THE EFFICACY OF LEARNING GENERATIVE STRATEGY FOR MODIFYING WRONG ENVIRONMENTAL CONCEPTS AND DEVELOPMENT OF SKILLS OF SOLVING ENVIRONMENTAL PROBLEMS AMONG PRIMARY SCHOOLS STUDENTS IN ARABIC LANGUAGE CURRICULUM

Abstract

This current study drives at measuring the effectiveness of using generative learning strategy in modifying wrong environmental concepts perceived by primary school pupils, developing as well their skill of solving environmental problems in Arabic language curriculum. The researcher uses the experimental method in her study to be administered upon a sample consistent of (60) grade-three primary stage students in two schools in Al-Feshn Educational Directorate, Beni Swaif governorate; divided into two groups (the experimental & control). The researcher uses several instruments including the Achievement Test of Concepts, Scale of Solving Problems, Lecturer Guide containing curriculum. The two schools are selected purposely, while the sample is selected randomly. The researcher has used the pre-application of tools (The achievement test – scale of solving problems) on both groups (control-experimental) and the experimental group has been treated then a post-application is administered on both groups. For examining significance of differences between averages, a T.Test is used for two independent samples accompanied by a statistical treatment of SPSS program. Study results come as follows: There are significant statistical differences between average scores of students in achievement at significance level (0.01), in favor of the post-measurement, and for calculating the impact size, the researcher counts on Eita-square. There are significant statistical differences between average scores of students in solving problems at significance level (0.01), in favor of the post-measurement, and the impact size on Eita-square has been (0.64) expressing a critical impact. There are significant statistical differences at significance level (0.01) between average scores of students in achievement, in favor of the experimental group, and the impact size on Eita-square has been (0.62) expressing a critical impact and proving validity and approval of the third hypothesis. There are significant statistical differences at significance level (0.01) between average scores of students in solving problems, in favor of the experimental group, and the impact size on Eita-square has been (0.52) expressing a critical impact and proving validity and approval of the fourth hypothesis. For the previously mentioned and in light of these results, the researcher recommends the following: Holding training courses for teachers using strategy of generative learning. She also recommends using various divergent teaching methods for teaching environmental concepts. She also recommends employing the generative learning to be used in teaching various grades, educational stages, and various academic subjects. Researcher is also recommending the use of the generative learning as a strategy for changing concepts and developing skills of solving problems.