أثر استخدام استراتيجية المحطات العلمية في تدريس وحدة مقترحة في كيمياء النانو على تنمية التوازن المعرفي و مهارات التمكن المعلوماتي للطلاب المعلمين بكلية التربية

Abstract EN

The current research aimed at exploring the effect of using the scientific stations strategy in teaching a proposed unit in nano-chemistry on developing cognitive balance and informational mastery skills for student teachers at the faculty of education.

to achieve this aim, the researcher prepared a list of nano-chemistry topics, a list of informational skills, a teacher’s guide, a student book, and a workbook for activities and exercises.

the proposed unit was applied to the third year students of the Chemistry section (35 male and female students) using the quasi-experimental-one droup design, during the second semester of the academic year 2021 / 2022.

both of the cognitive balance test, and the informational mastery test were administered to the research group before and after the treatment and the test results proved the existence of statistically significant differences at (0.01) level of significance between the mean scores of the experimental group students in the pre and post applications of the cognitive balance test, and the test of informational skills as a whole and in each of the dimensions included in both tests separately in favor of the post application.

in light of the results of the research, the researcher recommended the need to include the innovations of nano-chemistery in the Chemistry teacher preparation programs, and the need to use teaching programs and strategies that help in developing cognitive balance and informational mastery skills among students.

the research also suggested the use of e-learning based on educational platforms to teach a proposed unit in solar cells and measure its effect on developing cognitive balance and informational mastery skills for student teachers at the faculty of education.