Date of Award
4-2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum & Instruction
First Advisor
Hassan Tairab
Second Advisor
Aburhaman Almekhlafi
Abstract
Unlike traditional instructional strategies, Computer Simulations (CSs) have lately been receiving increasing attention and applications within the international physics education community. This study aims to investigate the impact of CSs within an inquiry-based learning environment on the UAE grade 11 students’ performance in Newton’s Second Law of Motion (NSLOM). The study also investigates the impact of CSs within an inquiry-based learning environment on students’ Attitudes towards Scientific Inquiry (ASI), Enjoyment of Science Lessons (ESL), and Career Interest in Science/physics (CIS). The sample of the study consisted of 90 male and female students chosen from a population comprised of public-school grade 11 students from one of the major cities in the UAE. The study employed a pre-test and post-test quasi-experimental design involving four equally-distributed grade 11 Physics classes: two as experimental groups (including 45 CSs-bound students studying under scientific inquiry instructions), and the other two as control groups (including 45 CSs-free students studying under traditional face-to-face instructions). Two instruments were developed to collect data: (1) The Newton’s Second Law of Motion Achievement Test (NSLMAT), which is a two-tier multiple choice assessment test used to evaluate students’ understanding of NSLOM, and (2) The Test of Science-Related Attitudes (TOSRA), which is a questionnaire survey canvassing students' attitudes towards learning physics. Descriptive analysis was conducted making use of Hake’s normalized gain factor, Effect sizes, one- way ANOVA, a paired-sample t-test, and multivariate analysis of variance (MANOVA). Overall, results suggested that, in comparison with face-to-face instruction, CSs were more successful in promoting students understanding of NSLOM topics. Even though both males (d = 2.44) and females (d = 1.49) benefited rather invariably from the CSs, male students seemed to have benefited marginally more from the CSs. Moreover, experimental groups showed noticeable conceptual and procedural understanding gains. The results indicated that CSs within an inquiry-based learning environment helped female (d = 2.10) and male (d = 2.94) students acquire a better understanding of NSLOM conceptual topics, and CSs within an inquiry-based learning environment also helped male (d = 0.88) and female (d = 0.72) students acquire a better understanding of NSLOM procedural topics. Results revealed that CSs-based inquiry learning highly impacted the attitudes towards ASI, ESL and CIS. For CIS and ESL, females rated significantly higher than male students. Finally, it is suggested that if properly designed, CSs within an inquiry-based learning environment can greatly improve student learning of NSLOM.
Arabic Abstract
ﻋﻠﻰ ﻋﻜﺲ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻌﻟﻴﻤﻴﺔ ﺍﻟﺘﻘﻠﻴﺪﻴﺔ، ﻧﺎﻟﺖ ﺍﻟﻤﺤﺍﻛﺍﺓ ﺍﻟﺤﺍﺳﻮﺑﻴﺔ (CSs) ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ ﻣﺆﺧﺮﺍً ﺍﻫﺘﻤﺎﻣاً ﻋﺎﻟﻤﻴﺎً ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﺸﺘﻐﻠﻴﻦ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻔﻴﺰﻳﺎء؛ ﻟﺬﻟﻚ ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺃﺛﺮ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻟﺤﺍﺳﻮﺑﻴﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻻﺳﺘﻘﺼﺎء ﺍﻟﻌﻟﻤﻲ ﻋﻠﻰ ﺗﻌﻠﻢ ﻁﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺤﺍﺩﻱ ﻋﺸﺮ ﻓﻲ الإمارات ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻤﺘﺤﺪﺓ ﻗﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺎﻧﻲ ﻟﻠﺤﺮﻛﺔ (NSLOM)، ﻭﻛﺬﻟﻚ ﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﺗﺠﺎﻫﺎﺕ ﺍﻟﻄﻟﺒﺔ ﻧﺤﻮ الفيزﻴﺎء (ﺍﺗﺠﺎﻫﺎﺗﻬﻢ ﻧﺤﻮ ﺍﻻﺳﺘﻘﺼﺎء ﺍﻟﻌﻟﻤﻲ (ASI)، ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﺪﺭﻭﺱ ﺍﻟﻌﻟﻮﻡ ﻭﺍﻟﻔﻴﺰﻴﺎء (ESL)، ﻭﻛﺬﻟﻚ ﺍﻟﻌﻤﻞ في ﻣﺠﺎﻝ ﺎﻟﻌﻠﻮﻡ / ﺍﻟﻔﻴﺰﻴﺎء (CIS)) ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻄﻟﺒﺔ ﺍﻟﺬﻳﻦ ﻟﻢ ﻳﻌﺘﻤﺪﻭﺍ ﻓﻲ ﺗﻌﻠﻤﻬﻢ ﻋﻠﻰ ﺍﻟﻤﺤﺍﻛﺍﺓ ﺍﻟﺤﺍﺳﻮﺑﻴﺔ.
تكون ﻣﺠﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻁﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺮ ﺑﺎﻟﻤﺪﺍﺭﺱ ﺍﻟﺤﻜﻮﻣﻴﺔ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﺪﻥ ﺍﻟﺮﺋﻴﺴﺔ ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻤﺘﺤﺪﺓ. ﻭﻟﻘﺪ ﺗﻢ ﺗﻄﺒﻴﻖ ﺍﻟﺪﺭﺍﺳﺔ على ﻋﻴﻨﺔ ﻣﻦ (90) ﻁﺎﻟﺒﺎً ﻭﻁﺎﻟﺒﺔ. ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺼﻤﻴﻤاً ﺷﺒﻪ ﺗﺠﺮﻳﺒﻲ ﺑﺘﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻗﺒﻠﻲ ﻭﺍﺧﺘﺒﺎﺭ ﺑﻌﺪﻱ ﻋﻠﻰ ﺃﺭﺑﻌﺔ ﺻﻔﻮﻑ ﺩﺭﺍﺳﻴﺔ ﻣﻦ ﻁﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺮ ﻣﻮﺯﻋﺔ ﺑﺎﻟﺘﺴﺎﻭﻱ: ﺻﻔﻴﻦ ﺩﺭﺍﺳﻴﻴﻦ ﻛﻤﺠﻤﻮﻋﺔ ﺗﺠﺮﻳﺒﻴﺔ (45 ﻁﺎﻟﺒﺎً ﻭﻁﺎﻟﺒﺔ ﺗﻢ ﺗﺪﺭﻳﺴﻬﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻟﺤﺎﺳﻮﺑﻴﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻻﺳﺘﻘﺼﺎء ﺍﻟﻌﻠﻤﻲ)، ﻭﺍﻟﻔﺼﻠﻴﻦ الآخرين ﻛﻤﺠﻤﻮﻋﺔ ﺿﺎﺑﻄﺔ (45 ﻁﺎﻟﺒﺎً ﻭﻁﺎﻟﺒﺔ ﺗﻢ ﺗﺪﺭﻳﺴﻬﻢ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﺟﻬﺎً ﻟﻮﺟﻪ). ﻷﻏﺮﺍﺽ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻢ ﺗﻄﻮﻴﺮ ﺃﺩﺍﺗﻴﻦ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ: (1) ﺍﺧﺘﺒﺎﺭ ﺗﺤصيلي ﻓﻲ ﻣﻮﺿﻮﻉ ﻗﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺎﻧﻲ ﻟﻠﺤﺮﻛﺔ (NSLMAT)؛ ﻭﻫﻮ ﻣﻦ ﻧﻮﻉ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ﻭﻣﻜﻮﻥ ﻣﻦ ﻣﺴﺘﻮﻳﻴﻦ (two-tier multiple choice) ﻟﺘﻘﻴﻴﻢ ﻣﺪﻯ ﻓﻬﻢ ﺍﻟﻄﻟﺒﺔ ﻟﻘﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺎﻧﻲ، ﻭ (2) ﺍﺳﺘﺒﺍﻧﺔ ﺍﺗﺠﺎﻫﺎﺕ ﺍﻟﻄﻼﺏ ﻧﺤﻮ ﺍﻟﻌﻟﻮﻡ (TOSRA) ﻟﻟﻜﺸﻒ ﻋﻦ ﺍﺗﺠﺎﻫﺎﺕ ﺍﻟﻄﻼﺏ ﻧﺤﻮ ﺍﻟﻔﻴﺰﻳﺎء. ﺗﻢ ﺗﺤليل ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ: ﺍﻹﺣﺼﺍء ﺍﻟﻮصفي، ﻣﻌﺎﻣﻞ ﺍﻟﺰﻳﺎﺩﺓ في ﺍﻟﺘﺤﺼﻴﻞ ﺑﻴﻦ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺒﻌﺪﻱ (Hake’s normalized gain factor)، ﻓﺎﻋﻠﻴﺔ ﻁﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ (Effect sizes)، ﺗﺤﻠﻴل ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ (ANOVA)، ﻭﺍﺧﺘﺒﺎﺭ t ﻟﻟﻌﻴﻨﺎﺕ، ﻭﺗﺤﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﻤﺘﻌﺪﺩ (MANOVA).
ﻟﻘﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﻭﺟﻮﺩ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ، ﺣﻴﺚ ﺃﺷﺎﺭﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺇﻟﻰ ﺃﻧﻪ ﻣﻘﺎﺭﻧﺔً ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺟﻬًﺎ ﻟﻮﺟﻪ، ﻛﺎﻧﺖ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻟﺤﺎﺳﻮﺑﻴﺔ ﺃﻛﺜﺮ ﻓﺎﻋﻠﻴﺔ ﻓﻲ ﺗﺤﺴﻴﻦ ﻓﻬﻢ ﺍﻟﻄﻟﺒﺔ ﻟﻘﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺍﻧﻲ ﻟﻟﺤﺮﻛﺔ، ﻣﻊ ﺃﻓﻀﻠﻴﺔ ﻧﺴﺒﻴﺔ ﻟﻟﻄﻟﺒﺔ ﺍﻟﺬﻛﻮﺭ ﻣﻘﺎﺭﻧﺔ ﻣﻊ الإناث. ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ ﺃﻅﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺍﻟﻤﺤﺍﻛﺎﺓ ﺍﻟﺤﺍﺳﻮﺑﻴﺔ ﺃﺳﻬﻤﺖ ﻓﻲ ﺗﻄﻮﻳﺮ ﺍﻟﻤﻌﺮﻔﺔ ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺍﻹﺟﺮﺍﺋﻴﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ ﻋﻠﻰ ﺣﺪ ﺳﻮﺍء. ﺑﻴّﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﺗﺠﺎﻫﺎﺕ ﺍﻟﻄﻟﺒﺔ ﻧﺤﻮ ﺍﻻﺳﺘﻘﺼﺎء ﺍﻟﻌﻠﻤﻲ، ﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﺪﺭﻭﺱ ﺍﻟﻌﻟﻮﻡ ﻭﺍﻟﻔﻴﺰﻳﺎء، ﻭﺍﻟﻌﻤﻞ ﺑﻮﻅﻴﻔﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﻟﻌﻟﻮﻡ/ﺍﻟﻔﻴﺰﻳﺎء ﺗﺄﺛﺮﺕ ﺑﺸﻜﻞ ﻛﺑﻴﺮ ﺑﺎﻟﻤﺤﺍﻛﺍﺓ ﺍﻟﺤﺍﺳﻮﺑﻴﺔ. ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻄﻟﺒﺔ ﺍﻟﺬﻛﻮﺭ ﻓﺈﻥ ﺍﺗﺠﺎﻫﺎﺕ ﺍﻟﻄﻟﺒﺔ ﺍﻹﻧﺎﺙ ﻧﺤﻮ ﺍﻻﺳﺘﻤﺘﺎﻉ ﺑﺪﺭﻭﺱ ﺍﻟﻌﻟﻮﻡ ﻭﺍﻟﻔﻴﺰﻳﺎء، ﻭﺍﻟﻌﻤﻞ ﺑﻮﻅﻴﻔﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﻟﻬﺎ ﻋﻼﻗﺔ ﺑﺎﻟﻌﻟﻮﻡ/ﺍﻟﻔﻴﺰﻳﺎء ﻛﺎﻥ ﺃﻛﺒﺮ. ﺃﺧﻴﺮاً، ﺗﻘﺪﻡ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺩليلاً ﻋﻠﻰ ﺃﻧﻪ ﺇﺫﺍ ﺗﻢ ﺗﺼﻤﻴﻢ ﺃﻧﺸﻄﺔ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻟﺤﺎﺳﻮﺑﻴﺔ ﻓﻲ ﺳﻴﺎﻕ الإستقصاء ﺍﻟﻌﻟﻤﻲ ﺑﺸﻜﻞ ﺟﻴﺪ، ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﻬﻢ ﺫﻟﻚ ﻓﻲ ﺗﻄﻮﻳﺮ ﺗﻌﻠﻢ ﺍﻟﻄﻟﺒﺔ ﻟﻘﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺎﻧﻲ ﻟﻠﺤﺮﻛﺔ ﺑﺸﻛﻞ ﻛﺒﻴﺮ.
Recommended Citation
Alarabi, Khaleel Shehadeh, "IMPACT OF COMPUTER SIMULATIONS ON UAE STUDENTS’ LEARNING OF NEWTON’S SECOND LAW OF MOTION AND ATTITUDES TOWARD PHYSICS WITHIN THE CONTEXT OF SCIENTIFIC INQUIRY" (2021). Dissertations. 200.
https://scholarworks.uaeu.ac.ae/all_dissertations/200