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2012
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Declaration
The work provided in thes thesis unless otherwise referenced is the
researcher s own work and has not been submitted elsewhere for any other
.degree or qualification
Student's name:
:
Signature:
:
Date:
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b
Abstract
43
(1)
49
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51
(3)
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53
55
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71
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1429)
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.
.
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.
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.
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-3
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-4
.
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: Reflection
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131
An-Najah National University
Faculty of Graduate Studies
The Impact of Using Cognitive Apprenticeship Strategy in
Science Education on the Tenth Grade Students Achievement
and Improving Their Scientific Thinking in Nablus
By
Suha Mahmood Sabri Thouqan
Supervised by
Prof. khawla Shakhshir Sabri
This Thesis Submitted In Partial Fulfillment of the Requirements for
the Degree of Master of Educational Science in Methods of Teaching
Science, Faculty of Graduate Studies, An-Najah National University
Nablus- Palestine.
2012
The impact of Using Cognitive Apprenticeship Strategy in Science
Education on the Tenth Grade Students Achievement and Improving
Their Scientific Thinking in Nablus.
By
Suha Mahmood Sabri Thouqan
Supervised by
Prof. khawla Shakhshir Sabri
Abstract
his quasi empirical study aimed to identify the impact of using
cognitive apprenticeship strategy in science education on the tenth grade
students achievement and improving their scientific thinking in Nablus
governmental schools in Palestine for the year 2010/2011.
This study based on the following main questions:
What is the impact of using cognitive apprenticeship strategy on the
tenth grade students achievement in Nablus governmental schools ?
What is the impact of using cognitive apprenticeship strategy on
improving tenth grade students scientific thinking in Nablus governmental
schools ?
The researcher used three tools in this study which are: the Teacher's
Manual for teaching according cognition apprenticeship strategy in fluids
pressure, achievement test, scientific thinking scale.
The study's sample consisted of 149 students from two schools
selected intentionally, the sample was divided into two groups; one
b
experimental consisted of 41 male students and 36 female students, the
other is control group consisted of 35 male students and 37 female students.
The experimental group teached using cognitive apprenticeship
strategy while the control group teached using the traditional method.
The results showed statistically significant differences regarding the
mean difference between experimental and control group for the
experimental group attributed to the teaching method.
Statistically significant differences attributed to gender were not
found between the mean scores of males & females, no statistically
significant impact between the teaching method & the gender.
Concerning the scientific thinking, the results showed that there are
statistically significant differences between experimental and control
groups for the experimental group, & statistically significant differences
attributed to gender were found between the mean scores of males &
females for the females, no statistically significant impact between the
teaching method & the gender.
c
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