THE STUDY OF THE IMPACT OF TEACHING BIOLOGY BASED ON THE INDUCTIVE THINKING METHOD ON THE LEARNING LEVELS: CONSIDERING THE MALE STUDENTS IN THE SECOND GRADE OF HIGH SCHOOLS

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VEISI KAHREH SAEED; KORD NOGHABI RASOOL; FARHADI MEHRAN

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Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2015 | Volume:12 | Issue:17 (44) Page(s): 99-109

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Title

THE STUDY OF THE IMPACT OF TEACHING BIOLOGY BASED ON THE INDUCTIVE THINKING METHOD ON THE LEARNING LEVELS: CONSIDERING THE MALE STUDENTS IN THE SECOND GRADE OF HIGH SCHOOLS

Author(s)

VEISI KAHREH SAEED | KORD NOGHABI RASOOL | FARHADI MEHRAN | Issue Writer Certificate

Keywords

INDUCTIVE THINKINGQ2

BIOLOGYQ2

LEARNING LEVELSQ1

Abstract

Focusing on the male students in the second grade of high school in Hamedan city, this research had been conducted to identify the effectiveness of the inductive teaching method on the LEARNING LEVELS :(remembering, understanding, and applying). It was, also, designed based on the experimental type (Solomon's four groups). All the students in second grade of high schools in Hamedan had been chosen as the statistical population, based on the cluster sampling. To collect the data, a researcher-made questioner, including 30 multiple questions (with content validity) was used, the first ten of which focused on the remembering (the extent of learning) and the rest measured the understanding and applying (the depth of learning). Randomly selected, 80 students had been categorized in four groups of 20 students (2 control groups and 2 experimental groups). At first, the pre-test was taken and after passing seven sessions of education, all four groups were given the post- test. In order to analyze the data, MANOVA was used. Based on the findings, it was determined that INDUCTIVE THINKING method had significant effect on the extent of learning (remembering); however, there was no significant effect regarding the depth of learning (understanding, applying). It can be, therefore, said that this very teaching method can increase the extent of the learning but not the depth of learning.

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APA: Copy

VEISI KAHREH, SAEED, KORD NOGHABI, RASOOL, & FARHADI, MEHRAN. (2015). THE STUDY OF THE IMPACT OF TEACHING BIOLOGY BASED ON THE INDUCTIVE THINKING METHOD ON THE LEARNING LEVELS: CONSIDERING THE MALE STUDENTS IN THE SECOND GRADE OF HIGH SCHOOLS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 12(17 (44)), 99-109. SID. https://sid.ir/paper/127323/en

Vancouver: Copy

VEISI KAHREH SAEED, KORD NOGHABI RASOOL, FARHADI MEHRAN. THE STUDY OF THE IMPACT OF TEACHING BIOLOGY BASED ON THE INDUCTIVE THINKING METHOD ON THE LEARNING LEVELS: CONSIDERING THE MALE STUDENTS IN THE SECOND GRADE OF HIGH SCHOOLS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2015;12(17 (44)):99-109. Available from: https://sid.ir/paper/127323/en

IEEE: Copy

SAEED VEISI KAHREH, RASOOL KORD NOGHABI, and MEHRAN FARHADI, “THE STUDY OF THE IMPACT OF TEACHING BIOLOGY BASED ON THE INDUCTIVE THINKING METHOD ON THE LEARNING LEVELS: CONSIDERING THE MALE STUDENTS IN THE SECOND GRADE OF HIGH SCHOOLS,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 12, no. 17 (44), pp. 99–109, 2015, [Online]. Available: https://sid.ir/paper/127323/en

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