Prepared By:
Samia Al Joubeily
Karla Fakhry
Mohamad Darwish
Enayat Hijazi
interact
dissociate
-
rearrange
Passive learning
Passive learning is a method
of learning or instruction where students
receive information from the instructor,
and "where the learner receives no
feedback from the instructor".
Passive learning
Active learning
Vygotsky
Modelling is a new method of Active
Learning
Observation in our class
H1c: Does teaching through modeling enhance students’ attitude toward the
teacher?
H1d: Does teaching through modeling enhance students’ attitude toward the
learning environment?
LITERATURE REVIEW
- Two grade 10 class in the fall 2018 / 2019 in an official High School.
I-Questionnaire
- 20 items
Subscales Items
1. Enjoyment 1,5,9,13,17
1. Leisure 2,6,10,14,18
Appendix 1
• II-Test
- After the intervention of modeling
She will explain each part in the grid. should fill the
The teacher will distribute the grid and
attitude grid.
collect them after 15 minutes.
Application of the
Second
method.
session: The lesson plan is
Application attached.
( Appendix 3)
Appendix 3
The teacher will ask the students The students should fill
Third session:
to fill the grid attitude again. the attitude
(After 2 weeks)
The teacher will distribute the
questionnaire.
post test questionnaire + test for the students to solve.
The students should
test The teacher will distribute
solve the test.
the test for the focus group
The students should solve
to solve
the test.
4-Data Collection and Data Analysis:
p- Value= 0.008 which is less than 0.05, which support our hypothesis
that modelling enhance students’ attitude.
Attitude subscales result:
• H1a: Applying modeling increase enjoyment
• H0: Applying modeling doesn’t increase enjoyment.
P-value = 0.056 which is less
than or equal to 0.05 = ∝ →
reject H0 then applying
modeling increase enjoyment.
As for the mean, the mean
before (3.65) is greater than
the mean after (3.14) then its
decreases which support the
researchers’ hypothesis.
Attitude subscales result:
• H1b: Applying modeling increase leisure. P-value = 0.027 which is less
stoichiometric concept?
in class?
• The results provide evidence that this method enhances students
that modeling instruction has been shown to provide benefits other than
• Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific
modeling. Cognition and instruction, 23(2), 165-205.
• Prins, G. T. (2010). Teaching and learning of modelling in chemistry education: authentic practices as contexts for
learning (Doctoral dissertation, CD-Beta Press).
• Kimberlin, S., & Yezierski, E. (2016). Effectiveness of inquiry-based lessons using particulate level models to develop
high school students’ understanding of conceptual stoichiometry. Journal of Chemical Education, 93(6), 1002-1009.
• Hestenes, D. (2010). Modeling theory for math and science education. In Modeling students' mathematical modeling
competencies (pp. 13-41). Springer, Boston, MA.
• Coll, R. K., & Lajium, D. (2011). Modeling and the future of science learning. In Models and modeling (pp. 3-21).
Springer, Dordrecht.
• Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science
education. International Journal of Science Education, 22(9), 891-894.
• Savinainen, A., & Viiri, J. (2008). The force concept inventory as a measure of students conceptual
coherence. International Journal of Science and Mathematics Education, 6(4), 719-740.
• Abodi, A. J. K. A., Majed, N., Sahar, A. K., & Al-Bayati, R. I. (2011). Synthesis and characterization of new
1, 3-oxazol-5-(4H)-one derivatives. Journal of College of Education, (6), 583-593.
• Brewer, M., Browne, J., Joyce, R., & Payne, J. (2011). Child and working-age poverty from 2010 to 2020.
London: Institute for Fiscal Studies.
• Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-
choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain
chemical reactions using multiple levels of representation. Chemistry Education Research and
Practice, 8(3), 293-307.
• LAUGIER, A., & DUMON, A. (2004). L’équation de réaction: Un nœud d’obstacles difficilement
franchissable. Chemistry Education Research and Practice, 5(1), 51-68.
• Brewer, M., Browne, J., Joyce, R., & Payne, J. (2011). Child and working-age poverty from 2010 to 2020.
London: Institute for Fiscal Studies.
Appendix 1
• The grid is divided into two sections: the first section requests personal information. The second section
consists of 20 questions. This section gives information on students’ attitude toward chemistry. Time 10-
15 minutes.
• Section 1: Personal Information
• Date………………………... Name of the school……………………………………..
• Code of the student……………………………….
• Gender: Female………………………… Male……………………………………………...
• Grade level………………………………………….. Section……………………………………
• Name of Chemistry teacher……………………………………………………..
• Section 2: Measuring students’ attitude toward Chemistry
• This section contains statements about attitudes toward chemistry. There is no right or wrong answers.
This is not a test and only your opinion is what wanted. All answers should be given on the separate
answer sheet. Please do NOT write on this booklet. For each statement, draw a circle around:
• SA if you Strongly Agree.
• A if you Agree with the statement.
• N if you are not sure or neither agree or disagree.
• D if you Disagree
• SD if you Strongly Disagree.
• I would enjoy school more if there was no chemistry. SA A N D SD
• I would like to do science experiments at home. SA A N D SD
• I like my chemistry teacher. SA A N D SD
• I like to participate in our chemistry class. SA A N D SD
• I would like to have chemistry lessons more often. SA A N D SD
• I dislike making chemistry projects after school. SA A N D SD
• My chemistry teacher makes the learning
• environment enjoying by using different methods. SA A N D SD
• I like to express my opinions and thoughts in our chemistry class. SA A N D SD
• I dislike chemistry lessons. SA A N D SD
• Doing the chemistry activities is one of my hobbies. SA A N D SD
• There is a friendly relationship with our teacher. SA A N D SD
• I like to share my ideas and learn from my friends. SA A N D SD
• Chemistry is the subject that I enjoyed most. SA A N D SD
• I spend my free time in chemistry activities. SA A N D SD
• My teacher is my personal model; if I teach I would like to
• work like her. SA A N D SD
• I like to work with my friends in groups in chemistry class. SA A N D SD
• During chemistry lessons I am bored. SA A N D SD
• I often discuss chemistry matters with my friends and with
• members of my family. SA A N D SD
• I don’t like the way that chemistry is being taught by our teacher. SA A N D SD
• I prefer to work alone in chemistry class. SA A N D SD
Appendix 2 : Test
THANK YOU