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100	1		_aHamzeh, Dima _gMaster, تعليم علوم الحياة
245	1	4	_aThe effect of ICT-based criterion-referenced instruction on student achievement in certain reasoning skills
260			_aBeirut _bUniversité Libanaise - Faculté de Pédagogie - Deanship _c2014
300			_a98 pages
500			_aالنوع : Mémoire
520	3		_aScience education research proved that the conventional lecture-oriented instruction fails to produce higher order biology learning (Kumar & Zayapragassarazan, 2012). Consequently, requests for reform in science teaching methods favoring student-centered learning pedagogy increased (Michael, 2006). This action research was performed in March, 2014, in a school (school X) in the Aley region on grade ten students (N-13). Its purpose is to study the effect of ICT-based criterion-referenced instruction on students’ achievement in certain science reasoning skills: table analysis, graph analysis and hypothesis formulation. It also aims to determine if this method increases boys and girls achievement equally in these reasoning skills. This action research comprised a pre-test, a two-hour treatment, and a post-test. Findings proved the significant effect of ICT-based criterion-referenced instruction on increasing students’ achievement in several science reasoning skills: graph analysis and hypothesis formulation on students of grade ten in school X. Results showed that ICT-based criterion-referenced instruction increased the achievement of girls but did not increase the boys’ achievement in the applied intervention.
650		4	_aCapacités élevées de réflexions
650		4	_aHigh Order Thinking Skills
650		4	_aMéthodes d’enseignement L’accomplissement des étudiants
650		4	_aTeaching Methods Students achievement
650		4	_aالمهارات العليا في التفكير
650		4	_aطرق التعليم تحصيل الطلبة
856			_zUniversité Libanaise - Faculté de Pédagogie - Deanship
942			_cLAESDATA
999			_c20012 _d20012