Basic Informations

C.V

C.V

Name: : Dr. Eid Mohamed Abd-Elaziz Abou-Ghaneima.

Position: Lecturer Of Curriculum & Instruction, Faculty Of Education, Beni-Suef University.

Date Of Birth: 21 -12 -1973.

Address: Giza - Faysl

e-mail : eidaboghanima@gmail.com

Research activities:

• Effect of Using the Learning for Mastery Strategy in Teaching Physics on the High School Freshmen's Acquisition and Use of Physical Concepts and Problem Solving Skills, 2003.
• Developing Academic Pre-service Education Program for Physics Prospective Teachers in Colleges of Education in the Light of the Science Education Standards, 2007.
• The Effect of Using a Suggested Model Based on Brain Compatible Learning in Developing Scientific Concepts, Critical Thinking Skills, School Readiness and Attitude towards Science Study of First Year Prep School Students, 2012.
• The Effect Of Using Kagan Cooperative Structures On Developing Habits Of Mind And Reducing Physics Anxiety Of First Year Secondary School Students, 2017.
• Integration Between "Frayer Model" And "Cover, Copy, And Compare" Strategy For Developing The Conceptual Understanding And The Science Self Efficacy Among The Primary Four Pupils, 2018.
• A Suggested Model for Teaching Science Based on Knowledge Management Processes to Develop the Creative Thinking and Engagement in Learning for Preparatory School Pupils, 2018.
• Use of the Experiential Learning Model in the teaching of science to developScience And Engineering Practices and some social skills among primary school students, 2019.
• Developing scientific argumentation and reducing science learning boredom in students of the preparatory school using the Predict-Discuss-Explain-Observe-Discuss- Explain (PDEODE) strategy, 2019.

Master Title

Effect of Using the Learning for Mastery Strategy in Teaching Physics on the High School Freshmen's Acquisition and Use of Physical Concepts and Problem Solving Skills

Master Abstract

Summary in English Introduction: Despite the fact that acquiring the concepts and skills associated with Physics problem solving is primarily essential for high school students due to the role these concepts and skills play in learning and understanding Physics as evidenced in previous research (Mestre and others, 1993; Ali, 1997), students find it quite difficult neither to understand nor to manipulate these concepts and skills. This, in turn, induces low achievement in Physics, and according to other studies, it may be conducive to abstention from learning Physics altogether (Hohly & Richard, 1979; Zeiton, 2000; Mostafa, 2000). For this reason, a need for looking for alternative, unconventional learning and teaching strategies has arisen so as to achieve the objectives underpinning Physics instruction. These strategies aspired for are deemed as a panacea for solving the Physics teaching/learning problems for high school freshmen where individual variations are catered for under the conditions of instruction in a typical Egyptian Physics classrooms in the secondary education phase. One of these startegies has been termed "Learning for Mastery" coined by Benjamin Bloom. However, the Bloom's strategy of learning for Mastery being one such effective strategy as evidenced in several empirical research, especially in catering for learning needs in classrooms of average size, this strategy to the best of the present researcher's knowledge has never been tested in the Physics classroom and especially for Physics problem-solving. From this perspective, the notion for conducting the current study has arisen so as to investigate the effect of Bloom's learning for Mastery strategy on acquiring Physics problem solving skills for high school freshmen. Statement of the Problem: In the light of the aforementioned, the problem of the present study can be stated tacitly be summed up in the following main question: What is the effect of using Bloom's learning for Mastery strategy on the acquisition of concepts and skills associated with Physics problem solving for high school freshmen? Off this main question branch the following sub-questions: 1 _ How significant are the differences between the students who attained a level of mastery in both the experimental and the control groups on posttesting on the physical concepts test? 2 _ How significant are the differences between the students who attained a level of mastery in both the experimental and the control groups on posttesting on the physical problem solving skills test? 3 _ What is the effect of using Bloom's learning for Mastery strategy on the acquisition of Physical concepts in freshmen in first year secondary education Physics? 4 _ What is the effect of using Bloom's learning for Mastery strategy on the acquisition of Physics problem solving skills in freshmen in first year secondary education Physics? 5 _ What is the relationship between the scores obtained by the experimental group on the Physics Concepts Test and the scores on the Physics Problem solving Skills Test on Posttesting ? Significance of the Study: This study may contribute to… 1. Unveiling the potentiality of the possible strategies that pay attention to individual variations in learning in a cooperative, gregarious context where regular classes are characteristically dense. 2. Pproposing a practical paradigm for the Bloom' Strategy of Mastery Learning in acquiring Physics concepts and Physics problem solving skills. 3. Overcoming the common deficiencies in Physics instruction. 4. Maximizing high school Physics teachers' comprehension of and application of the Bloom's Strategy of learning for Mastery in Acquisition and use of problem solving skills. 5. Reformulating Physics school textbooks around learning for Mastery based on Bloom's paradigm. Limitations of the Study: This research is delimited by the following: 1 _ Use of two units from the high school freshmen's Physics book on "motion description" and "motion causes" for the academic year 2002-2003. 2 _ The subjects of the study are high school freshmen, and the sample was drawn from two high schools in the governorate of Beni Suef – Al-Shaheed Essam-ed-Deen Mohamed Salem General Secondary School and Al-Fashn General Secondary School. 3 _ Bloom's strategy of learning for Mastery. 4 _ Assessing physical concepts on the levels of memory, comprehension, and application. 5 _ Mastery learning standardized level is set at an achievement level amounting to 75% in the least as assessed by the physical concepts and problem solving skills test maximum scores. Research Methodology: A control group design with post-post testing is used is conducting the present study. Research Instruments: 1 _ The test of physical concepts developed by the researcher and based on the units of "Motion Description" and "Motion Causes" for high school freshmen. 2 _ The test of Physics problem solving skills developed by the researcher and based on the units of "Motion Description" and "Motion Causes" for high school freshmen. 3 _ A teacher's guide for instruction into the units on motion developed based on the Bloom's learning for Mastery strategy. 4 _ The students' worksheets for the units on motion based on the Bloom's learning for Mastery strategy. Hypotheses of the Study: The present study seeks to test the following hypotheses: 1 _ There are statistically significant differences between the percentages of students who attained a level of mastery of both the experimental and control subjects on posttesting on the physical concepts test to the advantage of the experimental subjects. 2 _ There are statistically significant differences between the percentages of students who attained a level of mastery of both the experimental and control subjects on posttesting on the physical problem solving skills test to the advantage of the experimental subjects. 3 _ There are statistically significant differences between the mean scores of the experimental group which was instructed for Mastery learning using Bloom's strategy and control group which was instructed in a conventional teaching method on posttesting on the physical concepts test in favour of the experimental group. 4 _ There are statistically significant differences between the mean scores of the experimental group which was instructed for Mastery learning using Bloom's strategy and control group which was instructed in a conventional teaching method on posttesting on the physical problem solving skills test in favour of the experimental group. 5 _ There is a statistically significant positive correlation between the mean scores of the experimental groups on the results of both the Physics problem Solving Skills Test and the Physics Concepts Test. Research Procedures: The procedures of the study have been as follows: 1 _ Conducting an exhaustive review of literature and relevant previous research on strategy-based instruction and the learning for Mastery strategy, physical concepts and Physics problem solving; 2 _ Selecting two units for the study titled : Description of "Motion Description" and "Motion Causes" drawn from the high school Physics course for freshmen; 3 _ Analyzing the two units to get the physical concepts embedded in the units; 4 _ Defining the skills necessary for physics problem solving through: analyzing pertinent literature reviews and previous research that dealt with physics problem solving skills; content analysis of the school textbooks; analysis of students answers on physics tests; views of experts and specialists in the subject and its instructional methodology. 5 _ Developing a teacher's guide and the students workbook based on the units of "Motion Description" and "Motion Causes" for high school freshmen; 6 _ Developing the tests of physical concepts and Physics problem solving skills based on the units of "Motion Description" and "Motion Causes" for high school freshmen; 7 _ Validating the tests, the teacher's guide, and the students' workbook by a jury of experts; 8 _ Modifying the tools in the light of the comments and feedback from jury members who judged adjudicated the instrument; 9 _ Piloting the tests of physical concepts and Physics problem solving skills for assessing reliability, difficulty index, and index of discrimination; 10 _ Selecting the sample for the study from two high schools: Al-Shaheed Esam ed-Deen Mohamed Salem and Al-Fashn High school; 11 _ Pretesting the tests of physical concepts and Physics problem solving skills for preliminary assessment of the experimental and control groups; 12 _ Boom's learning for Mastery strategy using in teaching the experimental group and the traditional method for the control group; 13 _ Posttesting the experimental and the control groups; 14 _ Statistical treatment, analysis and interpretation of findings, and discussion in the light of related literature; 15 _ Proposing suggestions for further research and recommendations based on the current study's findings. Research Findings: 1 _ Using the Bloom's strategy of learning for Mastery has led to improvement in the learning of the students (high school freshmen, the subjects of the study (at a percentage of 84% of the experimental group subjects) which is above the percentage doomed the minimum level for the Physics Concepts Test scores. 2 _ Using the Bloom's strategy of learning for Mastery has led to improvement in the learning of the students (high school freshmen, the subjects of the study (at a percentage of 78% of the experimental group subjects) which is above the percentage doomed the minimum level for the Physics problem solving Skills Test scores. 3 _ The use of Bloom's strategic Mastery learning is more effective for students who learn Physics concepts than the traditional method of instruction. 4 _ The use of Bloom's strategic Mastery learning is more effective for students who learn Physics problem solving skills than the traditional method of instruction. 5 _ There is a significant positive correlation between Physics concepts acquisition and Physics problem solving skills. Research Recommendations: Based on the findings of the current study, the following are proposed as recommendations and pedagogical implications: 1 _ Organizing the Physics course contents for high school students based on learning for Mastery strategy; 2 _ Emphasizing formative assessment during instruction even if strategies other than learning for Mastery were used; 3 _ Allotting sufficient time for acquisition and problem solving skills manipulation in a fashion appropriate to the students' potentialities and pace of learning; 4 _ Using tutorials to back up classroom teaching and for remedial instruction into Physics problem solving via prognosis and diagnosis of defects about individual learning mistakes; 5 _ Updating the Physics so as to keep pace with the latest in Physics, involving text books, lab work, and practical lessons appropriate to students at their levels of achievement and capability as well as providing model answers and feed back on Physics problems; 6 _ Moderating the Physics problems so as they may be within the command of the students; i.e., neither too difficult for them to defy their thinking powers, nor too easy to demotivate them; 7 _ Emphasizing pre-service and in-service education and programs for Physics teachers after the strategy-based pedagogy approaches, especially learning for Mastery strategies; as well, training them on how to identify the difficulties in the Physics curriculum and how to rectify these difficulties; 8 _ Reciprocal teaching is essential between mathematics teachers and Physics teachers when cooperation is required in teaching common topics. Suggestions for Further Research: Based on the previous findings of this study, the following are suggestions for further research in Physics pedagogy: 1 _ Investigating the effects of Bloom's learning for Mastery strategy on acquiring problem solving skills in chemistry and biology. 2 _ Conducting a comparative study into the learning for Mastery strategy and other relevant strategies as to their effects on learning Physics in different grades. 3 _ Investigating the mathematical thinking skills and concepts required for teaching and learning Physics to high school first year students. 4 _ Investigating the impediments that may hinder instruction using the Bloom's learning for Mastery strategy. 5 _ Conducting a suggested in-service training program for high school Physics teachers in remedial and enrichment instruction using the Bloom's strategy.

PHD Title

Developing Academic Pre-service Education Program for Physics Prospective Teachers in Colleges of Education in the Light of the Science Education Standards

PHD Abstract

Introduction: Although there is an agreement in science education domain on the importance of the program of the academic preparation for physics instructors in education college to make him a good and efficient instructor having the ability to practice job of instruction and achieving the expected educational goals, but many of previous studies such as (Hassaan, G. , 1989), ( Afify, Y., 1990), (Hassanian, B. ,1996), and( Al defarawy, N.,2004) have shown various deficiencies inside this program. This deficiency reduces the performance of physics instructor, to the lowest level, in knowledge, skills and physics values and this, in turn, leads to low performance of physics learners in general education stages and it may lead to their abstention from learning physics. For this reasons, the need of looking for unconventional strategies and movements based on scientific theories to be applied in the field of academic preparation for physics instructor has arisen so as to achieve the goal of preparing program and to contribute forming a physic instructor with good performance and efficient ability. Of the important strategies is the movement of educational standards including instructor preparing which is applied in many different countries in the world. These standards indicate what should pre service physics instructor know and be able to do. So the present study has been presented to develop the program of academic preparing for physics instructor in the light of the movement of educational standards. Problem of the research: 1. What are the academic standards for pre service physics instructors performance? 2. For what standard the academic standards for pre service physics instructor are available in the present academic preparing program? 3. What's the suggested perspective of academic preparing program of pre service physics instructor in the light of academic standards to his performance? 4. What's the effect of teaching a unit from the suggested program in developing the cognitive performance for the student teachers? 5. What's the effect of teaching a unit from the suggested program in developing the scientific inquiry skills for the student teachers? Delimitations of the research: The research is delimited by the followings: 1. Analysis the scientific content of academic preparing program for physics section in the education college Beni Suef University. It is represented in the lectures and memos whish are existed with the learners. 2. Choosing the suggested unit which is called "nebula and galaxies" from the suggested perspective of the academic preparing program for physics instructor to be experimented. 3. Preparing the suggested unit which is called "nebula and galaxies" and put it down through active learning. 4. A sample of fourth year students in biology, chemistry and physics section. 5. Knowing the effect of teaching the suggested unit on only two variables that are cognitive performance instructor and scientific inquiry skills. Research methodology: Analysis descriptive design is used with the list of academic performance standards of pre service physics instructor and analysis content of academic preparing syllabus of physics instructor in education college. Pre –post experimental design is used for knowing the effect of teaching a unit in development both the cognitive performance and scientific inquiry skills of instructors the subject of the study. Research instruments: 1. The form of analysis content of the academic preparing program of physic instructors in education college in the light of the academic standards to his performance developed by the researcher. 2. The suggested perspective for academic preparing program to physics instructors in the light of the academic standards to his performance developed by the researcher. 3. The unit of "nebula and galaxies" developed by the researcher and based on the active learning. 4. The test of the cognitive performance of pre service physics instructors developed by the researcher. 5. The test of scientific inquiry skills of pre service physics instructors developed by Fraser Barry and translated by Sallam Sayed (1992). Sample of the research: A group of (18) fourth year students in biology, chemistry and physics sections from education college Beni Suef University. Hypotheses of the research: 1. The academic standards of the performance of pre service physics instructor is not available with accepted level. 2. - There are no significant statistical differences between the mean scores obtained by the subjects of the sample group in the pre post testing on the cognitive performance pre service physics instructors. 3. There are no significant statistical differences between the mean scores obtained by the subjects of the sample group in the pre post testing on the scientific inquiry skills pre service physics instructors. Procedures: The procedures of the study have been shown as the following: 1. Conducting a review of some literatures and previous researches dealing with preparing instructor in general and specially with physics instructors in addition to science education standards. 2. Developing the list of academic standards for pre service physics instructors based on previous studies and some of global standards documents related to physics instructors. 3. Developing the list of academic standards in its first phase. 4. Validating the list of standards by jury of experts. 5. Developing the form of analysis content of the academic preparing program physics instructor in the light of standards list. 6. Developing suggested perspective of the academic preparing program physics instructor in education college in the light of standards list. 7. Validating the suggested perspective of the academic preparing program physics by jury of experts. 8. Selecting one unit of the suggested perspective of the academic preparing program and developing it by using active learning. 9. Developing the test the cognitive performance to pre service physics instructors in its first phase. 10. Validating the suggested unit, the test of the cognitive performance and the test of scientific inquiry in its first phase. 11. Modifying the tools in light of the recommendation from the jury of experts. 12. Piloting the test of the cognitive performance and the test of scientific inquiry for assessing reliability, objectivity and validating. 13. Selecting the sample of the study from the fourth year students in biology, chemistry and physics sections from education college Beni Suef University. 14. Piloting the test of the cognitive performance and the test of scientific inquiry before teaching the suggested unit. 15. Teaching the suggested unit according to active learning strategies. 16. Post testing the test of the cognitive performance and the test of scientific inquiry immediately after finishing of teaching the suggested unit. 17. Analyzing the results statistically and finding out the results, conclusions, and recommendations. The importance of the research: This research can contribute to: 1. Overcoming some of deficiencies in the academic preparing program of physics instructor in education college. 2. Proposing suggested perspective of academic preparing program depended on the academic standards to physics instructor performance. 3. Proposing a practical paradigm for the preparing suggested perspective unit by using active learning. 4. Maximizing the comprehension of persons who are teaching academic preparing program syllabus for the performance standards of pre service physics instructor and of active learning. 5. Reformulating persons who are working on academic preparing program around the importance of developing this program in the light of the standards performance by using the active learning. 6. presenting specialist academic preparing program to physics student in turn enables him to achieve academic performance standards so that he can be effectiveness. Research findings: The present research indicated the following finding: 1. the academic standards of pre service physics instructor are not available in the present academic preparing program with accepted level. 2. teaching the suggested unit has led to improvement in cognitive performance of the subjects of the research. 3. teaching the suggested unit has led to development in scientific inquiry skills of the subjects of the re