فاعلية استخدام نموذج دورة التعلم البنائي المعدل في اكتساب المفاهيم العلمية و حل أنماط مختلفة من المسائل الفيزيائية و تنمية نزاعات التفكير لدى طلاب الصف الأول الثانوي

الملخص EN

This study aims to determine the effectiveness of using 7E constructivist learning cycle model on the acquisition of scientific concepts, Solving different types of physics problems and development of thinking disposition for the first year secondary students.

The sample (n = 70) was divided into two groups, i.e.

experimental (36) students and control (34) students.

The experimental group studied using 7E Constructivist learning cycle Model, and the control group studied using the traditional method.

The researcher used the following instruments : scientific concepts achievement test (knowledge-comprehension-application-analysis-synthesis-evaluation) in heating unit, physical problem solving test and thinking dispositions scale.

Findings showed : (1) There are statistically significant differences between the mean scores of the experimental group and the control group in the scientific concepts achievement test at the levels of knowledge, comprehension, application, analysis, synthesis, evaluation and whole achievement in favor of the experimental group.

(2) There are statistically significant differences between the mean scores of the experimental group and the control group in verbal, tabled and graphical physical problems solving test in favor of the experimental group.

(3) There are statistically significant differences between the mean scores of the experimental group and the control group in thinking dispositions scale (open- mindedness, truth seeking, planful and strategic, intellectual curiosity, meta-cognitive, self-reflection and analyticity) in favor of the experimental group.

(4) There is a positive relation between thinking dispositions and scientific concepts achievement, in addition, there is a positive Correlation between thinking dispositions and physical problems solving, and between scientific concepts achievement and physical problems solving for the experimental group.

Several recommendations were suggested in the light of the results.

Findings showed : (1) There are statistically significant differences between the mean scores of the experimental group and the control group in the scientific concepts achievement test at the levels of knowledge, comprehension, application, analysis, synthesis, evaluation and whole achievement in favor of the experimental group.

(2) There are statistically significant differences between the mean scores of the experimental group and the control group in verbal, tabled and graphical physical problems solving test in favor of the experimental group.

(3) There are statistically significant differences between the mean scores of the experimental group and the control group in thinking dispositions scale (open-mindedness, truth seeking, planful and strategic, intellectual curiosity, meta cognitive, self-reflection and analyticity) in favor of the experimental group.

(4) There is a positive relation between thinking dispositions and scientific concepts achievement, in addition, there is a positive Correlation between thinking dispositions and physical problems solving, and between scientific concepts achievement and physical problems solving for the experimental group.

Several recommendations were suggested in the light of the results.