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- Title
دور نموذج تدريسي للفيزياء قائم على التصميم الهندسي الموجَّه بالجدل في تعزيز الفعالية الذاتية للتصميم الهندسي لدى طالبات المرحلة الثانوية.
- Authors
مشاعل بنتعبدهلل&; فهد بن سليمان الش
- Abstract
Objectives: The study aims to reveal the role of a proposed model for teaching physics based on argument-driven engineering design in enhancing the self-efficacy of engineering design among secondary school female students. Methods: To achieve the objectives of the study, the parallel design convergent approach was adopted. Quantitative data was collected using a pre-experimental design (One-group pretest-posttest design), consisting of (35) 12th -grade female students. Qualitative data was collected by using a case study applied to (9) students from the same group to explore their perceptions of the model's role in enhancing their effectiveness. Results: The results showed the effect of the model in enhancing self-efficacy of engineering design in all its concepts with a statistically significant degree, as the mean scores for self-concepts (confidence – motivation – the expectation of success) increased, and the concept of (anxiety) decreased. In addition, the qualitative results showed a clear effect of the teaching model in enhancing students' self-efficacy in engineering design among female students. Conclusions: The proposed teaching model provided female students with varied learning opportunities based on the argument-driven engineering design, which gave them experience in engineering practices that helped them know how engineers think to solve problems, boosted their confidence in their self-efficacy, and raised their motivation and expectation of success, and on the other hand, it reduced their level of anxiety in design practices.
- Subjects
ENGINEERING design education in secondary schools; SELF-efficacy in students; HIGH school girls; SECONDARY education; TWELFTH grade (Education); PHYSICS education; STEM education; TEACHING models
- Publication
Dirasat: Educational Sciences, 2023, Vol 50, Issue 4, p36
- ISSN
1026-3713
- Publication type
Article
- DOI
10.35516/edu.v50i4.4206