The Implementation of the Japanese Conceptual Lessons for Promoting the Egyptian Primary Students’ Engagement in Science Learning | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 3, Volume 5, Issue 1, January 2019, Page 79-109 PDF (1.05 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2019.31977 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Tafida Sayed Ahmed Ghanem | ||||
| Research Associate Professor National Center for Educational Research and Development (NCERD) | ||||
| Abstract | ||||
| Abstract: T his research examine and discusses the impact of the recently introduced Japanese conceptual lessons (Hypotheses and Experiments Lessons “HEL”)on primary education in Egypt. The researcher conducted a comparison between the traditional science lessons and the Japanese conceptual lessons in science classes in urban and remote regions of Egypt in three grades of primary school. Students’ observation cards, questionnaires, students’ enjoyment of science and self-efficacy as aspects of students’ engagement in science learning, were analysed. The study identified differences between primary school students’ level of engagement in science learning in urban and remote regions as urban region had better result, and highlighted the promising impact of the Japanese conceptual lessons as a new teaching approach, comparing to the traditional method, aiming to promote primary students’ engagement in science learning in its both dimensions’ enjoyment of science and self-efficacy in primary schools. | ||||
| Keywords | ||||
| Engagement in Science Learning; Self_Efficacy; Enjoyment of Science; Japanese Conceptual Lessons; primary education; Urban and Remote Regions | ||||
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