الفهرس 
مشكله الدراسة وخطه دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world is currently in development and enormous, scientific and
technological progress, requiring the need to think and search for new
attempts that will develop love of learning for the learner, and the constant
desire in acquisition of knowledge without being restricted to stage a certain
age, Will not be achieved only through the creation of a favorable
environment. So it is a linking of teaching, learning experiences and life
situations for the learner and linking actual experienced learner’ positions.
Theories of cognitive learning have a significant impact on understanding the
nature of learning. Then it has had to acquire correct scientific concepts, thus
greater impact in upgrading various methods of science teaching. Perhaps on
various one of the most important ways that resonated and interest in their
use in education through all levels of education Bybee Model teaching and
realistic teaching. In this sense the current study attempted to identify the
effectiveness of each of these models in developing of learning styles and the
acquisition of scientific concepts and modifying alternative conceptions of
pupils in grade six.
Determination the problem of the study:
Identified the problem of the current study in the development of
certain types of learning and the acquisition of scientific concepts and modify
alternative conceptions in primary school students, and there would have been
many models and Instructional Strategies that can alleviate such a
phenomenon with the acquisition of many of the educational aspects required
in the learner the current era, such as a model ”Bybee and teaching realistic”
and since it has not been studied in Egypt - within the limits of researcher’s
knowledge – the current study aimed to identify the effectiveness of these two
models in the development of learning styles and gain scientific concepts and
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modify alternative conceptions, the researcher felt the need for this study and
contribute in solving this problem.
Requiring the answer of the next main question:
What is the effectiveness using realistic teaching and Bybee model in
developing certain learning types and acquisitions of scientific concepts and
modify alternative conceptions in science of primary school pupils?
And branched out from this question to the following sub-questions:
(1) What is the effectiveness of using Bybee Model and realistic teaching
in the developing learning styles of primary school pupils?
(2) What is the effectiveness of using Bybee Model and realistic teaching
in acquisition of scientific concepts with primary school pupils?
(3) What is the effectiveness of using Bybee Model and realistic teaching
to modify the alternative perceptions of primary school pupils?
Objectives of the study:
The current study aimed to determine:
(1) Effectiveness of Bybee Model and realistic teaching and teaching
”power and movement” and ”electricity” in the development of the
learning styles of primary school students.
(2) Effectiveness of Bybee Model and realistic teaching and teaching two
units ”of power and movement” and ”electricity” to acquire scientific
concepts for primary school pupils.
(3) Effectiveness of Bybee Model and realistic teaching and teaching two
units ”power and movement” and ”electricity” to modify alternative
perceptions of for elementary school pupils.
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The significance of the study:
The significance of this study presents:
(1) Providing a teaching model by using constructivist learning models,
which could urges science teachers to use these models.
(2) Providing a teacher’s guide to learn proposed constructivist models,
can be guided by them when they are teaching, as it could help in the
preparation of similar guides in different classrooms by using learning
constructivist models.
(3) providing activities booklet according to the proposed constructivism
learning models, science teachers can be guided by them when
teaching two units ” Power and Movement” and ”Electricity”, for students
in grade six.
(4) Providing a list of alternative perceptions in the units in the curriculum.
The Limitations of the study:
The current study using limited to:
(1) The application of this study on a sample of learners in grade six at
Al-Horya Elementary School in Beni-Sweif . It is about a science book
curriculum in the second semester in the academic year 2011/2012.
(2) Using only Bybee Model and teaching realistic as independent
variables of the study.
(3) Only to determine the scientific concepts at levels (remember -
understanding - certainty) and the development of learning styles
(audio/ visual, per-formative/ conceptual, spatial/ verbal) as dependent
variables of the study.
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Study Hypotheses:
This current study tried to validate the following hypotheses:
(1) There is a statistically significant difference between the average grade
scores of the first experimental group pupils who have been taught
Bybee Model and between grades second experimental group pupils
who have been taught realistic model in the post application to
measure learning styles in favor of the first experimental group.
(2) There is a statistically significant difference between the average grade
scores of the first experimental group learners have been taught Bybee
Model and between grades second experimental group pupils who
taught realistic model in the post application for testing acquisition of
scientific concepts in favor of the first experimental group.
(3) There is a statistically significant difference between the average grade
scores of the first experimental group pupils who have been taught
Bybee Model and between grades second experimental group pupils
who taught realistic model in the post application for testing to modify
alternative scientific concepts in favor of the first experimental group.
Study instruments:
The study instruments:
First: Teaching and learning instruments:
(1) Pupils ’ Worksheets to guide them when learning selected methods.
(2) Teacher’s Guide to guide when teaching with Bybee Model and
realistic teaching model for the two units ”powers and movement” and
”electricity”.
Second: Measuring instruments:
(1) Test for the acquisition of scientific concepts contained two units;
”Power and movement” and ”electricity” in which there is a scientific
methods persistence, honesty and objectivity.
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(2) A test to measure some learning styles contained two units ”Power and
movement” and ”electricity” in which there is a scientific methods;
reliability, validity and objectivity.
(3) Test modify alternative scientific concepts contained two units ”Power
and movement” and ”electricity” in which there is a scientific methods;
reliability, validity and objectivity.
Methodology:
The current study used descriptive analytical approach during the
preparation of the theoretical framework, as well as quasi-experimental
approach equivalent groups and data system as follows:
(1) The first experimental group: studied according to Bybee model.
(2) Second experimental group: studied according to realistic teaching
model.
Variables of the study:
The variables of study as follows:
(A) Independent variables: the use of a model Bybee and realistic
teaching ”in teaching two units ”power and movement” and ”electricity.”
(B) Dependent variables: the development of certain types of learning and
the acquisition of scientific concepts and modifying alternative
conceptions belonging to the study variables.
(C) The control variables: represented in the chronological age of the
pupils, and the time and place of the implementation of the unit.
Steps of the study:
Processing in the study preparation and implementation according to
the following steps:
(1) Reviewing the literature and previous relevant studies to the two
models the ”Bybee” and ”realistic teaching” for the benefit of them in
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the preparation of the theoretical framework of the research and
preparation of study instruments.
(2) Choose two units ”forces and movment” and ”electricity” because of its
importance and prevalence of the concepts that alternative scenarios
are then formulated in a manner ”Bybee” and ”teaching unrealistic” in a
teacher’s guide and pupils’ worksheets.
(3) Adjust the process of analysis in terms of validity and reliability, and
through the analysis of results of a group of gentlemen of the
arbitrators in the field of teaching methods and scientific education, and
then make the necessary adjustments.
(4) Prepare a list of the most important scientific alternative concepts and
give and denote of verbal sound.
(5) Make a jury ”Showing the list to group of arbitrators who are specialists
of education and science education to make sure of the exact meaning
of these alternative concepts to alternative concepts of pupils.
(6) Preparation of the teacher’s guide, and pupils’ worksheets in the light
of ”Bybee” model and ”realistic teaching”.
(7) Show teacher’s guide and pupils’ worksheets and study instruments on
a group of arbitrators who specialize in education and science
education in order to express their views and notes on them and make
adjustments with which they then presented them a second time to
make the appropriate ”make a jury”.
(8) Preparation of study measuring tools: measuring styles of learning,
scientific concepts test, a test for modifying alternative scientific
concepts and showing them to a group of arbitrators to make sure of
their validity and then application these tools on a group of primary
school pupils to find the reliability of these tools.
(9) Modify the previous tools in the light of the arbitrators’ views ”jury”.
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(10) Application Toolkit pre-test on a group of sixth grade pupils to set
reliability.
(11) selection a study group pupils in grade six in schools in Beni-Swief.
(12) Application of instruments of the study before implementing the study
to ensure equivalent of pupils groups.
(13) Implementation of the study where they are teaching the experimental
group the initial Bybee model and the second experimental group
teaching realistic model.
(14) Post application to Achievement test of scientific concepts and a
measure of learning styles and test modifying alternative scientific
concepts.
(15) Draw a conclusion of the results of the study, interpretation and
discussed in the light of the development of the study of hypotheses
and questions
(16) Make recommendations and proposals in accordance with the results
of the study.
Following these previous procedures and implementation experience of
the study and application of instruments and data collection, analysis and
interpretation of the results are as follows:
(1) The use of Bybee model and realistic teaching regarding the
development of certain types of learning students study sample to a
difference statistically significant between the mean scores of pupils
groups in the post application to measure learning styles and
calculates directions differences was found; it was in favor of the first
experimental group and then the second experimental group when
comparing each of them to others, and due to that Bybee model has
been effective in the development of learning styles for realistic
teaching model.
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(2) The use of Bybee model and teaching realistic with regarding to the
acquisition of scientific concepts to the students study sample to a
difference statistically significant between the mean scores of pupils
groups and calculates directions of differences, It was found that it
was in favor of the first experimental group, then the second
experimental group when compared to each other, this is due to the
fact that Bybee model was effective in the acquisition of scientific
concepts for realistic teaching model .
(3) The use of a model Bybee and teaching realistic with regard to modify
alternative conceptions to the students study sample into a difference
statistically significant between the mean scores of pupils groups and
calculates directions differences, it was found that it was a in favor of
the first experimental group , then the second experimental group when
compared to each other, and due to the fact that Bybee model was
effective in modifying the alternative conceptions about teaching model
realistic