اثر التدريس بالوسائط المتعددة في ضوء نظرية الذكاءات المتعددة في اكتساب المفاهيم الكيميائية لدى طلاب الصف الرابع العلمي

Abstract

Educators and educators face problems related to how to prepare future generations in a way that qualifies them to deal with the realities of science and related technologies to meet the challenges of this era. Hence the urgent need to pay attention to teaching science and continue to develop various methods and methods in its education, so that the student benefits from knowledge experiences and employs them in his life. Through the researcher’s experience in teaching chemistry and through her discussion by a number of chemistry teachers for the fourth scientific grade, he found that there is difficulty in learning chemical concepts by students and their dependence on deaf memorization of the material and thus not retaining what they have learned of chemical concepts. Which leads to a weakness in their academic achievement and a failure to establish chemical concepts in their minds, and consequently a weakness in their academic achievement. The researcher also noted that the shortage in laboratories and their unpreparedness of laboratory materials and tools to support chemical concepts made the student memorize chemistry and consider that the smart student is the one who memorizes the material and answers the exam questions regardless of the individual differences between the students and the discrepancy in their intelligence. The diversity of levels of concepts presented in the content of chemistry for the fourth grade approved by the Ministry of Education, and the variation in students’ abilities and the difference in their speed of assimilation and mastery, prompt us to think about using effective methods that increase the student’s ability, readiness, and speed in learning and acquiring information. Researchers almost agree that the reality of teaching chemistry in secondary schools in our country still gives teachers great interest in their adoption of old methods and methods of presenting the study material, which led to students’ poor knowledge of the subject and its main components, which caused a decrease in their academic achievement and their access to the most important relationships that link what they acquire. information and concepts about it. The presentation of the topics in the book does not arouse interest and suspense among the students. The educational learning materials are often presented in dry and boring ways without taking into account the learners’ environment and their needs. In addition, it does not pay attention to their different perceptions and mental abilities and the diversity of teaching methods required to address each group in a way that suits their way of learning. Which made most of the learners deal with the study materials without emotional influence or emotion, which generated aversion and boredom in some of them (Amer and Rabie, 2008: 90).

When searching for the existence of a relationship between multimedia and its use in teaching chemistry and the necessity of improving the student’s level and raising his scientific efficiency, there is a scarcity in this direction and a few experiments using some software, especially in limited areas on a sample of students. It is noticed that the educational practice before the emergence of the theory of multiple intelligences limits the abilities of the learners and their potentials because it believes that there is one type of intelligence in all learners. Adas, 2000: 35) Therefore, I thought of using more than one multimedia tool that serves wide fields in explaining many chemical concepts due to their diversity and differences in the light of the theory of multiple intelligences. Therefore, this study came to answer the following question: