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أثر برمجية ستوري لاين (‏Articulate Storyline‏) في تنمية المرونة المعرفية والوعي الذاتي البيئي لدى طلبة الصف العاشر الأساسي ‏‎ ‎
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                                                 محمود لبابنة و هاني عبيدات*                    

‏* ‎ ‎جامعة اليرموك، الأردن‎.‎
 

Doi://10.47015/17.4.4 

JJES,17(4), 2021, 535-545

ملخص: هدفت هذه الدراسة إلى الكشف عن أثر برمجية (Articulate Storyline) في تنمية المرونة المعرفية والوعي الذاتي البيئي في مبحث الجغرافيا لطلاب الصف العاشر الأساسي في الأردن. تم استخدام المنهج شبه التجريبي، وتطوير مقياس للمرونة المعرفية تضمن (25) فقرة، وتم تطوير اختبار تحصيلي للوعي البيئي تضمن (25) سؤالاً. وقد تم التأكد من صدقهما وثباتهما وتم تطبيقهما على عينة الدراسة المكونة من (55) طالبًا من طلبة الصف العاشر في المدارس التابعة لمديرية التربية للواءي الطيبة والوسطية في محافظة إربد، وتم توزيع عينة الدراسة على مجموعتين: مجموعة ضابطة درست وحدة المشكلات البيئية بالطريقة الاعتيادية، وبلغ عددها (27) طالبًا، ومجموعة تجريبية وعددها (28) طالبًا درست وحدة المشكلات البيئية من خلال تطبيق برمجية (Articulate Storyline)، وقد أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى (α ≤ 0.05) بين متوسطات أداء الطلبة على اختبار المرونة المعرفية تعزى إلى طريقة التدريس لصالح المجموعة التجريبية. كما أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى (α ≤ 0.05) بين متوسطات أداء الطلبة على اختبار الوعي البيئي تعزى إلى طريقة التدريس لصالح المجموعة التجريبية، وفي ضوء النتائج قدمت الدراسة بعض التوصيات، منها ضرورة الاستفادة من برمجية (Articulate Storyline) في تدريس مادة الجغرافيا.

(الكلمات المفتاحية: برمجية (Articulate Storyline)، المرونة المعرفية، الوعي الذاتي البيئي)

 

The Effect of Articulate Storyline Software in Developing ‎Cognitive Flexibility and Environmental Self-awareness ‎among 10th Grade Students

 Mahmoud Lababneh and Hani Obeidat, Yarmouk University, Jordan

Abstract: This study aimed at revealing the effect of Articulate Storyline software on developing geographical cognitive flexibility and environmental self-awareness of 10th grade Jordanian students. Semi-experimental approach was deployed; a 25- item measured was developed to gauge students’ cognitive flexibility and a 25-question test was developed to gauge students’ environmental awareness achievement. A pilot study was conducted on a sample of 55 students 10th graders from different schools within Al Taybah and Al Wasatyah Directorates of Education - Irbid province to assure the reliability and validity of the study instruments. The sample of the study was divided into two groups: the control group (27 students) was traditionally taught environmental problems\issues and the pilot group (28 students) was taught environmental problems through Articulate Storyline software. The results revealed that there are statistically significant differences at the level (α≤0.05) between the average of students’ performance in the cognitive flexibility test as well as on the environmental awareness test due to the teaching method in favor of the experimental group. In light of the results, the study recommends the need of deploying Articulate Storyline software in teaching geography

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(Keywords: Articulate Storyline, Cognitive Flexibility, Self-Environmental Awareness).

 

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