أثر استخدام استراتيجية التساؤل الذاتي في تحصيل طالبات الصف السابع الأساسي في مادة الأحياء، و تنمية الاستطلاع العلمي لديهن

الملخص EN

The current research aims to identify (the effect of using the self-questioning strategy on the achievement of seventh grade students in biology, and developing their scientific survey To achieve this goal, the researchers developed four hypotheses, two of which are zero, and two are alternative.

The research was limited to students of the seventh basic class for the academic year (2018-2019) in the school (Lailan), which we deliberately selected.

The researcher adopted the design of equal groups experimental design with two groups: experimental and control, and with the two tests: pre and post for the scientific survey variable, and the post test only for the achievement variable.

The research sample consisted of (60) female students, randomly distributed in two groups.

The first: an experimental group whose number was (31) female control students, a number of its own (29) female students who studied the same subject in the followed way.

The researchers conducted parity between the students of the two groups in the variables (chronological age, the degree of general subject for the sixth grade, the quotient of intelligence and prior knowledge, the pre-test for scientific investigation, and the academic achievement of the Parents))The two researchers prepared a test to measure achievement, in its final form, from (35) paragraphs of the multiple choice type extracting the coefficient of difficulty, the distinguishing strength of the paragraphs, and the effectiveness of wrong alternatives, as well as being characterized by honesty and consistency, as the researchers used a ready-made scientific survey scale prepared by (Campbell) 1971, translated by Olive (1996), which is prepared for basic stage students, and the scale consists of (40 items).

The scale of the response to the paragraphs of the scale was triple with an estimated scale, (yes, not sure, no)After that, the two researchers carried out their experiment on 10/11/2018 until 15/2/2019 and after the experiment was completed, the two tools were applied, and the statistical dealing with the data using the T-test was shown.

The results showed the following: 1-There is a statistically significant difference at the level (0.05) between the average achievement of students of the experimental group who are studying according to the self-questioning strategy and the average of the results of the control group students who study according to the method used in biology and in favor of the experimental group.2-There is a statistically significant difference at the level (5 0.0) between the average degrees of pre and post application on the scientific survey test among students of the experimental group who are studying according to the self-inquiry strategy 0 and in favor of post-implementation.3-There is a statistically significant difference at the level of (0.05) between the average degrees of pre and post application on the scientific survey test for female control group students who are studying according to the method used, and for the benefit of post-application.

-4-There is a statistically significant difference at the level of (0.05) betweentheaverage scores of scientific survey development among students of the experimental group who are studying according to the self-questioning strategy, and the average scores of scientific survey development among students of the control group who study the method followed, and in favor of the experimental group.

In the light of the research results, the two researchers recommended the need to use a self-questioning strategy in teaching biology at the intermediate stage because of its role in learning biology and to raise the scientific level.

The two researchers also proposed conducting similar studies on other stages and other study materials and the use of other dependent variables.