أثر التعلم بالنمذجة المعززة بالإنفوجرافيك و دورها في تنمية الانخراط في تعلم العلوم و التمثيل المعرفي للبناء الذري و الروابط الكيميائية لدى تلاميذ المرحلة المتوسطة بالسعودية : دراسة مختلطة

الملخص EN

The current research aimed to measure the impact of modeling learning, and infographic-enhanced modeling, and to reveal the role of them in developing engagement in science learning, and cognitive representation of atomic structure and chemical bonds among for third-grade middle school.

The study used the experimental design of three groups, which included two experimental groups and a control group, pre and post measurement.

The Concurrent triangulation design was used as mixed research designs.

Three tools were applied, the scale of engagement in science learning, word association test for measuring cognitive representation, and the protocol of a semi-structured and focused group interview, one-way ANOVA was used, and Scheffe's test for dimensional comparisons, and the MAXQDA program was used in the qualitative analysis.

The most important results were that there was no a statistically significant difference between the first experimental group that was studied by modeling, and the second experimental group that was studied by infographic-enhanced modeling in engagement in learning science, and there was a statistically significant difference between the first experimental group and the second experimental group in cognitive representation in favor of the second experimental group.

The results of the quantitative analysis coincided with the results of the qualitative analysis.

The results of each were discussed.