concepts of science subject for ninth
grade female student in Gaza?.
And in order to answer the study problem question, the
following hypotheses were composed:
- Ther is no statical difference at (a 0.05) level that due to
using the analogical strategy between the marks average of the
experimental group and the controlled group at the scienific
concepts test.
highly female student of the experimental group and the
controlled group at the scienific concepts test.
using the analogical strategy between the marks average of
female student who are depressed in educational achievement
in oth the experimental and the controlled groups at the
scienific concepts test.
female student of the experimental group at the direct
dimensional implementtation of the achievement test and the
postponed dimensional implementtation of the same test.
The researcher used the experimental method where the stydy
samplewas chosen from ninth grade female students of Hasan

Salama Preparatory School in Gaza in the study year of (20052006). The students sample size was 80 female students where
they were divided in to tow groups: the experimental and the
controlled groups. The independent variable was subjugated
(using the analogical strategy) by examination and measuring
its impact on the subsequent variable (the scientific concepts)
And accomplish the study objectives, the researcher composed
the scientific concepts,s test, a teacher guide and the student,s
activity book. After testing its validity and durability, the test
was implemented before examination on both the experimental
and the controlled groups and sfter the study implementation
the researcher used T.Test and Mann Witney test inorder to
recognize the difference denotation between the highlyachieved student and the depressed students in both groups at
the scientific concepts test.
The results were:- Ther are statistical difference at (a 0.05) level that due to
experimental group and the controlled group at acquiring the
scienific concepts in favor of the experimental group.
- Ther are statistical difference at (a 0.05) level that due to
highly-achieved female student of the experimental group and
those of the controlled group at acquiring the scienific concepts
in favor of the experimental group.
experimental group female student who are depressed students
of the controlled group at acquiring the scienific concepts in
favor of the experimental group.
female student of the experimental group in the direct
dimensional implementtation of the achievement test and the
postponed dimensional implementtation of the same test.

According to the study results, the researcher recommended the

following:- Employing the analogical strategy by teachers in teaching the
students science subject at the high and low achieving level.
- Urging supervisors and school administration to train teachers
on this strategy and encouraging them to use it inside their
classes.
-Holding workshops for science subject teachers in order to
train them how to use the analogical strategy.
- Working on students, acquiring the eamprehensive
fundamental scientific concepts.

اثر استخدام استراتيجية المتشابهات في اكتساب المفاهيم العلمية والاحتفاظ بها لدى طالبات الصف التاسع الاساسي

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اثر استخدام استراتيجية المتشابهات في اكتساب المفاهيم العلمية والاحتفاظ بها لدى طالبات الصف التاسع الاساسي

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The Islamic University

The Impact of using the Analogical Strategy on

Prepared by the student:

This study is presented to terminate the requirements of obtaining M.A

According to the study results, the researcher recommended the

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