Using Context-based Learning Approach in Science Education and its Impact on Developing Problem-Solving Skills and Imaginative Thinking for Prep Students

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

Author

Assistant Professor of Curricula and Methods of Teaching Science, Faculty of Education, Suez Canal University

Abstract

       The problem of the current research was the weak ability of the students in the preparatory stage to use problem-solving skills and imaginative thinking skills in the study of science due to the use of traditional methods and methods in their teaching, and because they do not establish a link between what they learn in schools and what they will face in their daily lives;
 so, The current research aimed to answer the following questions :
 
 1- What is the effect of using context-based learning approach on developing problem-solving skills for second-grade middle school students?
2- What is the effect of using context-based learning approach on developing imaginative thinking skills for second preparatory grade students?
 
 It was tested the validity of research hypotheses:
1-     There is a statistically significant difference at the level (0.01) between the mean scores of the students of the experimental group and the control group in the post-application of the problem-solving test for the benefit of the experimental group students.
2-     There is a statistically significant difference at the level (0.01) between the mean scores of the experimental group students in the pre and post applications of the problem-solving test in favor of post-measurement.
3-      There is a statistically significant difference at the level (0.01) between the mean scores of the experimental group students and the control group in the post-application of the imaginary thinking test in favor of the experimental group students.
4-     There is a statistically significant difference at the level of significance (0.01) between the mean scores of the experimental group students in the pre and post applications of the imaginary thinking test in favor of the post measurement.

Keywords

References

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