فعالية التعلم المعكوس في تنمية المفاهيم العلمية و مهارات التفكير البصري في مقرر العلوم لدى طلاب المرحلة المتوسطة

الملخص EN

The study aimed to verify the effect of the reverse learning strategy on developing scientific concepts and visual thinking skills in the science course for middle school students, and the researcher used in the study the experimental approach in semi-experimental design where a sample of middle school students was chosen in the bariq region of (50) students, they were randomly divided into two groups: the control group (taught using the book) consisted of (25) students, and the experimental group (taught using reverse learning) consisted of (25) students, Measurement was made using an achievement test to measure scientific concepts and visual thinking skills, as its validity and reliability were verified, and then it was applied before and after the two groups, and by using the appropriate statistical methods, a set of results was reached, the most prominent of which were: There are statistically significant differences between the mean scores of the study sample (the experimental group) in the pre-application and post-application to test the concepts of science for the intermediate stage, the presence of statistically significant differences between the mean scores of the study sample (control group) in the pre-application and post-application to test the concepts of science for the intermediate stage, there are statistically significant differences between the mean scores of the study sample (the experimental group); in the pre and post application of the visual thinking test for the intermediate stage, There are statistically significant differences between the mean scores of the study sample (control group) in the pre-application and post-application for the visual thinking test for the intermediate stage, in light of these results, a set of recommendations was presented, the most important of which are: the necessity of paying attention to teaching the science course for middle school students through the use of a reverse learning strategy that facilitates learners to acquire educational experiences presented to them, The ability to think and work to improve the educational process in general, and the science course in particular.