اثر استخدام طريقتي الاكتشاف الموجه و الحوار لتدريس الجغرافيا في تنمية مهارة التفكير الاستنتاجي لدى طلاب الصف الثاني الاعدادي
مؤلف
البوسعيدي،, محمد بن سيف بن مصبح.
الملخص الإنجليزي
The purpose of this study was to investigate the effect of guided discovery method and dialogue method of teaching compared with the traditional teaching method and their effects on the development of deductive thinking skills of second preparetory class students in geography. The study mainly concentrated on answering the following questions ; 1. Are there any differences between students who have been taught by the guided discovery method and students who have been taught by the dialogue method in their average marks of the deductive thinking skill exam ? 2. Are there any differences between students who have been taught by the guided discovery method and students who have been taught by the traditional method in their average marks of the deductive thinking skill exam ? 3. Are there any differences between students who have been taught by the dialogue method and students who have been taught by the traditional method in their average marks of the deductive thinking skill exam ? The Hypotheses : 1. There are statistical differences (oC =0.05) in the average marks between students who have studied the climate unit from the second preparatory geography textbook by using the guided discovery method and other students who have studied the same unit by using the dialogue method in favor of the guided discovery method . 2. There are statistical differences (oc =0.05) in the average marks between students who have studied the climate unit from the second preparatory geography textbook by using the guided discovery method and other students who have studied the same unit by using the traditional method in favor of the guided discovery method . 3. There are statistical differences (oc =0.05) in the average marks between students who have studied the climate unit from the second preparatory geography textbook by using the dialogue method and other students who have studied the same unit by using the traditional method in favor of the dialogue method. To answer the previous questions and to investigate the previous hypotheses, the researcher chose randomly a sample which consisted of (120) second preparatory class students from ( 6 ) schools of the Interior Region of Oman during the year of (1997-1998). The sample represent about (6.3%) of the population. The procedures of the study included the following: 1. teaching plans using guided discovery and dialogue methods in order to make teachers use these methods, then present them to a group of teachers and experts in geography. 2. deductive thinking test in order to get proper random results The researcher use the following statistical methods to analyze the results: 1. Students average in order to compare results of the groups. 2. ANOVA method in order to make sure that there are some statistical differences between the groups. 3. Schaffe test for multiple comparisons . The Results of the study show the following: 1. There are statistical differences (c =0.001) between the group which used the guided discovery method and the group which used the dialogue method on favor of the guided discovery method. 2. There are statistical differences (O=0.001) between the group which used the guided discovery method and the group which used the traditional method on favor of the guided discovery method . 3. There are statistical differences (oc=0.001) between the group which used the dialogue method and the group which used the traditional method on favor of the dialogue method. The study recommended that the geography teachers should use modern and effective teaching methods such as the guided discovery method and dialogue method , and should get benefit from the deductive thinking skill test that the researcher has been developed for the purpose of the study
