فاعلية استخدام الأنشطة الاستقصائية في تنمية المهارات الحياتية و الميول العلمية لدى طلبة الفيزياء بكلية التربية

الملخص EN

This study aimed at investigating the effectiveness of using inductive activities in the development of life skills and scientific interests of 48 Physics students, L2 students were divided into two groups, control and experimental group, in the Faculty of Education, Taiz University.

To achieve this goal, the researcher has specified the most important life skills to three main skills: solving problem skills, practical skills and social interaction skills.

The researcher also has prepared a list of inductive activities, problem solving test, observation card of the practical skills, scientific interests and social interaction scales.

Then the researcher has used appropriate ways to verify the validity of activities measurement and evaluation tools.

After making an experimental treatment and applying pre and post measurement on both groups, the data were collected and treated statistically.

The study findings showed the following results: - There is a statistical difference (α =0.01) between the mean scores of pre and post measurement of the experimental group on the life skills in total as well as on each field by itself (problem solving test, observation card and social interaction measurement) in favor of the post measurement.

- There is a statistical difference (α =0.01(between the degrees of the control and experimental groups on the life skills scale as a whole and on each individual area (problem solving test, observation card and social interaction scale) in favor of the experiment al group.

- There is no statistical difference (α =0.05) between the mean of pre and post measurements of the experimental group.

However, there is a statistical difference between the mean scores of the control and experimental groups on the interests scale as a whole and on the attitude towards the lab assistant and the outdoor activities.

In light of these findings, the researcher presented a number of recommendations.

The most important one is to prepare practical courses based on activities that stimulate the learner’s thinking process and develop his/her skills, attitudes, and interests, containing appropriate life situations to qualify him/her to survive and adjust himself/herself to life requirements.

Moreover, it is also crucial that the practical syllabuses should contain real life problems that ensure real and career –based learning functionally, connects with society and the world and to encourage teachers to use various ways to evaluate emotional as well as skill-based aspects.