أثر استراتيجية الأحداث المتناقضة في تنمية المفاهيم و الاتجاهات العلمية لدى طالبات المرحلة الأساسية العليا في الأردن

الملخص EN

This study aimed at investigating the effect of discrepant events strategy on Developing scientific concepts and scientific attitudes for Jordanian upper basic stage students.

To attain the goals of study, two instruments were constructed.

The first was to measure developing of scientific concepts in the units of reactions of oxygen and wave phenomenon.

The second was to measure scientific attitudes, that’s included of four components (curiosity, objectivity, honesty, and open - mindedness).

The validity of the each instrument was determined by a group of judges.

KR-20 was used to find the reliability coefficient of the achievement test, and was found to be (0.80) while Cronbach alpha was used to find the reliability coefficient of the scientific attitudes measure and was found to be (0.84).

The subjects of the study consisted of (84) female students from the directorate of Amman (1), and there was two sections.

One section was considered to be an experimental group, where the other was a control group.

Before implementing the study, the equivalence of the two groups was tested in previous scientific concepts test and previous scientific attitudes, the two groups were found equivalent only in scientific attitudes.

The study lasted for two months and covered twenty lessons.

Post test for achievement & scientific attitudes were applied at the end of the experiment.

The results of the study showed that: 1) there was a statistical significant difference in the developing scientific concepts for students attributed to the discrepant events strategy.

2) There was a statistically significant difference in the developing scientific attitudes of students attributed to the discrepant events strategy.

On the light of these results, some recommendations were suggested to curriculum authors, teachers and researchers to do more research about this strategy on other dependent variables, science process, problem solving, and scientific thinking.