أثر استراتيجية البناء الدائري في تدريس وحدة الحركة الموجية و الصوت على مستويات العنق المعرفي لتحصيل العلوم، و تفسير الأحداث و الظواهر العلمية، لتلاميذ الصف الثامن بمحافظات غزة

الملخص EN

This study aims to investigate the impact of roundhouse strategy in teaching wave motion and sound unit, on the depth of knowledge levels for science achievement and interpretation of scientific events and phenomena underlying the eighth grade students in Gaza Governorates.

The study sample consisted of (81) students in one of (UNRWA) schools in north Gaza.

The sample was randomly divided into two groups; the experimental group (n = 41) taught wave motion and sound unit using the roundhouse strategy, and the control group (n = 40) taught the same unit using the traditional method.

In order to achieve the study’s aims, teaching material was developed based on the roundhouse strategy.

An achievement test in science was also performed in the light of the depth of knowledge levels, namely : recalling, acquisition of concepts and skills, strategic thinking, and expanded / extended thinking, a test of interpretation of scientific events and phenomena, were developed also.

The results of the study revealed that there were no statistically significant differences at (a ≤ 0.05) between the mean scores of the two groups attributed to instruction strategy in recalling level (Dok1) in science achievement, while there were significant differences at (a ≤ 0.05) between the mean scores in achievement on the acquisition of concepts and skills level (Dok2), strategic thinking (Dok3),and expanded / extended thinking (Dok4), attributed to the teaching strategy (roundhouse-normal) in favor of the experimental group.

As the results revealed that there were significant differences at (a ≤ 0.05) between the mean scores in interpretation of events and scientific phenomena, attributed to the teaching strategy (roundhouse-normal) in favor of the experimental group.

The study recommended the importance of using roundhouse strategy in teaching, especially in the difficult subjects of science ; also it recommended the importance of building science tests in the light of the depth of knowledge levels.