RESEARCH PROJECTS
The development of Lebanese students’ conceptions of science in the Middle and High school years The
purpose of this ongoing research project is to shed some light on the development
of Lebanese students’ views about the nature of scientific knowledge and
knowing during their middle and high school years. The results of this
investigation might inform judgments about the developmental appropriateness
of nature of science aspects advocated in recent reform efforts in science
education as essential to helping K-12 students develop adequate views
of the nature of scientific knowledge. Examples of these latter aspects
include the tentative, empirical, creative, and social nature of scientific
knowledge. Participants in the present investigation are five schools and
about 500 students from grades 7 through 12. The questions guiding the
investigation are: (a) what are middle and high school students’ views
of the nature of scientific knowledge and knowing? (b) Are there developmental
patterns by age in these students’ views about the nature of scientific
knowledge and knowing? F. Abd-El-Khalick. (Supported by URB.)
Do students’ views of nature of science influence their conceptual understandings of science content? Many
science educators argue that having adequate understandings of nature of
science would facilitate student learning of abstract and theoretical science
content. Such arguments, however, lack empirical support. The purpose of
this ongoing research project is to investigate whether high school and
undergraduate college students’ conceptual understandings of stoichiometry
are related to their views of nature of science. The inherently abstract
and theoretical nature of stoichiometry—which are characteristics shared
by most topics in chemistry—lends itself to this investigation. The questions
guiding the proposed investigation are: (a) Are high school and undergraduate
college students’ conceptual understandings of stoichiometry related to
their views of nature of science? And (b) What aspects of high school and
undergraduate college students’ nature of science understandings, if any,
facilitate or impede their conceptual understandings of stoichiometry?
F.
Abd-El-Khalick. (Supported by URB.)
Teacher advisor program at International College The
purpose of this program is to implement a teacher advisor program at International
College during a three year period, 1996-1999. After working with all campuses
with approximately 125 teachers for over 3,000 students, the second academic
year (1997-98) focused on Middle School and Secondary School at the Beirut
campus, and Middle School at the Ain Aar campus. The third year (1998-99)
focused on the Elementary and Middle School of the Ain Aar campus. The
facilitator, Dr. Abu-Saba, worked with teachers in developing group guidance
activities to address development personal and social issues. She also
worked with the teachers in how to deal with specific problems of students.
A comprehensive evaluation of the program was made at the end of each school
year. M. B. Abu-Saba. (Supported by International College, Beirut,
Lebanon.)
The impact of two career guidance instruments on career awareness and choices of Lebanese secondary students The
purpose of this research is to evaluate a career program in a Lebanese
secondary school that uses a computer scored interest inventory and personality
type inventory in helping students make choices about their college majors,
and possible careers. The instruments are the Strong Interest Inventory
and the Myers/Briggs type indicator. The Career Decision Profile is used
to measure the level of comfort and decidedness of the students in their
choices, both before the implementation of the career guidance program,
and after. Results showed that the interest and personality inventories
helped to broaden the awareness of students’ interests and choices, and
that their degree of decidedness increased by being exposed to these instruments
in the guidance program. Parents, teachers, and students evaluated the
guidance program with high scores. M.B. Abu Saba. ( Supported by
URB.)
The state and education in Lebanon This
work will appear in the form of a Lebanese Yearbook in Education. It is
the first in a series of annual reports on the status of education in Lebanon
and on issues that face Lebanese education. The series is part of research
activities undertaken by the Lebanese Association for Education Studies
which includes scholars from AUB and other universities in Lebanon. The
first yearbook includes articles of a theoretical nature as well as practical
and policy orientation. One of the articles deals with state and education
in France and England for purposes of comparison with conditions in Lebanon,
and is authored by M. Bashshur. The Yearbook is scheduled to appear in
September 1999 edited by M. Bashshur. M. Bashshur. (Supported by
Lebanese Association for Educational Studies.)
A profile of pre-college science teaching in Beirut The
purpose of this study was to answer the following questions: 1) How well
prepared are science teachers in terms of content and pedagogy? 2) What
are science teachers trying to accomplish in their teaching and what activities
do they use to meet their objectives; and 3) What are the barriers to effective
science teaching identified by teachers? A 15% probability sample from
each school type (private, public, and semi-private) was selected for inclusion
in the study. The list of Lebanese schools available from the Lebanese
Center for Educational Research and Development (CERD) was used in this
process. Between 2 and 6 teachers from each school were then selected for
participation in the study. Teachers participating in the study were asked
to fill out a questionnaire and were observed at least once to identify
and describe his/her instructional activities. S. BouJaoude. (Supported
by URB.)
Secondary school students’ difficulties in stoichiometry The
purpose of this study was to identify the misunderstandings and problem-solving
strategies exhibited by secondary school students when solving stoichiometry
problems. Forty students enrolled in two sections of a Grade 11 class (average
age 16.5), in a highly selective private school in Lebanon in which English
is the medium of science instruction, were the subjects for this study.
The two sources of data for this study were The Stoichiometry Test and
unstructured interviews. Results of this study showed that students have
misunderstandings in five topics related to stoichiometry (Molar quantities,
limiting reagent, conservation of matter, molar volume of gasses at STP,
coefficients in a chemical equation). The problem-solving strategies used
by the students were classified into three categories: correct strategies,
incorrect strategies, and incomplete strategies. The correct strategies
were further subdivided into traditional, efficient, and messy while the
incorrect strategies were subdivided into Incorrect strategies-Incorrect
answer and Incorrect strategies-Correct answer. (To be published in School
Science Review.) S. BouJaoude and H. Barakat.
Conceptions of science teaching revealed by metaphors and by answers to open-ended questions The
purpose of this study was to compare and contrast conceptions of science
teaching revealed by metaphors and responses to open-ended questions constructed
by pre-service biology, chemistry and physics teachers during a one-year
science education program. Thirty-two pre-service teachers responded to
a questionnaire consisting of four open-ended questions and a fifth one
that asked them to provide their metaphors of teaching—at the beginning,
middle and end of a one-year science teacher education program. Analysis
of metaphors and responses to open-ended questions demonstrated that pre-service
teachers’ conceptions of teaching changed systematically from a transmission
to a constructivist conception. The pattern of change, though, was not
identical when results from the analysis of metaphors were compared to
those obtained from analysis of response to the open-enquestions. Also,
analysis by subject matter taught showed that more biology teachers than
either chemistry or physics teachers held on to a transfer conception of
teaching throughout the duration of the study. S. BouJaoude.
Students’ understanding of the concept of “chemical” The
purpose of this project is to answer the following questions: 1) What are
students definitions of “chemical”? 2) What are students' perceptions of
the use of chemicals in everyday life? An adapted version of The Chemical
Survey developed by the Science Education for Public Understanding Project
at the University of California at Berkeley was pilot tested and adapted
for use with Lebanese students. An English and a French version will be
used in this study. Fifty science teaches, 200 science university students,
and 200 high school students will participate in this study. Findings of
this study are important for two reasons. First, understanding how students
define chemicals and perceive their use in everyday situations will provide
teachers with information useful for improving teaching and making chemistry
relevant to students’ lives. Second, findings may provide rich, empirically
derived examples of everyday uses of science that can be incorporated in
textbooks or curricula. S. BouJaoude.
Teaching science in Arabic: directions and future prospects The
purpose of this research study was to analyze and synthesize international
research in the field of teaching science in the mother tongue and draw
conclusions and recommendations regarding this issues as it related to
Lebanon and the Arab world. S. BouJaoude and F. Sayah.
An application of multiple intelligences in a Lebanese kindergarten This
study is an application of a Multiple Intelligence-based approach to assessment
and educational practice in early childhood years, the Spectrum Project,
in Lebanese kindergarten. A control-group design was used. The Spectrum
activities were manipulated for the whole academic year by 150 kindergarten
students (75 girls, 75 boys), enrolled in one branch of a private school,
while the other branch of the same school worked with the regular curriculum.
The purpose of the study was to determine if, through assessment of those
activities, a profile of children’s abilities, strengths and weaknesses
could be identified. Means and standard deviations for every activity were
reported. A second purpose was to investigate the relationship between
the different domains or intelligences. Pearson product-moment coefficients
were computed. Finally, the difference in the end-of-year achievement between
the experimental and the control group was investigated. The data was discussed
in terms of cross-cultural interpretations. Implications and recommendations
for future research were presented. K. El-Hassan.
A survey of teachers’ and principals’ views on grade retention This
study surveyed teachers’
and principals'’
views on grade retention. A sample representative of the schools in Lebanon,
were asked to fill out a questionnaire on their opinion of the practice,
the reasons for retention, the characteristics of the retained and on who
should make the retention decision. The results revealed that teachers
and principals overwhelmingly supported grade retention and believed that
the retention decision should be made jointly by teachers and principals.
With respect to the characteristics of the retained, “
low concentration”
was the characteristic most often marked, followed by “
low motivation”
and “
low intelligence”
. As to the reasons for retention, “
overall academic weakness”
was the reason most often cited, followed by “
lack of basic skills”
and “
excessive absences”
. Differences between the views of the teachers and the principals and
the effect of background variables like type of school, geographic location,
years of experience, subjects and grades taught, and language of instruction
were also investigated. K. El-Hassan. (Supported by URB.)
Validation of Harter self-concept scale with Lebanese children This
study is aimed at validating the use of the Pictorial Scale of Perceived
and Social Acceptance (PSPCSA) with Lebanese kindergarten children. The
scale was administered to 152 children, their responses were analyzed,
sex differences were studied and the reliability and validity of the scale
was investigated. The findings provided partial support for the use of
the PSPCSA with Lebanese children. Responses showed a pattern somehow similar
to that reported in US research. Kindergartners had high-inflated ratings
that were higher than those of their teachers. Except for the maternal
scale, subscales intercorrelated moderately with each other and the reliability
coefficient were good and comparable to those obtained by Harter. With
respect to predictive validity, self-concept scores correlated only with
achievement in the social domain and not with academic achievement. Factor
analysis revealed a two-factor model made up of a large competence factor
that included cognitive and physical competence and peer relations, and
a small maternal acceptance factor. There were differences in the findings
due to cultural influences. Implications were discussed and future research
directions were outlined. K. El-Hassan.
Validating a measure of moral judgment among Lebanese students This
study aims at validating a measure of moral judgment among Lebanese youths
aged 13-18 using James Rest’
s Defining Issues Test (DIT). The DIT will be translated and adapted to
the Arabic language. The reliability and validity of the Arabic version
will be established in addition to its equivalence to the English version.
Grade norms will be collected on 700 intermediate and secondary students
in the form of stage scores and percent P (principled reasoning) score.
The effect of the new curriculum, in general, and the civic education program,
in particular, will be investigated by readministering the DIT after a
year of instruction. Changes, if any, will be analyzed in terms of content,
procedures used, age of students, and type of school. Implications of the
findings will be discussed. K. El-Hassan.
An ethnographic study of the computational strategies of a group of young vendors in Beirut The
study examined the computational strategies of ten young street vendors
in Beirut by describing, comparing, and analyzing the computational strategies
used in solving three types of problems in two settings: transactions in
the workplace, word problems and computation exercises in a school-like
settings. The results indicate that vendors’ use of semantically-based
mental computational strategies was more predominant in transactions and
work problems than in computation exercises whereas written school-like
computational strategies were used more frequently in computation exercises
than in word problems and transactions. There was a clear evidence of more
effective use of logicomathematical properties in transactions and word
problems than in computation exercises. Moreover, the success rate associated
with each of transactions and word problems was much higher than that associated
with computation exercises. This paper was accepted for publication in
the journal, Educational Studies in Mathematics. M. Jurdak
and I. Shahin.
Spatial problem solving strategies of a group of practitioners Data
collection has been completed. Currently, data analysis using activity
theory framework is being undertaken. A paper will be prepared and submitted
to an international journal in the field. M. Jurdak. (Supported
by URB.)
The effect of training in informatics education on the formation of teachers' readiness to use computerized technology This
is an investigation of the effect of formal computer education training
on teachers' professional behavior toward the use of computers in educational
activities. Analysis of the results is under progress. H. M. Yaghi.
(Supported
by URB.)
Teachers' computer attitudes, anxiety and computing confidence This
study aimed at an examination of the impact of teachers’ attitudes and
anxiety toward computers on using computers in teaching/learning tasks.
The sample included more than 300 twho work in Lebanese schools known to
use computers in their educational programs. Results were discussed in
a published article (Yaghi & Abu-Saba, 1998). H. M. Yaghi and
M. B. Abu-Saba.
Attitude of pre-university students toward computers This
study aimed at the examination of the attitude of school students toward
the use of computers in education. The study sample included about 650
students from Lebanese schools known to use computers in their educational
programs. Aspects of the results were discussed in a published article
(Yaghi, 1997). H. M. Yaghi.
Computer
education in Lebanese schools
This
is an investigation about how computers are used in schools in Lebanon
in general. The study sample included 358 schools randomly selected from
different regions of the country. Results were discussed in publications
and reports (Yaghi, 1997, 1997, 1996, 1996). H. M. Yaghi. (Supported
by URB.)
Abd-El-Khalick, F. and BouJaoude, S., An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34 (7), 673-699, 1997. Abd-El-Khalick, F., Bell, R.L.* and Lederman, N.G.*, The nature of science and instructional practice: making the unnatural natural. Science Education, 82 (4), 417-436, 1998. Abu-Saba, M.B., Foreign women in Lebanon during the civil war. In Women and War: Lebanon A Case Study, ed. L.R. Shehadi. Gainsville, Fl.: University Press of Florida, 1999. ———, Stress characteristics of AUB students as a result of war. Journal of Traumatic Stress, 12 (1), 201-207, 1999. ———, Human needs and women peacebuilding in Lebanon. Peace and conflict. Journal of Peace Psychology, 5 (1), 37-51, 1999. Abu-Saba, M. B. & Shbaklo, M.D.* A teacher/advisor program in an International school. International Schools Journal, 16, (2) 28-34, 1998. Al-Husseini, A.*, Osta, I., Richa, L.*, Wakim, B.* & Yaghi, H., Informatics for grade seven. The National Center for Educational Research and Development (NCRDP), Lebanon, 271 pp, 1998. Al-Husseini, A.*, Richa L.*, Wakim, B.*, & Yaghi. H., Informatics for first secondary. The National Center for Educational Research and Development (CNRDP), Lebanon, 243 pp, 1998. Bell, R.L.*, Lederman, N.G*. and Abd-El-Khalick, F., Implicit and explicit approaches to teaching the nature of science: an explicit response to Palmquist and Finley. Journal of Research in Science Teaching, 35 (9), 1057-1061, 1998. BouJaoude, S., Contemporary conceptions of the philosophy of science, learning, and teaching and their implications for science education. In The New Trends and Strategies in Science Education (in Arabic), ed. J. Nizam. Beirut: Lebanese Association for Educational Studies, 14-52, 1997. El-Hassan, K., Education indicators (in Arabic). In Issues in Educational Evaluation: Public Examinations and Educational Indicators, ed. M. Jurdak, 45-73. Beirut, Lebanon: The Lebanese Association for Educational Studies, 1998. ———, Relation of academic history and demographic variables to grade retention. Journal of Educational Research, 91 (5), 279-288, 1998. Ghaith, G.M. and Shaaban K.A., The relationship between teaching concerns, teacher efficacy, and selected teacher characteristics. Teaching and Teacher Education, 15 (5), 487-497, 1999. Ghaith, G.M. and Yaghi, H.M., Effect of cooperative learning on the acquisition of second language rules and mechanics. System, 26 (2), 223-234, 1998. Jurdak, M., Al-Khawarizmi’ s algebra: the first paradigm in algebra. Humanistic Mathematics Network Journal, 15, 30-36, 1997. ———, Public examinations (in Arabic). In Issues in Educational Evaluation: Public Examinations and Educational Indicators, ed. M. Jurdak. Beirut: The Lebanese Association for Educational Studies, 13-44, 1998. Jurdak, M and Abu Zein, R., The effect of journal writing on achievement and attitude. School Science and Mathematics, 98 (8), 412-419, 1998. Lederman, N.G.*, Farber, P.L.*, Abd-El-Khalick, F., and Bell, R.L.*, The Myth of the scientific method and slippery debates in the classroom: A response to McGreary. The Oregon Science Teacher, 39 (4), 24-27, 1998. Lederman, N.G*. and Abd-El-Khalick, F., Avoiding de-natured: activities that promote understandings of the nature of science. In The Nature of Science in Science Education: Rationales and Strategies, ed. McComas, W. Dordrecht, The Netherlands: Kluwer Academic Publishers, 83-126, 1998. Osta, I., CAD tools and the teaching of geometry. In Perspectives on the Teaching of Geometry for the 21st Century ICMI Series. Boston: Kluwer Academic Publishers, 128-144, 1998. Shaaban, K.A. and Ghaith, G. M., An integrated approach to foreign language teaching in Lebanon. Language, Culture and Curriculum, 10 (3), 200-207, 1997. Yaghi, H., The role of the computer in the school as perceived by computer using teachers and administrators. Journal of Educational Computing Research, 15 (2), 137-155, 1996. ———, Computer education in Lebanon: status and comparison with some other countries. Prospects (a journal published by the International Bureau of Education, (UNESCO, Switzerland), 27 (2), 297-307, 1997. (Original language: English. Translated and published by the journal in French, and Spanish). ———, Pre-university students' attitudes toward computers: an international perspective. Journal of Educational Computing Research, 16 (23), 237-249, 1997. ———, Synergetic effect of multimedia: design considerations in developing applications about water resources. Journal of Interactive Instruction Development, 10 (1), 25-30, 1997. Yaghi,
H. and Abu-Saba, M., Implications in measuring teachers’ computer anxiety:
An international perspective. Computers in Human Behaviors, 14 (2),
321-336, 1998.
ABSTRACTS,
PRESENTATIONS AND PROCEEDINGS
Abd-El-Khalick, F., Preservice and expert biology teachers’ global and specific subject matter structures: implications for conceptions of pedagogical content knowledge. The Annual Meeting of the Oregon Academy of Science, Portland, Oregon, USA, 33, 62, 1997. Abd-El-Khalick, F. and BouJaoude, S., An exploratory study of the disciplinary knowledge of science teachers. Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science, ERIC Document Reproduction Service No. ED 405 220, Cincinnati, Ohio, USA, 89-133, 1997. Abd-El-Khalick, F. and Lederman, N.G.*, Avoiding de-natured science: Activities that promote understandings of the nature of science. The Annual Meeting of the Association for the Education of Teachers in Science, Minneapolis, Minnesota, USA, 1998. ———, Improving science teachers’ conceptions of the nature of science: a critical review of the literature. The Annual Meeting of the National Association for Research in Science Teaching, San Diego, California, USA, 1998. ———, The influence of history of science courses on students’ nature of science views. The Annual Meeting of the National Association for Research in Science Teaching, Boston, Massachusetts, USA, 1999. Abd-El-Khalick, F., Lederman, N.G.* & Bell, R.L.*, Developing and acting upon ones’ conception of the nature of science: a follow-up study. The 1998 Annual International Conference of the Association for the Education of Teachers in Science, ERIC Document Reproduction Service No. ED 421 363, Minneapolis, Minnesota, USA, 317-356, 1998. Abu-Saba, M. B., Emotional intelligence. Haigazian University Faculty Seminars, March 16, 1999. ———, Faculty-student relations. Engineering Faculty, AUB, March 19, 1998. ———, Helping children deal with grief and loss. Parents Association of International College, 1998. ———, Methods of coping of development leaders in Lebanon. Annual convention of the American Psychological Association, San Francisco, 1998. ———, Women in peace building and development in Lebanon. Annual convention of the American Psychological Association, Chicago, 1997. Abu-Saba, M. B and Shbaklo, M.D.*, A Teacher-advisor program in an international school. European Council of International Schools Conference, The Hague, 1997. Bell, R.*, Lederman, N.G.* and Abd-El-Khalick, F., Developing and acting upon one’s conception of science: the realityof teacher preparation. Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science, ERIC Document Reproduction Service No. ED 405 220, Cincinnati, Ohio, USA, 429-448, 1997. ———, Preservice teachers’ beliefs and practices regarding the teaching of the nature of science. The Annual Meeting of the National Association of Research in Science Teaching, San Diego, California, USA, 1998. BouJaoude, S., Lebanese teachers and students’ perceptions of the nature of science, In Debs, M. (ED.). The Second Scientific Conference on the Future of Science and Mathematics Teaching and the Needs of the Arab Society, Tunisia, Arab Development Institute, Beirut, Lebanon, 283-293, 1999. ———, New trends in teaching Chemistry at the pre-college level. Meeting of the Syrian Chemical Association, Homs, Syria, 1998. ———, Representation of scientific literacy themes in the Lebanese curriculum. Conference on Science, Technology, and Society, Beirut, Lebanon, 1998. BouJaoude, S. and Barakat, H., Helping students confront difficulties with solving stoichiometry problems. Annual convention of the National Science Teachers Association, Las Vegas, Nevada, USA, 1998. ———, Students’ problem solving strategies in stoichiometry and their relationships understanding and learning approaches. Annual Conference of the National Association for Research in Science teaching, Boston, Massachusetts, USA, 1999. BouJaoude, S. and Tamim, R., Analogies, summaries, and question answering in middle school life science: effect on achievement and perceptions of instructional value. Annual Conference of the National Association for Research in Science Teaching, San Diego, California, USA, 1998. Dickinson, V.*, Abd-El-Khalick, F. and Lederman, N.G.*, The influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science. The Annual Meeting of the National Association for Research in Science Teaching, Boston, Massachusetts, USA, 1999. ———, Changing elementary students’ views of the nature of science: Effective strategies for science methods courses. The annual meeting of the Association for the Education of Teachers in Science, Austin, Texas, USA, 1999. Ghaith, G. M., Designing cooperative learning activities for training teachers of English as a foreign language. TESOL Thirty-Third Annual Convention and Exposition, New York, USA, 1999. ———, Cooperative learning and foreign language acquisition. TESOL Thirty-Second Annual Convention and Exposition, Seattle, USA, 1998. Ghaleb, M. and Ghaith, G. M., How Middle Eastern students perceive plagiarism. TESOL Thirty-Third Annual Convention and Exposition, New York, USA, 1999. Lederman, N.G.*, Abd-El-Khalick, F. and Bell, R.*, Knowing and doing: The flight of the nature of science from the classrooms. The Annual Meeting of the American Educational Research Association, Chicago, Illinois, USA, 1997. Lederman, N.G.*, Schwartz, R.*, Abd-El-Khalick, F. and Bell, R.L.*, Preservice teachers and their nature of science instruction: Factors that facilitate success. The Annual Meeting of the National Association for Research in Science Teaching, Boston, Massachusetts, USA, 1999. Schwartz, R.*, Abd-El-Khalick, F. and Lederman, N.G.*, An explanatory study of the “effectiveness” of elementary science specialists. The Annual Meeting of the Association of the Education of Teachers in Science, Austin, Texas, USA, 1999. Yaghi, H., Integration of educational computing at the pre-university level in developing countries: the case of Lebanon. Proceedings of the Conference on Educational Technology: Asking the Right Questions. Penn State University Pennsylvania, September 17-20, 1997, USA, 1997. ———,
Computer education in Lebanon. Proceedings of the Annual Conference
of the American Society for Engineering Education (ASEE)-CDROM publication,
Session No. 2260. Washington D.C., U.S.A., June 23-26, 1996.
Al-Abed , M., Self-esteem as related to academic achievement, gender, and grade level in a sample of Lebanese intermediate cycle students (1998). S. Mukallid. Al-Hout, R., The effect of two mnemonic instruction methods on retention and transfer of learning (1997). S. Mukallid. Artinian, R., ESL students’ perception of their attitude and its role in vocabulary acquisition (1998). A. Bouzeineddine. Barakat, H., Problem solving strategies in stoichiometry used by students with different learning approaches and different conceptual understanding levels (1998). S. BouJaoude. Khalaf, T., Comparison of type A/B Behaviors of college students and relationship to motivation orientation (1998). S. Mukallid. Khishfe, R., Students’ views of nature of science: The influence of explicit reflective versus implicit inquiry-oriented instruction (1999). F. Abd-El-Khalick. Maklouta, R., Ibn Khaldun’s thought on Al-Umran and education (1998). A. Al-Amine. Masalkhi, I., A description and assessment of the Makassed Intensive English Program (1997). G. Ghaith. Nashabe, R., The effect of the ACCEPTS Social Skills training on interactive social behavior of regular students and students with mild cognitive deficits in an integrated environment (1998). S. Mukallid. Natout, A., The effect of self regulated learning strategies on students’ test anxiety and their ability to cope with test situations (1998). S. Mukallid. Nukari, R., An investigation of factors affecting students’ attitude toward science in Beirut area (1998). S. BouJaoude. Shahine, I., Problem solving of young school vendors in informal and formal setting (1997). M. Jurdak. Tabbara, H., The effect of cooperative and whole-class learning structures on mathematical problem solving (1998). M. Jurdak. Yamout,
D., The effect of the philosophy for children program on language, mathematical
social development in a preschool context (1997). S. Mukallid.
Ad-Daoud, S., The application of the official curriculum of “computer programming in the private technical schools in Beirut” (1998). M. Bashshur. Dimashki, G., The chronological development of students’ preconceptions about the concept of force and motion compared to the historical development of these concepts (1997). S. BouJaoude. Hamzeh,
M., Contribution of cooperative learning methods to mathematical thinking
(1998). M. Jurdak.
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