أثر تدريس العلوم بالاستراتيجيات المحفزة للتشعب العصبي في أداء طلبة الصف الثامن الأساسي في متغيري سعة الذاكرة العاملة البصرية المكانية والعاملة اللفظية

Translated title of the contribution: The impact of Teaching Science by Strategies that Stimulate Neural Branching on Eighth Grade Students’ Performance in Visuospatial and Verbal Working Memory Capacities

Sulaiman Al-Balushi, Khadija Al Balushi

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to reveal the effect of
teaching science using strategies that stimulate neural
branching on visuospatial and verbal working memory
capacities. The study sample consisted of (197) students
divided into two experimental groups and a control group. The
first experimental group was taught using strategies that
stimulate neural branching: hypothetical thinking, application
of symbol systems, analysis of point view, and web analysis,
while the second experimental group was taught using the
same strategies supported by technology. However, the control
group was taught using conventional instruction. To answer
the research questions "odd one out "and "recall listening
span" tests were used. The results showed significant
differences in the visuospatial working memory capacity in
favor of the experimental groups. There were no significant
differences between the groups in the verbal working memory
Original languageArabic
Article number3
Pages (from-to)239-252
Number of pages14
JournalThe Jordanian Journal of Educational Sciences
Publication statusPublished - Apr 12 2018

Cite this

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title = "أثر تدريس العلوم بالاستراتيجيات المحفزة للتشعب العصبي في أداء طلبة الصف الثامن الأساسي في متغيري سعة الذاكرة العاملة البصرية المكانية والعاملة اللفظية",
abstract = "The purpose of this study was to reveal the effect ofteaching science using strategies that stimulate neuralbranching on visuospatial and verbal working memorycapacities. The study sample consisted of (197) studentsdivided into two experimental groups and a control group. Thefirst experimental group was taught using strategies thatstimulate neural branching: hypothetical thinking, applicationof symbol systems, analysis of point view, and web analysis,while the second experimental group was taught using thesame strategies supported by technology. However, the controlgroup was taught using conventional instruction. To answerthe research questions {"}odd one out {"}and {"}recall listeningspan{"} tests were used. The results showed significantdifferences in the visuospatial working memory capacity infavor of the experimental groups. There were no significantdifferences between the groups in the verbal working memory",
author = "Sulaiman Al-Balushi and {Al Balushi}, Khadija",
year = "2018",
month = "4",
day = "12",
language = "Arabic",
pages = "239--252",
journal = "The Jordanian Journal of Educational Sciences",

}

TY - JOUR

T1 - أثر تدريس العلوم بالاستراتيجيات المحفزة للتشعب العصبي في أداء طلبة الصف الثامن الأساسي في متغيري سعة الذاكرة العاملة البصرية المكانية والعاملة اللفظية

AU - Al-Balushi, Sulaiman

AU - Al Balushi, Khadija

PY - 2018/4/12

Y1 - 2018/4/12

N2 - The purpose of this study was to reveal the effect ofteaching science using strategies that stimulate neuralbranching on visuospatial and verbal working memorycapacities. The study sample consisted of (197) studentsdivided into two experimental groups and a control group. Thefirst experimental group was taught using strategies thatstimulate neural branching: hypothetical thinking, applicationof symbol systems, analysis of point view, and web analysis,while the second experimental group was taught using thesame strategies supported by technology. However, the controlgroup was taught using conventional instruction. To answerthe research questions "odd one out "and "recall listeningspan" tests were used. The results showed significantdifferences in the visuospatial working memory capacity infavor of the experimental groups. There were no significantdifferences between the groups in the verbal working memory

AB - The purpose of this study was to reveal the effect ofteaching science using strategies that stimulate neuralbranching on visuospatial and verbal working memorycapacities. The study sample consisted of (197) studentsdivided into two experimental groups and a control group. Thefirst experimental group was taught using strategies thatstimulate neural branching: hypothetical thinking, applicationof symbol systems, analysis of point view, and web analysis,while the second experimental group was taught using thesame strategies supported by technology. However, the controlgroup was taught using conventional instruction. To answerthe research questions "odd one out "and "recall listeningspan" tests were used. The results showed significantdifferences in the visuospatial working memory capacity infavor of the experimental groups. There were no significantdifferences between the groups in the verbal working memory

M3 - Article

SP - 239

EP - 252

JO - The Jordanian Journal of Educational Sciences

JF - The Jordanian Journal of Educational Sciences

M1 - 3

ER -