أثر استراتيجيات ما وراء المعرفة المضمنة في موديلات تعليمية على فهم طالبات الصف التاسع الأساسي بسلطنة عمان لطبيعة العلم

الملخص EN

The purpose of the current study was to investigate the impact of the metacognition strategies (MS) based on learning modules on ninth grade students’ understanding the nature of science (NOS) in Oman for the academic year 2016 / 2017.

A quasi-experimental design was used with two experimental groups and one control group.

The first experimental group (n= 30) was taught via learning modules in paper form, while the second experimental (n = 34) was taught in computerized form.

The control group (n = 33) was taught using a traditional method.

The scale of metacognitive of nature of science (MONOS) of 16 items was translated and used in this study.

Validity and reliability of this scale were established.

The results showed that there were statistically significant differences between the means of the students in the three groups on the post-¬students’ understanding of NOS, in favor of the experimental groups.

In addition, it was found that there was no statistically significant difference in the means of the post students’ understanding of NOS due to the method of teaching the modules (paper / computerized), but there was a statistically significant difference in these means due to the science achievement levels (higher / lower) in the favor of the higher achievement level.

A number of recommendations were made in the light of these findings.