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الرئيسية > فاعلية اختلاف نمطي التقديم لبر...>الوصف

فاعلية اختلاف نمطي التقديم لبرنامج كمبيوتر متعدد الوسائط في تنمية مهارات تنظيم المعارض و المتاحف التعليمية و الاتجاهات نحوها لدى طلاب تكنولوجيا التعليم

المؤلف الرئيسي: سرحان، عبدالرحمن عبداللاه (مؤلف)
مؤلفين آخرين: شمس الدين، فيصل هاشم (مشرف), عثمان، السعيد جمال (مشرف)
التاريخ الميلادي: 2006
موقع: القاهرة
التاريخ الهجري: 1427
الصفحات: 1 - 194
رقم MD: 551929
نوع المحتوى: رسائل جامعية
اللغة: العربية
الدرجة العلمية: رسالة ماجستير
الجامعة: جامعة الازهر
الكلية: كلية التربية بالقاهرة
الدولة: مصر
قواعد المعلومات: Dissertations
مواضيع:
تكنولوجيا التعليم | برامج الحاسبات الالكترونية | طرق التدريس | المتاحف التعليمية | المعارض التعليمية
رابط المحتوى:
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24 صفحة الأولى     

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المستخلص: The previous studies pointed out that educational Fairs and Museums, has a great importance in many instructional situations yet it gives a real picture for the object we study besides giving a chance to study some serious matters significantly and manipulate it nearer and safely , So we must concern with producing this Fairs and Museums inside the education institutions specialized in preparing education technologists. The Organizing Fairs and Museums course that studied in AL Azhar university, department of educational technology, of great importance as it aims to make the students mastery in skill of Organizing educational Fairs and Museums . which could be fulfilled when Organizion those skills by means make so.One of them is multimedia computerization which focus on instruction time and subject, and rein force the skills to better learning. Because those multi-media computerization could unify approaches of content presentation we should consider the individual difference while presenting and manipulating those skills in the program according to the learner needs. The all-part approach is regarded to be away to teach the skills and to minimize time and effort to produce a better way of the learned skills.So, we have to identify the effectivness of computerized program ( all-part approach ) on skills of Organizing Educational Fairs and Museums training to develope and master those skills The problem : It is the poor of those skills in the student of education technology, especially in Skills of Organizing Educational Fairs and Museums and approoches for it, and it can be formed in the following questions : 1- What is the skills of Organizing educational Fairs and Museums from the expert's point of view to those students? 2- What is the effect of using two different ways of introduction on a computerized multi-media program on achieving the cognitive component of the skills to Organizing educational Fairs and Museums in 1st grade level of the department of education technology, AL-Azhar University? 3- What is the effect of using two different ways of introduction on a computerized multi-media program on developing the performance component of the skills to Organizing educational Fairs and Museums in 1st grade level of department of education technology, AL-Azhar University? 4- What is the effect of using two different ways of introduction on f acomputerized multi-media program on approach toward Organizing educational Fairs and Museums for Instruction Technolog I Department Students.

The hypothesis: 1- There are significant statistically differences at level 0.05 between the mean scores of the first experimental group that learn with Internet, and the second that learn without Internet, in the post test of the cognitive components of Organizing educational Fairs and Museums skills in favor of the second experimental group. 2- There are significant statistically differences at level 0.05 between the mean scores of the first experimental group that learn with Internet, and the second without Internet, in the post-test of the observation inventory to the performance components of Organizing educational Fairs and Museums skills in favor of the second. 3- There are significant statistically differences at level 0.05 between the mean scores of the first experimental group that learn with Internet, and the second without Internet, in the Developing towards of Organizing educational Fairs and Museums skills in favor of the second. The aims : 1- Identify inventory skills of Organizing educational Fairs and Museums, to the students department of education technology. 2- Identify the effect of producing the computerized program by using The Internet on achieving the coginitive components related for the skills of Organizing educational Fairs and Museums. 3-Identify the effect of producing the computerized program by using the Internet and without using the Internet on achieving the performance components related for skills Organizing educational Fairs and Museums. The boundaries: 1- A random samples were chozen from the 1st grade level students from AL-Azhar University, department of education technology - Tafahna AL- Azhar - (where the researchers work). 2- using Electronic sites for educational Fairs and Museums by the users for the is group. 3-Identifing some skills especially Organizing educational Fairs and Museums for the Students of Technology education. The tools : 1- Achievement test to measure the coginitive components related to the skills of Organizing educational Fairs and Museums pre-post test. 2- Observation inventory to measure the performance components related to the skills of Organizing educational Fairs and Museums pre-post test. 3- Dwestionar Identifying Fairs and Museums . 4- Measuring approochses. The Sample: It consisted of 44 students from Al-Azhar University, department education technology - Tafahna Al-Azhar - in the lst grade level randon chozen and divided into two experimental groups: 1- The first group used the computerized program of using Internet. 2- The second group used the computerized program without Internet. The curriculum: The researcher used the experimental approach that uses experimen testing a hypothes determing the relation between two variables. He used it to be sure from the accuracy of the hypothes .

The variables: 1- The independent variable : In this search it means the computerized program and it has two levels - The multi-media computerized program of using the Internet - The multi-media computerized program of without the Internet. 2- The dependent variables: A- Achieving the coginitive components of Organizing educational Fair: and Museums skills. B- Developing the performance components of Organizing educational Fair: and Museums skills. The experimental design: The researcher chose the experimental design known as the experime group, which has pre-post test. (Figure 1). The statistical style: The researcher used the statistical style known as T-test to condu comparison between the mean score of both groups in pre-test; and bet\ them in post-test. The procedures: 1. A survey study to the studies, search, and works related to this search to have a theatrical frame to the study and built a skills inventory. 2. Identify an inventory to the skills of Organizing educational Fairs and Museums. 3. Preparing a multi-media computerized program according to the following : - Describe the scenario of the primary program and introducing it to some raters . - Produced the program accurately to some raters and conduct it on a sample of students to determine its internal effect. 4- Preparing the tools which consist of: A- Achievement test, measure the cognitive side related to the skills of Organizing educational Fairs and Museums, and make sure of its reliability and validity through introducing it to some judges. B- Observation inventory, measure the performance side related to the skills of Organizing educational Fairs and Museums, and make sure of its reliability and validity through introducing it to some judges. 5- Choosing the subjects from the lsl grand level students of Al-Azhar university - Tafahna - Al-Ashraf - department of education technology which divided into two experimental groups . 6- Conducting the tools as a pre-test on the subjects. 7- Beginning the experiment : A- The first group study the program on the with the Internet. B- The second study the program on without the Internet. 8- Conducting the tools as a post-test on the subject. 9- Writing down the finding and conduct the statistical analysis and comparisons. 10- Identifying ; discussing and explaining the results . 11-Introducing the recommendations according to the results.

The results : 1- The first hypothec was accepted , ie that there are significant statistically differences at level 0.05 between the mean scores of the first experimental group that computerized program with the Internet and the second experimental group learn the program without the Internet in the posttest of the cognitive components of Organizing educational Fairs and Museums skills in favor of the first group. 2- The second hypothes was not accepted ; ie that there are significant statistically differences at level 0.05 between the mean scores of the first group that learn the computerized program with the Internt, and the second that learn without the Internet, in the post test of the observation inventory to the performance components of Organizing educational Fairs and Museums skills in the favor of the second group. 3- The Theerd hypothec was accepted , ie that there are significant statistically differences at level 0.05 between the mean scores of the first experimental group that computerized program with the Internet and the second experimental group learn the program without the Internt,. in the posttest of the Measuring approochses of Organizing educational Fairs and Museums skills in favor of the first group. The recommendations: Through this search , we put some recommendations may improve the education process : 1- The results pointed out the effectiveness of the computerized program of multi-media depended on the part -approach , so I recommend the necessity of using the prepared program with it's modules in Cognitive Compcncul training to Organizing educational Fairs and Museums skills. 2- The results pointed out the effectiveness of the computerized program depended on the part-approach more than of the all-approach on the natural practical substances to enrich the practical side of the educational technologist. 3- The researcher has put an inventory of the Organizing educational Fairs and Museums, skills so he recommend it to be used in training and preparing the students of educatio

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