The Effect of Interactive Drills Using Dry Lab on the Acquisition of Laboratory Skills in Learning Science among the Ninth-Grade Female Students in Palestine in Light of Their Thinking Style

Autor/in	Al Muhtasib, Areej
Titel	The Effect of Interactive Drills Using Dry Lab on the Acquisition of Laboratory Skills in Learning Science among the Ninth-Grade Female Students in Palestine in Light of Their Thinking Style
Quelle	In: Journal of Education and Learning, 8 (2019) 5, S.89-99 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Cognitive Style; Scientific Concepts; Laboratory Experiments; Comparative Analysis; Science Instruction; Science Tests; Science Process Skills; Skill Development; Females; Teaching Methods; Validity; Reliability; Palestine + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; Laboratory work; Laborarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Weibliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Reliabilität; Palästina
Abstract	The study aimed to identify the effect of the interactive drills using the dry laboratory on the acquisition of scientific concepts and laboratory skills in science among the ninth-grade female students in Palestine in light of their thinking styles. The study used quizzes of experimental method. The sample consisted of 68 female students distributed on two groups: an experimental group (n = 34 students) and a control group (n = 34 students). In order to achieve the objectives of the study, test of laboratory skills and thinking styles tests were used. The results showed that there were statistically significant differences between the means of the experimental group that was studied using the interactive method of the dry laboratory and the control group that studied using the traditional method via laboratory skills tests in favor of the experimental group. The results also revealed that there was an interaction between the method of teaching (the interactive drills using dry laboratory and the traditional method) and thinking styles on the acquisition of laboratory skills. In light of these results, several recommendations were suggested. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01