Prepared by: Ayman H. Fakhreddine (Master degree) Kamel H. Hashem (PHD)

1. The Impact of Using ICT on the 9th Graders in Acquiring Electricity Concepts, Mental Models, and Creative Thinking. Prepared by: Ayman H. Fakhreddine (Master degree) Kamel H. Hashem (PHD) Department of learning sciences Al-Quds University Jerusalem, Palestine April 2013

2. 1.Introduction: • ICT (information communication technology) is considered an important field in the educational processes since it could be applied to many educational sectors specifically in teaching and learning, and this was due to the technology revolution in most fields; social and educational sciences. Those was reflected in changing educational process which due to; in appeared new methods of teaching such as (electronic learning, blended learning) those aided to the teachers in using suitable methods of teaching through technology applications, and learning students in suitable environment to fit all individual difference. So the ICT it contributes to development methods of teaching, and students’ achievement.

3. 1.Introduction: • By using ICT in teaching and learning, many targets could be achieved which offers suitable environment of teaching and learning through use the website learning (Moodle, Wikipedia, E-library…), and computer application (computerized program, and educational games) .That enable the teachers to reduce the time and efforts in teaching, interest in individual differences between students, and it benefits to divide the material into (input, process, and output) by apply the material in technology applications. So the ICT consider the important system in Nawashi,2010)).twenty-first century

4. 2.purpose of the study : • The main purposes of this study are on the impact of using ICT in acquiring Electricity concepts, mental models, and creative thinking to the 9the graders .The study aims at investigating the following: • 1. To detection the impact of using methods of teaching (BSBL, BCL) in acquiring electricity concepts compared to usual learning to the 9th graders. • 2. To detection the impact of using methods of teaching (BSBL, BCL) in creative thinking compared to usual learning to the 9th graders. . • 3. To detection the impact of using methods of teaching (BSBL, BCL) in mental models compared to usual learning to the 9th graders.

5. 3. significance of the study: • 1-Will add to the teachers: the experience in using ICT in teaching, and using new methods such as (blended self –Based learning, blended collaborative learning) in teaching and learning science to facility the educational process. • 2- Will add to the students: the ability on acquiring electricity concepts effectively, development skills, and creative thinking. • 3- On the scientific level: will contribute to apply the ICT system in educational institutions and to employs ICT by open new prospects for more studies in teaching and learning which is in high demand in Palestine.

6. 4. Research Questions: • 1- Is there significant difference in acquiring electricity concepts on the 9thgraders due to methods of teaching (blended self –based learning, blended collaborative learning, usual learning), And the interaction between them ? • 2- Is there significant difference in mental models on the 9thgraders due to methods of teaching (blended self –based learning, blended collaborative learning, usual learning), And the interaction between them ? • 3- Is there significant difference in creative thinking on the 9thgraders due to methods of teaching (blended self –based learning, blended collaborative learning, usual learning), And the interaction between them ?

7. 5. Hypotheses of the study: • The null-hypotheses of this study are the following: • 1- There is no significant difference (at the level of α ≤ .05) between the acquiring electricity concepts by students who use methods of teaching (blended self –Based learning, blended collaborative learning), and the acquiring electricity concepts by students who use usual learning, to the 9th graders. • 2- There is no significant difference (at the level of α ≤ .05) between the creative thinking by students who use methods of teaching (blended self –Based learning, blended collaborative learning), and the creative thinking by students who use usual learning, to the 9th graders. • 3- There is no significant difference (at the level of α ≤ .05) between the mental model by students who use methods of teaching (blended self –Based learning, blended collaborative learning), and the mental models by students who use usual learning, to the 9th graders.

8. 6.Variables: • 1.Independent variables: • A. Blended self –based learning • B. Blended collaborative learning • C. Usual learning. • 2 Dependent variables: • A. Acquiring electricity concepts. • B. Creative thinking. • .C. Mental models

9. 7. Methodology: • Sample: • The sample of the study consisted of (94) students –male and female-from 9th grade – Sisters of St. Joseph school, and Al-Rawda college school in Nablus-Palestine at the scholastic year 2012/2013.it was picked intentionally. • The researcher assigned three study groups randomly which were the control and experiment group. The control group consisted of (29) students' male and female from 9th graders –section (B) to the Sisters of St. Joseph School, and it's been taught in the usual method. The experiment groups was taught in two groups, the first experiment group taught on blended self- based learning (BSBL) and consisted of (36) students male and female from 9th graders to the Al-Rawda college school, and the second experimental group taught on blended collaborative learning (BCL) and consisted of (29) students male and female from 9th graders-section (A) to the Sisters of St. Joseph School.

10. 7. Methodology: • Tools: • A. Acquiring electricity concepts. • B. Creative thinking. • .C. Mental models • Statistical analysis : • The data were analyzed by using MANOVA.

11. 8. Results: • 1.There was statistically significant difference (at the level of α ≤ .05) in acquiring electricity concepts due to methods of teaching in favor which used the (blended self –based learning, and blended collaborative learning). • 2.There was statistically significant difference (at the level of α ≤ .05) in mental models due to methods of teaching in favor which used the (blended self –based learning, and blended collaborative learning). • 3. There was statistically significant difference (at the level of α ≤ .05) in creative thinking due to methods of teaching in favor which used the (blended self –based learning, and blended collaborative learning).

12. 9. Recommendations: • Apply the ICT in teaching and learning by new methods of teaching (Blended collaborative learning, and blended self-based learning) Especially in teaching and learning physics, design computerized educational program and use as educational aids, apply more studies should be conducted to investigate the impact of using ICT on different variables and different subjects for the purpose of the raising .achievement students

13. Thank you