أثر استراتيجيتي وودز و مكارثي على تنمية مهارات العمل المختبري و التفكير التأملي لدى طلبة قسم الكهرياء

Abstract EN

The study aimed to look at the effect of using strategies of Woods and McCarthy in the laboratory of electronic on the development of laboratory work skills and thinking contemplative.

A sample of 72 students was selected and divided into three divisions.

Randomly descriptive was chosen from five divisions of the students of the first phase / electricity department in Kalar Technical Institute at the University of Sulaymaniyah polytechnic of the academic year (2014-2015).

Two experimental and control group were formed with equivalent number of affecting on the safety of the experimental design variables.

Electronic laboratory was chosen for the purpose of application of this study, and the experiment continued for ten weeks, and then, the final achievement test of dimensional application (a test of the skills of laboratory work and testing of reflective thinking) on the students research groups were prepared by the researcher for this purpose after the confirmation of his sincerity and persistence.

To address the results statistically, the researcher used (SPSS), and the study found that : 1.

There is a statistically significant difference in the significance level (α =0.05) between the first experimental group (McCarthy strategy) and the control group on a test laboratory work skills, as well as between the first experimental group (McCarthy) strategy and experimental group II (Woods strategy) to test reflective thinking .

2.

The lack of a statistically significant difference in the significance level (α =0.05) between the second experimental group (Woods strategy) with each of the first experimental group (McCarthy strategy) and the control testing laboratory work skills, as well as between each of the two groups for the first experimental groups (McCarthy strategy) and second (Woods strategy) with the control group to test reflective thinking.

3.

There are no statistical significance differences at level ( α =.0.0 between the groups study due to the variables of gender in practically laboratory skills development, but found in reflective thinking skills development, in favor of male students.