نوع المستند : المقالة الأصلية
المؤلف
كلية التربية جامعة المنصورة
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The present research aimed to develop Deep Learning Competencies (DLC) and epistemic curiosity in science among primary school pupils through the implementation of an instructional unit based on the FATA ultra-learning Model. A descriptive-analytical approach was adopted to design the instructional unit and the assessment tools, which included a test to measure mastery of core academic science content, an academic mindset scale, and a scale for epistemic curiosity in science. The experimental method was employed to conduct the research, with the sample consisting of fourth-grade pupils from a primary school affiliated with the Dikirnis Educational Administration in Dakahlia Governorate. The sample was divided into two groups: an experimental group that received instruction through the FATA-based unit, and a control group that was taught using traditional methods. Pre- and post-assessments were administered to both groups. The findings revealed statistically significant differences in favor of the experimental group in the post-assessment, indicating the effectiveness of the instructional unit based on the FATA ultra-learning Model in enhancing deep learning competencies and epistemic curiosity. The study recommends integrating the FATA ultra-learning Model in the design of science units and underscores the importance of nurturing epistemic curiosity at the primary level, as it plays a critical role in promoting students' tendencies toward exploration and self-directed learning.
الكلمات الرئيسية [English]
)
مشاهدة على SCiNiTO