Ghanem, T. (2019). 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, 5(1), 79-109. doi: 10.21608/jrciet.2019.31977
Tafida Sayed Ahmed Ghanem. "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, 5, 1, 2019, 79-109. doi: 10.21608/jrciet.2019.31977
Ghanem, T. (2019). '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, 5(1), pp. 79-109. doi: 10.21608/jrciet.2019.31977
Ghanem, T. 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, 2019; 5(1): 79-109. doi: 10.21608/jrciet.2019.31977
The Implementation of the Japanese Conceptual Lessons for Promoting the Egyptian Primary Students’ Engagement in Science Learning
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.
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