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100	1		_aFarah, Nathalie S. _gDoctorate of Chemistry Education
245	1	0	_aTo what extent , the use of inquiry and reflection method of teaching initiates grades 8 chemistry students to become thinkers and researchers?
260			_aBeirut _bUniversité Libanaise - école doctorale des lettres _c2015
300			_a307 pages
500			_aالنوع : Thèse
520	3		_aRecently, chemistry teachers in Lebanese schools have detected lack in intermediate and secondary students’ critical thinking skills, such as solving problems, analyzing data and interpreting experiments results. These might be because of the chemistry curriculum’s content and objectives mismatch. In order to remedy this problem, we have elaborated the Inquiry and Reflection teaching method, and then have implemented it in one Lebanese private school during three months. Nineteen grade-8 students constituted the experimental group and learned via this instructional method, while nineteen grade-8 others formed the control group and learned via the traditional method. In order to measure the impact of the I&R method implementation on the experimental students’ achievement and critical thinking skills, we have compared both group member’s grades in the pre-test, post-test, analysis questions, interpretation problems and argumentative test. In addition, the students’ lab reports and research have been analyzed, and interviews with ten students and four teachers have been conducted in order to measure the experimental group students’ attitude and motivation. Findings show that the experimental group students have improved significantly their achievement and their critical thinking skills, while the control group students have not.
650		4	_aCycle moyen L’enseignement des Sciences Méthodes d’enseignement
650		4	_aIntermediate Education Sciences education Teaching Methods
650		4	_aالمرحلة المتوسطة تعليم العلوم طرق التعليم
856			_zUniversité Libanaise - Faculté de Pédagogie - Deanship
942			_cLAESDATA
999			_c19956 _d19956