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The Effectiveness of Using Negative Example on The Acquiring of Some Scientific Concepts for The Kindergarteners (A Semi Empirical Study on A Sample of Kindergarteners at 5-6 Years Old in Lattakia)

فاعلية استخدام المثال السالب في اكتساب أطفال الروضة لبعض المفاهيم العلمية (دراسة شبه تجريبية على عينة من أطفال الروضة بعمر 5- 6 سنوات في مدينة اللاذقية)

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 Publication date 2015
and research's language is العربية
 Created by Shamra Editor




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This study has aimed to investigate the effectiveness of using negative example on the acquiring of some scientific concepts for the kindergarteners. To achieve the research objectives, scientific activities and pictured scientific concepts test were used. The study reached the following results: 1. There are no significant differences at (a = 0,05) between the mean scores of the experimental and control groups on acquiring scientific conceptsin pre-application. 2. There are significant differences at (a = 0,05) between the meanscores of the experimental and control groups on acquiring scientific concepts in post-application. The results were in favor of the experimental group. 3. The effectiveness of negative example on the acquiring of some scientific concepts for the kindergarteners. Finally, the study is ended with some conclusions and recommendations aspaying the necessary attentionto the kindergartners’acquisition of scientific concepts and the use of negative examples when presented.


Artificial intelligence review:
Research summary
تهدف الدراسة إلى تقييم فعالية استخدام الأمثلة السالبة في تعليم الأطفال في الروضة بعض المفاهيم العلمية. تم إجراء البحث على عينة من 48 طفلًا في مدينة اللاذقية، حيث قُسم الأطفال إلى مجموعتين: تجريبية وضابطة. استخدمت المجموعة التجريبية منهجية تعريف - مثال موجب - مثال سالب، بينما استخدمت المجموعة الضابطة منهجية تعريف - مثال موجب فقط. أظهرت النتائج وجود فروق ذات دلالة إحصائية بين المجموعتين في اكتساب المفاهيم العلمية لصالح المجموعة التجريبية، مما يدل على فعالية استخدام الأمثلة السالبة. أوصت الدراسة بضرورة استخدام الأمثلة السالبة عند تعليم المفاهيم العلمية للأطفال وضرورة إجراء أبحاث إضافية في هذا المجال.
Critical review
تُعد الدراسة خطوة مهمة في مجال تعليم الأطفال المفاهيم العلمية، إلا أنها تفتقر إلى تنوع أكبر في العينة حيث اقتصرت على مدينة واحدة فقط. كما أن الدراسة لم تأخذ في الاعتبار الفروق الفردية بين الأطفال والتي قد تؤثر على نتائج البحث. بالإضافة إلى ذلك، كان من الممكن أن تكون الدراسة أكثر شمولية إذا تضمنت تحليلًا نوعيًا لردود فعل الأطفال تجاه الأمثلة السالبة والموجبة. من المفيد أيضًا أن يتم تطبيق الدراسة على مراحل عمرية مختلفة للتحقق من مدى فعالية الأمثلة السالبة في تعليم المفاهيم العلمية عبر مراحل النمو المختلفة.
Questions related to the research
  1. ما هو الهدف الرئيسي من الدراسة؟

    الهدف الرئيسي من الدراسة هو تقييم فعالية استخدام الأمثلة السالبة في تعليم الأطفال في الروضة بعض المفاهيم العلمية.

  2. كيف تم تقسيم العينة في الدراسة؟

    تم تقسيم العينة إلى مجموعتين: مجموعة تجريبية استخدمت منهجية تعريف - مثال موجب - مثال سالب، ومجموعة ضابطة استخدمت منهجية تعريف - مثال موجب فقط.

  3. ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟

    توصلت الدراسة إلى وجود فروق ذات دلالة إحصائية بين المجموعتين في اكتساب المفاهيم العلمية لصالح المجموعة التجريبية، مما يدل على فعالية استخدام الأمثلة السالبة.

  4. ما هي التوصيات التي قدمتها الدراسة؟

    أوصت الدراسة بضرورة استخدام الأمثلة السالبة عند تعليم المفاهيم العلمية للأطفال وضرورة إجراء أبحاث إضافية في هذا المجال.


References used
<KONGPA, M; JANTABUROM, P; BYNE, D; OBMASUY, N; YUENYONG, C.Kindergarten’s Scientific Concepts and Skills in the Tree Unit. 5thWorld Conference on Educational Sciences, Khon Kaen University, Khon Kaen, Thailand,2013, 20 Jan.2015. < http://www.sciencedirect.com/science/article/pii/S1877042814005473
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