Mamosta Journal for Pedagogical Sciences and Teacher Education

The Effectiveness of Using Bransford-Stein (IDEAL) Model in Acquiring Biological Concepts among Eighth Grade Basic School Students

2025-05-13T19:12:04+03:00

The purpose of this study is to examine the effectiveness of the Bransford-Stein (IDEAL) model in enhancing the acquisition of biological concepts among eighth grade students. The study used experimental designing, where a sample of 88 students was divided into an experimental group (44 students) taught using Bransford-Stein (IDEAL) model and a control group (44 students) taught using applied learning methods، at the (pary secondary School for girls). The study used a 39-item biological concept acquisition test, which assessed conceptual learning through tasks (Definition, Differentiation and Generalization). The validity (87.5%) and reliability (0.798) of the experiment were confirmed through expert reviews and statistical analysis. The results demonstrated a statistically significant superiority in the performance of the experimental group compared to the control group, indicating the advantage of the experimental intervention. With a large effect size (Cohen’s d = 1.386), this indicates a strong effect of the using Bransford-Stein (IDEAL)model. The results suggest using Bransford-Stein (IDEAL) model facilitate deeper levels of conceptual understanding, student engagement and knowledge uptake in biology education.

Teaching Methods and Teacher Evaluation in Terms of Expertise and Competence

2025-05-10T22:31:39+03:00

This article investigates teaching practices and assessment of teachers in terms of professional expertise and competence. As the main foundations of the educational system, teachers play a vital role in the learning process and student progress. Teacher expertise and skills directly affect the quality of teaching and learning, this article emphasizes the importance of improving teaching methods and teacher evaluation systems and provides recommendations for improving teacher professional qualifications,

The Directions of Teachers Participating in Educational Skills Development Courses for the Teaching Profession

2025-05-21T20:37:16+03:00

The aim of this research is to determine the directions of teachers participating in educational skills development courses for the teaching profession, those who have not graduated from colleges of education, primary education and teacher training institutes. The descriptive program was used in this research, the researcher prepared a tool to measure the orientation of teachers that consisted of (40) items, The research was conducted on a sample of 75 teachers, they were in schools under the General Directorate of Education It is an independent administration of Zakho.

After implementing the research tool and analyzing the data, the results of the research showed that the direction of the teachers participating in the course was positive, because the arithmetic mean (153.12) was greater than the hypothetical mean (120). (t.test) was used for one sample, and it was found that the calculated value (19.805) is greater than the tabulated value (2.000) at the level of statistical significance (0.05) and the score of freedom (74). Regarding the gender orientation of teachers, the t.test was used for two independent samples, and it was found that the calculated value of 1.079 was smaller than the tabulated value of 2.000 at the level of statistical significance (0.05). This means that there is no difference between the study sample according to the gender variable.

The Impact of Thelen's Model on Academic Achievement in Science for all for Eighth-Grade Students

2025-05-23T15:23:44+03:00

This current study aims to investigate the effectiveness of the Thelen model on academic achievement in science among eighth-grade students. The study employed a partially controlled experimental design with two groups: experimental and control. A sample of 39 students was divided into two groups: (20) students in the experimental group, taught using the Thelen model, and (19) students in the control group, taught using the traditional method. The Kurdistan Primary School was intentionally selected for the experiment. An achievement test consisting of (30) multiple-choice items was used after verifying the validity and reliability of the test and statistically analyzing its items in terms of ease, difficulty, discrimination, and effectiveness of false alternatives. After implementing the experiment in the first semester of the 2024-2025 academic year, and obtaining the data, it was statistically analyzed using appropriate statistical methods and the SPSS statistical package. The results showed improved performance of the students in the experimental group and an increase in their academic achievement compared to the control group. At the end of the research, a set of conclusions were reached from the research results, and in light of that, a number of recommendations and proposals were presented for future research.

The Effectiveness of the Good & Lavoie Model in Acquiring Geographical Concepts and Developing Reflective Thinking Among Eighth-Grade Female Students

2025-05-26T11:06:23+03:00

The study’s aim is to investigate the effectiveness of the Good & Lavoie model in acquiring geographical concepts and developing reflective thinking among eighth-grade female students. The research sample consisted of 69 students, purposively chosen from Zakho city population for the 2024–2025 academic year. The sample was divided into two groups: an experimental group consisting of 37 students, who were taught using the Good & Lavoie model, and a control group consisting of 32 students, who were taught the same material employing the traditional method. The researchers confirmed the equivalence between the groups in variables. To accomplish the research aims and test its main and sub-hypotheses, the researchers developed two tools: A Geographic Concepts Acquisition Test, wrapped up with 30 objective items (matching and questions of triple-choice multiple-choice) based on concept elements. A Reflective Thinking Skills Test, consisting of 35 items of triple-choice multiple-choice. Both tools showed validity, reliability and appropriate psychometric properties. Then the instructions were given to the designated subject teacher. After the experiment, the primary researcher administered the tests to the main sample and the results stated:

1.A statistically significant difference in the mean scores of geographic concept acquisition between both groups, favoring the experimental group that were taught using the Good & Lavoie model.

2.A statistically significant difference in the mean scores of reflective thinking skills development between both groups, favoring the experimental group.

The researchers then presented conclusions and recommendations.

Cognitive Distortions and their Relationship Tomaladaptive Schemas among Clients

2025-05-21T09:03:51+03:00

This research aimed to reveal the nature of the relationship between cognitive distortions and maladaptive schemes among counselors. The researcher adopted the descriptive comparative approach to study the variables of this research, and adopted the cognitive theory to explain the variables of his research and in preparing its scales, as he prepared (40)items to measure cognitive distortions distributed over six cognitive distortions represented in (arbitrary reasoning - selective abstraction-overgeneralization - exaggeration and underestimation - personalization - binary thinking) identified by the scientist "Beck 1963". He also prepared a scale for maladaptive schemes consisting of (25) paragraphs distributed over five areas (separation or disconnection and rejection, feeling of mistrust, emotional deprivation, feeling of abandonment and instability, social isolation) which were applied to a sample of students amounting to (170) male and female counselors. After extracting the psychometric characteristics and drawing the results using the SPSS program, the results showed that the counselors had (cognitive distortions and maladaptive plans) and no statistically significant differences were found attributable to the gender variable and that the relationship between them was a strong positive relationship. In light of the research results, some important recommendations and suggestions were presented.

The Effectiveness of the Numbered Heads Together (NHT) Strategy on Scientific Concepts Acquisition for Eighth Grade Students

2025-05-21T23:24:01+03:00

The study focused on investigating the effectiveness of the Numbered Heads Together (NHT) strategy on scientific concepts acquisition by eighth-grade students. The design of the experiment was a post-test one with two equivalent groups. The sample consisted of seventy-two eighth-grade female students from Parwa Girls' School randomly assigned to the experimental group (35) taught using NHT, and control group (37) taught conventionally. An established 28-item Scientific Concepts Acquisition Test was used to assess the outcomes, which were ensured for reliability using the Kuder-Richardson (0.77) and Parallel-Forms (0.85) methods. The experiment spanned over 32 lesson plans for seven weeks. Results showed a significant difference (p ≤ 0.05) in favor of the experimental group. This finding evidently supports the cooperative learning strategies, such as NHT, in improving the understanding of concepts, engagement, and interest in science. Future studies may establish the long-term effects and use of the NHT across other subjects and levels.