Using a Teaching Strategy based on Electronic scaffolding to Correct Common Mistakes in Practical Skills and Reduce the Academic Stress

Document Type : Original Article

Authors

1 Professor of Curriculum and Teaching Methods of Education Technical Assistant - Faculty of Specific Education South Valley University

2 Assistant Professor of Psychology of Art Education Faculty of Specific Education, South Valley University

Abstract

The research aimed to identify common errors in decorative design skills and academic psychological stress factors among art education students. It also aimed to verify the effectiveness of the flipped classroom strategy based on electronic scaffolding to correct common errors in design skills and reduce academic stress among the research sample consisted of (64) students (male/female) in the first division of the Department of Art education in the first year.
The tools included a questionnaire identifying common mistakes in decorative design skills, evaluation card for common errors in decorative design skills, academic stress scale, and the results reached the effectiveness of teaching using the flipped classroom strategy based on electronic scaffolding in correcting common mistakes of decorative design skills for (experimental group), and reduced academic stress for  (experimental group)

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المجلة التربوية لکلية التربية بسوهاج
Volume 89, Issue 89 - Serial Number 89
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
September 2021
Pages 1349-1391

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History

  • Receive Date: 03 June 2021
  • Revise Date: 10 June 2021
  • Accept Date: 23 June 2021

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