الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
First: The Research problem and study plan:
the Research Problem:
The problem of the current study was determined in “the weak level of some critical thinking skills and motivation to learn among fourth-grade students, and the current study sought to address the shortcomings in these aspects through the use of the “generative learning model” in teaching the “living organisms” unit, and measuring its effectiveness in The development of some critical thinking skills and motivation to learn among fourth graders of primary.
Objectives of Research:
The current Research aimed to:
1. Developing the level of some critical thinking skills among fourth-grade students in science .
2. Developing the motivation to learn among fourth-grade students in science
Research questions:
The current Research answered the following two questions:
1. What is the effect of using the “Generative Learning Model” in teaching science on some critical thinking skills of fourth graders of primary scholo?
2. What is the effect of using the “Generative Learning Model” in science teaching on developing the “motivation to learn” among fourth grade students?
Research assignments:
The current Research sought to verify the validity of the following hypotheses:
1. There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group that studied the “living organisms” unit using the “Generative Learning Model” and the scores of the control group that studied the same unit using the usual method in the post application to test critical thinking skills for the benefit of the group Experimental.
2. There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group that studied the “living organisms” unit using the “Generative Learning Model” and the scores of the control group that studied the same unit using the usual method in the post application of the learning motivation scale in favor of the experimental group.
The importance of Research:
The importance of the current Research is due to the following:
1. It provides science teachers with lessons prepared using the generative learning model that can be used in science teaching .
2. Directing the attention of those interested in teaching science towards the use of the generative learning model in science education in a systematic and systematic manner that contributes to increasing the effectiveness and efficiency of science teaching and learning.
3. Directs the view of the masters in charge of planning and curriculum development to use the generative learning model in planning science curricula
4. The research provides researchers with a measure of motivation to learn science and a critical thinking test, which can be used in other educational research.
5. The current research keeps pace with modern trends in the field of science teaching that emphasize the positivity of the learner and his effectiveness in the educational process.
Limitations of the Research:
The current study was limited to:
1. A sample of the fourth grade students in one of the primary schools (Bahta School for Basic Education affiliated to the Maragha Educational Administration) in Sohag Governorate.
2. The first unit (living organisms) included in the science curriculum in the second semester of the fourth grade of primary school .
3. Measuring some critical thinking skills of students using a test prepared for this purpose, and it was limited to five skills: interpretation, deduction, inference, induction, and judgment on information.
4. Measuring some dimensions of students’ motivation to learn science using a scale prepared for this purpose, and it was limited to six dimensions: curiosity, perseverance, independence, responsibility, social, ambition.
Research Approach
The nature of this study necessitated the use of the quasi-experimental approach with two equal experimental and control groups, in which the experimental or independent variable (the generative learning model) enters the position that was set to know its impact on the dependent variables (critical thinking skills, motivation to learn) and the pre and post measurement of the two study tools.
Research materials and tools:
The researcher prepared the following materials and tools:
Research materials:
First: A guide for the teacher to teach according to the Generative Learning Model .
Second: A handbook for the student prepared according to the generative learning model .
Research tools:
First: Critical thinking skills test (prepared by the researcher).
Second: A measure of motivation to learn science (prepared by the researcher).
Research terms:
1- Generative Learning Model:
A model that aims to help fourth-grade students in the active generation process of knowledge by reorganizing the building of previous knowledge and accessing new information and forming relationships between them through the study of science, so that their learning becomes meaningful, and the model consists of four stages or phases (introductory phase _ focus phase _ opposing phase / challenge – applied phase).
2-Critical thinking :
The researcher defines it procedurally as: a pattern of thinking used by the fourth-grade student in interpreting, deducing, extrapolating, extrapolating, and issuing a judgment on scientific information, and it is measured by the degree that the student obtains in the critical thinking test prepared for this purpose.
3-Motivation to learn:
The researcher defines it procedurally as: It is the force that drives the fourth-grade student to exert his maximum energies in an educational position in the field of science and to engage in science activities, which ultimately leads to the achievement of effective learning.
Search procedures:
To achieve the objectives of the research and answer its questions and to test the validity of its hypothesis, the following steps were followed:
1. Reviewing literature, studies and previous research related to research variables to benefit from them in preparing the theoretical framework, which includes:
A. The generative learning model .
B. Critical thinking .
C. Motivation to learn .
2. Preparing research materials and tools, including:
A. A handbook for the student in the light of the generative learning model .
B. A guide for the teacher in the light of the generative learning model ..
C. A test of some critical thinking skills.
D. A measure of the dimensions of motivation to learn
3. Preparing research materials and tools and presenting them to a group of arbitrators from professors of curricula and science teaching methods to express their opinion and make the required modifications
4. Conducting an exploratory experiment in order to control the materials and tools of the current study
5. Selection of a sample of fourth grade students, and dividing it into two equal groups: an experimental group and a control group.
6. Pre-application of the two research tools on the control and experimental groups to ensure that they are equivalent to .
7. Implementation of the study experiment on the two groups (teaching the selected unit using the generative learning model for the experimental group and studying the same unit chosen for the control group in the usual way).
8. Post application of the study tools on the experimental and control groups.
9. The results are statistically processed, analyzed and interpreted.
10. Presenting recommendations and suggestions in the light of the results
Research Recommendations
Based on the results, the following recommendations can be formulated:
a. In the field of curricula:
• Reorganizing science curricula and enriching them with scientific activities and experiments that contribute to developing sound thinking skills in general and critical thinking in particular.
• The necessity of paying attention to the training of students and their practice of critical thinking skills in science lessons
• Working on developing multiple types of thinking, foremost among which is critical thinking
• Work to create the educational environment and make it conducive to the use of modern teaching models, including the generative learning model, by providing the necessary educational equipment, materials and tools.
• Paying attention to the inclusion of curricula, especially good science curricula, that help develop critical thinking skills and motivation to learn among learners at all educational levels.
• - That teachers and those in charge of the teaching process be interested in choosing teaching activities that contain educational stimuli and motives such as challenge, perseverance, curiosity, responsibility, ambition and social acceptance.
• Duties of work to ensure that the school provides the necessary capabilities to carry out school activities, training programs and competitions for students to make the educational material interesting, in order to develop the spirit of learning, perseverance, curiosity, curiosity, knowledge, ambition and social acceptance.
• - Attention should be paid to evaluating critical thinking skills and other patterns of sound thinking among learners in school curricula, especially science curricula
• Interest in evaluating the dimensions of the learners’ motivation to learn through academic curricula, especially science curricula.
• - The inclusion of some modern teaching models, including the generative learning model, in the teacher’s guide book for the subject of science to help them use it in teaching science at all levels.
• Directing the attention of educators and researchers to programs for learning critical thinking skills that are based on a clear educational philosophy that effectively contributes to developing different critical thinking skills among learners.
• Those responsible for preparing and developing school curricula must take into account the importance of developing critical thinking skills and motivation for learning among learners to contribute to solving community problems and developing it and facing contemporary challenges.
• Paying attention to the emotional aspects in science curricula and other curricula that help develop students’ motivation to learn, by linking lessons to their tendencies and needs and what happens in their daily lives so that students accept learning and make it easier for the teacher to link them to their life experiences.
• Directing the attention of educators and researchers to programs for learning critical thinking skills that are based on a clear educational philosophy with enthusiasm
• Those in charge of preparing the curricula must take into account the formulation of curricula in the curricula of different books, combining them, and efforts made to reach a solution to what confronts them, independence and responsibility for their learning and developing curiosity and curiosity to develop curiosity to learn more about the lesson, and to see ambition and acceptance.
b. In the field of preparing and training teachers:
• The use of the “generative learning model” in science education is one of the modern methods based on social constructivist theory; Which requires the necessity for science teachers to be familiar with the primary cycle before and during service with the philosophy and nature of teaching with this model; Therefore, the researcher recommends the following:
• Holding training courses for students of the College of Education to acquire and train them to use critical thinking skills and how to employ them within science curricula.
• Training the students of the College of Education on how to use the generative learning model in teaching in the classroom through practical education
• Holding in-service training courses for science teachers in the primary cycle in order to provide them with critical thinking skills and how to use them well in science curricula.
• The necessity of training teachers to use the generative learning model in teaching the science curriculum, which helps students to employ their previous experiences and information in learning to access new information.
c. In the field of teaching methods:
• Interest in using the generative learning model in learning science, through which it is possible to confront individual differences between students and achieve some of the goals of teaching science effectively.
• Attention to the search for models and modern teaching methods that depend on the positivity and activity of the learner and work to employ them in learning science
• Interest in using modern and diverse teaching methods and models that help develop critical thinking skills and motivation to learn among learners at different educational stages.
d. d- In the field of calendar:
• The researcher recommends the following:
• • Using a variety of assessment methods that measure all aspects of learning in science, skill, emotional and cognitive .
• Diversify the questions used from objective and essay in evaluating the different aspects of learning, and diversify the questions to include questions that measure critical thinking skills from interpretation, conclusion, elicit, extrapolation and judgment on the validity of the information.
• Providing questions in the form of life situations and problems, which would develop students’ motivation and develop critical thinking skills.
• Focusing on the tribal and post-calendar to know the level of progress and the extent to which the objectives have been achieved
• Focusing on the formative and final assessment, in addition to homework .
• • Interest in measuring the level of different types of thinking skills and critical thinking skills in particular
• • Paying attention to measuring the motivation to learn on an appropriate and standardized scale
Suggested research:
In light of the research findings and recommendations, the following research and proposals can be formulated:
1- A proposed program to train science teachers to use some modern teaching models in teaching science and measure their effectiveness in developing their teaching skills.
2- The effect of using the generative learning model in science teaching on developing critical thinking among middle school students
3- The effect of using the generative learning model in science teaching on the development of scientific concepts among middle school students
4- The effect of using the generative learning model in science teaching on the development of social skills and cognitive achievement of primary school students
Studying the effect of using the generative learning model in science teaching on basic science processes and cognitive achievement among primary school students.
6- A diagnostic study of the deficiencies that impede the development of critical thinking skills among students in the primary and preparatory stages, which may help in finding appropriate and alternative solutions to overcome these obstacles.
7- The effect of using the generative learning model in developing the habits of mind and positive thinking in science for middle school students 0
8- The effect of using the generative learning model in science teaching on developing scientific concepts and manual skills for middle school students.