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首页> 外文会议>International Conference on Community Development >Scientific Reasoning Skills Among Arabic Secondary School Students and Its Relationship With Teaching Styles of Arabic Secondary School Brunei Darussalam Teachers
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Scientific Reasoning Skills Among Arabic Secondary School Students and Its Relationship With Teaching Styles of Arabic Secondary School Brunei Darussalam Teachers

机译：阿拉伯中学生中的科学推理技巧及其与阿拉伯中学教学款式的关系及其关系

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This survey research aims to gauge the levels of students' scientific reasoning skills and teachers' teaching style at three Arabic secondary schools in Brunei Darussalam. The research design employed was that of a survey research. Using the stratified random sampling, a total of 60 students and 60 teachers were involved as the respondents of this study. Two research instruments were used for the data collection, namely the Scientific Reasoning Skills Test, and Teachers' Teaching Style Inventory. The data were analysed descriptively using the frequency, percentage and mean, and inferentially by means of a t-test and Pearson Moment Product Correlation. The findings indicated that there are generally three levels of scientific reasoning skills, of which 83.3% of the students achieved the Level 1 (concrete operational), 16.7% achieved the Level 2 (transition operational), and none of the students achieved the Level 3 (formal operational). Generally, the scientific reasoning skills of Year 10 students at the Arabic secondary schools was at Level 1 (concrete operational) with an overall mean of 2.47. The thinking patterns indicate that, while 40 to 60% of the students were able to master the theoretical aspect, more than 85% of the students were weak in the aspect of giving reasons or correctly reasoning to the theory. On the basis of students' perceptions, the findings also indicated two dominant teaching styles, namely the Expert and the Delegator. Overall, the correlation between students' perceptions on teacher teaching style and the levels of scientific reasoning indicated that there was no significant relationship between the two variables. Accordingly, the dominant teaching styles of the teachers could not be matched to the levels of scientific reasoning skills of the students. In conclusion, this research not only manifests a benchmark of scientific reasoning skills among students in the Arabic secondary schools in Brunei Darussalam, it also opens an avenue for other researchers to explore scientific reasoning skills at depth so that a teaching model could be generated to reinforce students' scientific reasoning skills.
机译：本次调查研究的目的是评估学生的科学推理能力和教师教学风格的水平在文莱3所阿拉伯语中学。所采用的研究设计了一项调查研究。采用分层随机抽样，共60名学生和60名教师参与作为这项研究的受访者。两个研究工具被用于数据采集，即科学推理能力测试，以及教师的教学风格库存。使用频率，百分比和平均数据进行了描述性分析，并推论通过t检验和Pearson矩产品相关的装置。研究结果表明一般有三个层次的科学推理能力，而这对学生的83.3％达到的级别1（具体的操作），16.7％达到了2级（过渡操作），并且没有一个学生取得的第3级（正式操作）。一般情况下，10名学生在阿拉伯语中学年的科学推理技能在1级与2.47的总体平均（具体操作）。的思维模式表明，虽然学生的40〜60％的人能够掌握理论方面，学生的85％以上，在说明理由或正确的推理理论方面很弱。对学生认知的基础上，研究结果还表明两个主要的教学方式，即专家和被代理方。总体而言，学生对老师的教学方式认识和科学推理水平之间的相关性表明，有两个变量之间没有显著的关系。因此，主要的教学风格的教师不能被匹配到的学生的科学推理能力水平。总之，这项研究不仅体现学生在文莱达鲁萨兰国的阿拉伯语中学之间的科学推理能力的标杆，它也开辟了一个渠道为其他研究人员在深入探讨科学推理能力，使教学模型可以生成加强学生的科学推理能力。

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