عاجل قبل الأربعاء يامشرفين وأعضاء ومترجمين المنتدى ...

[السااااهر]

بسم الله الرحمن الرحيم

السلام عليكم ورحمة الله وبركاته

مشرفي المنتدى / أعضاء المنتدى من يمتلك خبرة في الترجمة اتمنى من الله ثم منكم مساعدتي في ترجمة هذه الملخصات لحاجتي اليها في تحضير رسالة الماجستير الخاصة بي ... فبعد محاولات ببرنامج الوافي والترجمة عن طريق جوجل لم أستطع تنسيقها ولم أفهم بعض الجمل ... بإختصار أحتاج الى مترجم خبير بحيث يترجمها وينسقها لي لتصبح واضحة

وجزا الله خيراً من ساعد في ترجمتها لي .. وشكراً

أخوكم / السااااهر

الملخصات:

The Use of a Computer Simulation to Promote Scientific
Conceptions of Moon Phases

This study described the conceptual understandings of 50 early childhood (Pre-K-3)
preservice teachers about standards-based lunar concepts before and after inquiry-based instruction
utilizing educational technology. The instructional intervention integrated the planetarium software Starry
Night BackyardTM with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data
sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants’ interviews
were used along with the drawings and card sorting responses during data analysis. The various data were
analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and
postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of
the participants understood the cause of moon phases, and none were able to draw both scientific moon
shapes and sequences. After the instruction with technology integration, most participants (82%) held a
scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences
(80%). The results of this study demonstrate that a well-designed computer simulation used within a
conceptual change model of instruction can be very effective in promoting scientific understandings.
Planetarium software programs like Starry Night BackyardTM (version 1.0) (used in this
study) address the aforementioned implementation issues associated with teaching moon phases
experientially. They accomplish this by allowing students to make accurate observations in a
realistic simulated environment and to collect more moon data in a shorter period of time. These
programs feature easy-to-use graphic interfaces and provide accurate representations of the day
and night skies. The software allows the user to make observations from any location on earth over
any time period and from any direction or perspective. Additionally, the software can facilitate
students’ development of scientific understandings by freeing their observations from typical
moon-viewing frustrations associated with weather conditions and obstructions from tall
buildings, mountains, and trees.
Starry Night Backyard (and other planetarium software) belongs to a class of computer
programs known as simulations. Computer simulations are programs based on a scientific model
of a system or process (de Jong&Van Joolingen, 1998). These simulations allowstudents to make
accurate observations of phenomena that could otherwise be completed only in the real world or
in some cases not at all. The computer simulation experience ranges from a variety of dynamic
two- and three-dimensional desktop settings to full immersion virtual reality systems. Previous
research has demonstrated the effectiveness of computer simulations in facilitating student
learning. For example, a recent meta-analysis of 42 studies reporting the effectiveness of various
types of computer-assisted instruction on student achievement found computer simulations to be
the most effective, with a mean effective size of 0.391 SD as compared to traditional instruction
(Bayraktar, 2002). Akpan and Andre (2000) found that students who used a simulated frog
dissection learned significantly more anatomy than those who performed actual dissections.
Barnea and Dori (1999) concluded that chemistry students who used a computer-based molecular
modeling simulation performed better than students using a traditional approach in three
performance areas (spatial ability, understanding geometric and symbolic representations, and
perception of scientificmodels). Huppert, Lomask, and Lazarowitz (2002) found that 10th-grade
biology students using a computer simulation on the growth curve of microorganisms attained
greater achievement on content-based objectives than those in a control group. In a comparison of
a field trip experience to a computer simulation, Winn et al. (2006) found that while the field
experience facilitated the contextualization of learning for students with little experience on the
ocean, the simulation facilitated content acquisition by connecting what students learned from the
simulation to other content they learned in class.