أثر استخدام كل من استراتيجي دورة التعلم المعدلة و حل المشكلة على تحصيل طلاب الصف العاشر الأساسي بالأردن في الكيمياء و اكتسابهم لمهارات عمليات التعلم

Abstract EN

The study aims at investigating the effect of the modified learning cycle and problem solving strategies upon 10th grade students' achievement acquisition of science process skills in chemistry ; compared with the conventional method of teaching.

The sample consisted of three sections of 120 students in Mafraq First School for Boys.

The students in these sections were randomly distributed to make two experimental groups and a control one.

The first experimental group was taught by using the modified learning cycle strategy, the second via problem solving strategy, but the control group was taught through the conventional method.

The study was carried out in the first semester of the school year 2010-2011.

it took two sessions a week for 6 weeks.

A qualified teacher taught the content that was about a unit in the syllabus of public school in Jordan.

The findings of the study indicated that : there were statistically significant differences in the 10th grade students' achievement in chemistry due to the teaching strategy (modified learning cycle, problem solving & the conventional method).

Superiority was for students taught via the modified learning cycle and problem solving strategies compared with those taught through the conventional method where as an equal effect was traced for the modified learning cycle and problem solving.

There were statistically significant differences in the 10th grade students' science process skills attributed to the teaching strategy.

The students taught by the modified learning cycle and problem solving were superior to those taught by the conventional way.

The modified learning cycle strategy was superior to problem solving.

In the light of these findings the study concluded with a number of recommendations.