A Proposed Model in Science Teaching Based On Project-based Learning and Its Impact on the Development of Productivity and Accountability Skills, and The Attitudes towards the Cooperative work for the Preparatory Stage Students

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Associate Research Professor, National Center for Educational Research and Development

Abstract

The current research concerned with the problem of insufficiency of science teaching in the third grade of the preparatory stage providing students with the skills and attitudes necessary for work and life in 21st century using the appropriate learning models. The aim of this research is to enable science teacher to develop the productivity and accountability skills and attitudes towards the cooperative work for preparatory school students by introducing a model for science teaching based on project-based learning. The research applied the descriptive method to determining the productivity and accountability skills, and the dimensions of the attitudes towards cooperative work that appropriate for the third-graders, and to preparing, the proposed teaching model based on project-based learning. Moreover, redesign the “Universe and the Solar System” unit of study upon the proposed model, and design the observation card and the attitude questionnaire. The research applied the experimental method, which was carried out by two groups: experimental group (35) students, and control group (37) female students. The research results showed that: There were statistically significant differences at (0.01) between the mean scores of the control group and the experimental group, and between pre-test and post-test. Besides, declared the research hypotheses for all dimensions of the productivity and accountability skills’ observation cards, and the attitudes towards the cooperative work questionnaire, which favored for the experimental group and for the post-test. It showed the weak results of the control group that studied the unit using the traditional method. The high impact of the proposed teaching model for the experimental group, which studied using the project-based learning model, was confirmed. It could develop the following skills: goal setting, planning to achieve goals, carrying out work tasks, participation and cooperation in work, assessment of work and results, responsibility, improvement and development of work. It could develop the following attitudes: the conviction of the need for cooperative work, the integration into the cooperative working groups, establishment of relations with group members, and pursuit of success in the cooperative work. The researcher recommended that the 21st century skills of work and life should be included in science curricula for the preparatory stage, and the emphasize teaching on the development of skills and positive attitudes in science teaching using project-based learning.

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References

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