á«°ùØædGh ájƒHÎdG Ωƒ©dG á - ƒ``«`fƒ``j 2 oó©dg 15 ó ∏ éŸg 523 á«°ùØædgh

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Transcript of á«°ùØædGh ájƒHÎdG Ωƒ©dG á - ƒ``«`fƒ``j 2 oó©dg 15 ó ∏ éŸg 523 á«°ùØædgh

  • 521

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    jdG eL - HdG cMalmarri@gccsg.org

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    G J FSG PdH jQdG KCG Y dG dEG SGQdG ag MG W id dG jdG H f HjEG Gh dG dG dG dG FdG AdG Ve MdG YCGh .jdG dhH jfdG SCH jQd jdG dhH fdG Y OG dH AMCG Qe HGdG ,k GH (28) e kfe dG dG J ASG YCG c ,FSG (27) e fe dG jdG H f HjEG gG J fSGh HQCG dEG b CG H dWh kdW (108) eGb Y Y J h ,IQY

    :j e FdG KCGh ,(55) HVh (53) j :Y dG J Y FSG PdH jQd kFMEG GO KCJ OLh (1)

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    Thinking and Positive Attitudes towards EnvironmentalIssues among Secondary School Students in Kuwait

    Abstract

    The aim of the study is to explore the effect of inquiry teaching method

    environmental issues among secondary school students in Kuwait.The Researcher has prepared the topic of photosynthesis )the fourth chapter

    to be taught for the experimental group using the inquiry teaching model.

    and a questionnaire to reveal the attitudes towards some environmental issues among those students.

    The study concludes the following:

    attitudes towards environmental issues.2 This indicates that there is a strong effect of the inquiry teaching model on the two dependent variables, therefore the two null hypotheses were rejected.

    Key words:issues, secondary school, students, Kuwait.

    Dr. Abdulla A. Al-Hashem College of Education University of Kuwait

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    :eG M Y edGh IdG gG J ING fhBG dG jdG UCG UN ,kdfGh kcSh kU JGRGaEH hKCjh IMGh H j a ,AGS IG OHCG e Y gh .UG Y j dG YdG dG X Ia JGh ,dG S JQGh ,VQCG IdG IQGM LQO JQG :eh ,dG d ,G OGG fh jdG eGY OjORG ,G FdG e jdG VGfG QJh ,hRhCG HdG e Qg dCG (55) jJ :e ,dG FG e Y dEG iOCG dG eCG h 100 20) QG G VGQCG fh ,FGSG

    .(2003 ,Y) AdG dG HdG e kW (60)fh ,M Fc (200 GLhh Y H b IY SZ j ,kdhO kLg dG jM UCGh jW Y dG G J LGe Y dG YJ dG HdG N e ,OGaCG dG dG Jh SGQdG dG NGO G j dG jQdG dSCG dG jQdG PdG V eh ,dG f HjEG gG Jh , RdG

    .)Their, 2000( dG MGh jdG G QdGh eG IQK cGj ASG PH jQdG EG GgCGh a J M e dG jQdG Y jh ,G dG H j dG ej e a j S e eh ,JAch G Y Fb J e ,dG

    dG dG J ASG PH jQdG KCGW id dG jdG f HjEG gGh

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    TdG dG Y .O dG dG J ASG PH jQdG KCG

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    .jfdG MG UHh ,ASG cG e G dG jQdG PdG gCG e cGh ASG jh j K eh ,(2006 ,RZ) dG gG Jh ,)Carin, 1993( dG GQe aj b H ,H dG jdGh edG GG e dG J G

    UG jdGh fGdGh OGh gG J dEG j FSG jQdG EG HJh ,dG jd Sh dH jh ,H G SQj dG dG i Jh QdH d eRdG IQG cGh ,(1992 ,S) Gh G ddG ,G Mh dG SCG ih gfG dh ,dG Ggeh MG

    Brown, & Nickerson,( G f HjEG gG e jd j b e f ,JGP.)2009

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    .GgCG jQdG H NG hCG HdG M dG HdG AY H AGQBG NG bh Discovery Teaching SH jQdGh Inquiry Teaching ASH dG jQdGh ,Teaching by Problem Solving G H jQdGh dG ij a .Inductive Teaching FGSG jQdGh ,Heuristic Teaching ,G GfCG J ah jQdG H kbha K CG NBG dG ij ,He W fCG

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    526 dZ aOGe ASGh cG e kc CG iJ kbJG cG IdG CG EG e TCGh YCG ASG QY f J H J b dG hdGh ,QeCG

    . (2007 ,eQ) cG Y ke j ASG CGh ,cG j eh dG ASG Y dG jQH MdG e jdG UhCG bh eh ,FNh dG f HjEG Gh ,dG Yh dG dG GQe e W H dOG bdG VhCG dG )Jackson, 2010( SGQO SGQdG g H IL IQH ASG j dG G CG dEG UJh ASG Wh dG

    .U H dG adG feh UY J jH HW j G Ge CG Y c a )GAO, 2010( gYCG dG dG SGQO eCG dG f HW gGh GQe Yh dG SQ Y KDJ ASG M dG fCG Ya (2008 ,RhY) SGQO SG c . jeh ,eG e je VhdG WCG e Y id QHG dG GQb J fCG Ya dEG SGQdG UJh ,QHG d gGHCG QNG MdG eSGh

    .VhdG WCG Y QHG dG J dG jJ hdG ASG JGSG da (2007 ,jR HCG) SGQO NG H KCG (2007 ,dOdG) SGQO dhJh ,jOGYEG MG W id dG gG H ASG GQe J Y AjdG jQJ cdGh dG FK GSG SGQO eCG .IZ dG Y OG dG W id AjdG f Gh dG fCG Y Fb jQJ JGSG GSG KCG SG a (2006 ,jRM) ,OQCG SSCG MG W id dG gG Jh dG dG HdG YG W Y jdG YG W J FdG XCGh

    .dG gG J h dG dG fCH dG J KCG Y dG (2006 ,MCG) SGQO aSGh UJh ,dG f JgG h dG gd dG a FSG J h dG HdG YG Y jdG YG J dEG FdG Berg, Anders, Bergendahl, Christina, &( SGQO fQbh 0dG gG

    )Lundberg, 2003

    TdG dG Y .O dG dG J ASG PH jQdG KCG

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    .G dG gRaCG dG Jfh dEG UJ:g FQ UY KK G d LG dG QWEG j

    eJ ie d hdG H ad N dG J oj :ASG 1/2 dG J CG Lh eY zN eCG{ f YG jeCG CG M ,J hCG e G dG Y QU dG dG jdG HEG Y j ShQ VjdGh jeCG VjdGh dG J bGh SGQd fdG jeCG FdG b dG d WdG dG QJh f j jQdG g gh ,iNCG hdH fQe d J zjdGh OG dG jeCG eCd{ jM GjJ jeCG VjdGh ie dEG j Ggh ,zk GNCe bdG j CG b{ fY PEG aJ TCGh IQKEG cCG fGY ie Y dG g hdG IQNh dG d jeCG dJ dG gG

    jeCG GJ EG G IQG g eh ,eCG.d FSh eh d ge e d eJ e IOL Hh hdG Sh

    id dG dG J Ya jG jQdG dSCG cCG e ASGh W SQ eeCG UdG j fEG M ,)Moore & Huber, 2001( dG S j G jh . fCH ASG GQe SQh ,JYh dG

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    . H kbW d J SCG IQU :ASH jQdG jGe 2/1/2

    jQJ GgCG Ud IMGh c Qf CG fOQCG GPEG fCG HdG G MCG j G gCG VY h ,ASG c Qf fEa ,BG jdh 1950 Y e dG

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