أثر إستراتيجية التدريس التبادلي للفيزياء في تنمية التحصيل المعرفي و مهارات التفكير و بقاء أثر التعلم لدى طالبات الصف الثاني الثانوي

الملخص EN

The research aims to identify the impact of reciprocal teaching of physics on developing knowledge achievement, thinking skills as well as the retention of learning effects among the 11th grade female students.

The sample consisted of 70 female students selected from two of Salah Province schools in Taiz during the year of 2019 - 2020.

They were divided into two groups, an experimental and a control group.

The experimental group studied content using the reciprocal teaching strategy, whereas the control group studied the content itself using the traditional method.

Then two cognitive and thinking tests were provided to the students.

After three weeks, the tests were repeated to know the retention of learning effects.

The researcher implicated tests of knowledge achievement and thinking skills to the two groups before the experiment.

A post practice of the two test was carried out by the two groups.

After processing date statistically, the results were as follows: - There is a statistically significant difference in the posttest score averages between the experimental group and the control group at (α=0.05) in favor of the experimental group.

- There is a statistically significant positive relationship between the post application between the knowledge achievement and the thinking skills of the experimental group students.

- There is a statistically significant difference in the postponed test score averages between the experimental group and the control group at (α=0.05) in favor of the experimental group.

Based on these results, the researcher makes some recommendation and suggestions.

The most important of those recommendation is that teachers, especially teachers of physics and science, must use various teaching methods and strategies in order to develop knowledge achievement and thinking skills of the students in all grades.