DSpace Collection: AAUP-General PublicationsAAUP-General Publicationshttp://repository.aaup.edu/jspui/handle/123456789/52023-05-19T12:53:08Z2023-05-19T12:53:08ZUsing WhatsApp in Teaching Chemistry and Biology to Tenth GradersAbualrob, Marwan$AAUP$PalestinianNazzal, Safa$AAUP$Palestinianhttp://repository.aaup.edu/jspui/handle/123456789/12842020-09-09T11:43:04Z2019-11-02T00:00:00ZTitle: Using WhatsApp in Teaching Chemistry and Biology to Tenth Graders
Authors: Abualrob, Marwan$AAUP$Palestinian; Nazzal, Safa$AAUP$Palestinian
Abstract: The aim of the study is to assess the extent to which WhatsApp Instant Messaging is used to teach chemistry and biology to the tenth-grade students. A mixed approach was used, whereby the authors drew on the content analysis model to analyze quantitative data. The sample consisted of 28 Palestinian tenth-grade students and their teachers, who used WhatsApp Instant Messaging for four months (the Spring semester of 2019). The collected data was divided into four categories: the nature of the message (instructional, organizational, or social); the form of the message (texts, pictures/graphs, voice recordings, videos, or link-sharing); the direction of communication flow (from a teacher to a student, from a student to a teacher, from a student to a student, or from a teacher to a teacher); and knowledge exchange. Our findings suggest that WhatsApp is used more for non-instructional purposes– particularly socialization– yet the portion of instruction-related messages was somehow enough to predict more effective future use of the application for teaching/learning purposes.2019-11-02T00:00:00ZThe Affordances of Augmented Reality in Delivering the Science Curriculum to Elementary GradesAbualrob, Marwan$AAUP$Palestinianhttp://repository.aaup.edu/jspui/handle/123456789/12822020-09-09T11:43:03Z2019-12-04T00:00:00ZTitle: The Affordances of Augmented Reality in Delivering the Science Curriculum to Elementary Grades
Authors: Abualrob, Marwan$AAUP$Palestinian
Abstract: The current science books for Palestinian elementary schools essentially consist of picture-based activities. Each lesson features images which students are asked to reflect on, and provide oral and written answers to questions linked to each image. This rich curriculum is being delivered in traditional methods, and few teachers have to date ventured into utilizing modern technologies that can be easily accessible. The present research effort measures the affordances of augmented reality in delivering the science curriculum to elementary grades in the West Bank. An interaction analysis study was used, in which activities from the third grade science textbook were demonstrated using AR technologies to identify their role in enhancing learners’ interaction with pictures in the science school books. A sample of 50 third grade female students, from a West Bank basic school for girls, was drawn from the study population (all third grade students in the West Bank). The 50 students were divided evenly into homogeneous control and intervention groups. Seven activities were delivered conventionally for the former and with augmented reality technologies for the latter. The findings suggest that students taught with augmented reality-enhanced procedures were particularly engaged and effectively responsive, both orally and in written tasks.2019-12-04T00:00:00Z