أثر ثلاث استراتيجيات تدريسية و تقويمية لحل المسألة الفيزيائية في تحصيل طلاب الصف الخامس العلمي

Abstract EN

The research aims to identify the impact of three levels of the variable strategy to solve the case and the pattern of physical testing in the collection of fifth graders scientific physics and appointed consisted of (121) students from fifth grade were selected from the research community intentional.

Then divided into nine groups according to the design of factorial (3 × 3) as allocated to each group of a specific strategy of the three strategies (participation, rotation, normal) and the performance of the test one of the patterns of the three test (open book, the use of summaries, normal) and carried out the search experience in the middle Khaled Bin Al Waleed School for Boys by one of the researchers in the first semester of the academic year (2008-2009) To achieve the objective of this research promising researchers achievement test of the type pans and be one of (6) questions, and after the experiment and the application of the test and collect data from a sample of the research and statistical analysis results showed To: 1) There is no statistically significant difference between the average collection of research groups in physics due to the variable solution strategy as well as to interact with a variable pattern of the test.

2) There was a significant difference between the average collection of members of research groups led by the test pattern of an open book and groups of individuals normal mode and in favor of an open book style set.

3) does not have a statistically significant difference between the average collection of members of research groups that led the two style open book test and the use of summaries.

4) There is no statistically significant difference between the average collection of members of research groups that led the two style test the use of summaries and routine.