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The Views of Secondary School Teachers Towards the Use of Strategy Inverted learning in Science Teaching Field Study in Lattakia

اتجاهات المدرسين في مرحلة التعليم الثانوي نحو استخدام إستراتيجية التعلم المقلوب في تدريس العلوم دراسة ميدانية في مدينة اللاذقية

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 Publication date 2017
and research's language is العربية
 Created by Shamra Editor




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The aim of the research is to identify the attitudes of secondary school teachers towards the use of the inverted learning strategy in teaching science, and to study differences in their attitudes according to gender variables, years of teaching experience, scientific qualification and computer literacy. The research was based on a descriptive method. A questionnaire was designed and distributed to a random sample of (200) teachers and schools, (187) of which were fully valid and valid for statistical analysis, with a response rate of (93.5%). The research found a number of results, the most important of which is that the attitudes of secondary school teachers towards the use of the inverted learning strategy in teaching science is positive and relatively important (79.9%). Where they have a desire to use this strategy because of their positive implications for the educational process from their point of view, where teachers emphasize that inverted learning contributes to increasing learning time by transforming the process of home learning and solving homework in the classroom, and provides a stimulating learning environment Share learners in the responsibility of learning. The results showed no statistically significant differences between the average scores of teachers in secondary education in Lattakia in their attitudes towards the use of the inverted learning strategy according to the gender variable, while there were statistically significant differences according to the variables of the academic qualification and the years of teaching experience and computer knowledge.


Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى استكشاف اتجاهات المدرسين في مرحلة التعليم الثانوي نحو استخدام استراتيجية التعلم المقلوب في تدريس العلوم، مع تحليل الفروق في هذه الاتجاهات بناءً على متغيرات الجنس، سنوات الخبرة، المؤهل العلمي، والمعرفة باستخدام الحاسوب. اعتمدت الدراسة على المنهج الوصفي، حيث تم توزيع استبانة على عينة عشوائية من 200 مدرس ومدرسة، واستجاب منها 187 بنسبة 93.5%. أظهرت النتائج أن الاتجاهات نحو استخدام التعلم المقلوب إيجابية بنسبة 79.9%، حيث يرى المدرسون أن هذه الاستراتيجية تسهم في زيادة وقت التعلم وتحفيز مشاركة المتعلمين. لم تظهر فروق دالة إحصائياً بين الجنسين، ولكن ظهرت فروق دالة إحصائياً بناءً على المؤهل العلمي وسنوات الخبرة والمعرفة باستخدام الحاسوب، حيث كانت الاتجاهات أكثر إيجابية لدى المدرسين ذوي المؤهلات العلمية الأعلى والخبرة الأقل والمعرفة الأعلى باستخدام الحاسوب. توصي الدراسة بتشجيع استخدام التقنيات الحديثة في التدريس وتوفير التدريب اللازم للمعلمين.
Critical review
تعتبر الدراسة خطوة مهمة نحو فهم اتجاهات المدرسين نحو استخدام استراتيجية التعلم المقلوب، إلا أنها تفتقر إلى تحليل أعمق للعوامل النفسية والاجتماعية التي قد تؤثر على هذه الاتجاهات. كما أن الاعتماد على الاستبانة فقط قد لا يكون كافياً للحصول على صورة شاملة، وكان من الممكن استخدام مقابلات أو مجموعات تركيز للحصول على بيانات أكثر تفصيلاً. بالإضافة إلى ذلك، تركز الدراسة على مدينة اللاذقية فقط، مما يحد من تعميم النتائج على مناطق أخرى. من المهم أيضاً مراعاة تأثير البنية التحتية التكنولوجية المتاحة في المدارس، حيث قد يكون هناك تفاوت كبير في الإمكانيات بين المدارس المختلفة.
Questions related to the research
  1. ما هي الفروق الدالة إحصائياً التي وجدت في اتجاهات المدرسين نحو استخدام استراتيجية التعلم المقلوب؟

    وجدت فروق دالة إحصائياً بناءً على المؤهل العلمي وسنوات الخبرة والمعرفة باستخدام الحاسوب، حيث كانت الاتجاهات أكثر إيجابية لدى المدرسين ذوي المؤهلات العلمية الأعلى والخبرة الأقل والمعرفة الأعلى باستخدام الحاسوب.

  2. ما هي نسبة الاستجابة للاستبانة التي وزعت على المدرسين؟

    نسبة الاستجابة للاستبانة كانت 93.5%، حيث استجاب 187 مدرساً ومدرسة من أصل 200 تم توزيع الاستبانة عليهم.

  3. ما هي التوصيات التي قدمتها الدراسة بناءً على النتائج؟

    توصي الدراسة بتشجيع المعلمين على استخدام التقنيات الحديثة في التدريس، وإجراء دراسات تتعلق بفاعلية استراتيجية التعلم المقلوب، وتجهيز المدارس بوسائل التقنية الحديثة، وعقد دورات تدريبية للمعلمين والطلاب على مفهوم استراتيجية التعلم المقلوب.

  4. هل وجدت الدراسة فروق دالة إحصائياً بين الجنسين في اتجاهاتهم نحو استخدام استراتيجية التعلم المقلوب؟

    لم تجد الدراسة فروق دالة إحصائياً بين الجنسين في اتجاهاتهم نحو استخدام استراتيجية التعلم المقلوب.


References used
Bergmann, J. & Sams, A. Flip Your Classroom. Eugene, Oregon: International Society For Technology In Education, 2012
Bristol, T. Flipping The Classroom. Teaching And Learning In Nursing. 9, 2014, 43–46
Hamdan, N., McKnight, P., McKnight, K & ,.Arfstrom, K. M. A review of flipped learning: George Mason University, 2013, 13
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