عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq303829023
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Effects of Logo-based instruction on the learning of selected geometry concepts at the secondary school level
نام عام مواد
[Thesis]
نام نخستين پديدآور
M. M. Yusuf
نام ساير پديدآوران
J. L. T. Bohren, Sardar A.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
University of Cincinnati
تاریخ نشرو بخش و غیره
1990
مشخصات ظاهری
نام خاص و کميت اثر
450
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ed.D.
کسي که مدرک را اعطا کرده
University of Cincinnati
امتياز متن
1990
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
This study seeks to determine whether the middle school students taught the geometry concepts of points, rays, lines, and line segments with Logo Based Instruction (LBI) would score significantly higher, would have a more positive attitude towards learning geometry, learning Logo, learning through LBI, and would have a better conceptualization of points, rays, lines, and line segments than the students taught the same concepts by the teacher through lecture, and paper and pencil activities. The sample consisted of 67 seventh and eighth graders. They were divided into two groups, the experimental group (18 females and 17 males) and the control group (13 females and 19 males). Students in the experimental group were taught the basic turtle commands of Apple II Logo. They then were taught the concepts of points, rays, lines, and line segments through LBI, a set of tutorial modules written by the researcher in the Apple II Logo computer language. The control group was taught the same concepts using lecture, and paper and pencil activities. The regular classroom teacher taught both the experimental and control groups by following the treatment plans designed by the researcher. Achievement tests, Likert and Semantic Differential Scales, and interview sheets were developed and used to determine students' achievements, attitudes, and conceptualization of the four geometry concepts respectively. Most ANCOVA and usdtusd-tests were significant at 0.05 level in favor of the experimental group. Audio taped interviews of sixteen students (10 females and 6 males) from the experimental group and 16 students (6 females and 10 males) from the control group were analyzed. The results indicated that the students in the experimental group had a deeper conceptualization of the four geometry concepts after the LBI. The results also indicated that the students in the experimental group had significant increases in their van Hiele levels in comparison to the students in the control group.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Education
موضوع مستند نشده
Educational software
موضوع مستند نشده
Mathematics education
موضوع مستند نشده
Mathematics education
موضوع مستند نشده
Secondary education
موضوع مستند نشده
Secondary education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
J. L. T. Bohren, Sardar A.
مستند نام اشخاص تاييد نشده
M. M. Yusuf
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
