أثر استراتيجيتين تدريسيتين قائمتين على المنحى البنائي في تحصيل طلاب الصف الأول الثانوي العلمي في مادة الأحياء و اتجاهاتهم نحوها

Abstract EN

This study aimed at investigating the effect of two instructional strategies based on the constructivist approach (learning cycle and wood's strategy) on the scientific first secondary class students achievement of the scientific concepts that are included in Biology and their attitudes towards it compared with the traditional method of teaching Biology.

Three sections of the scientific first secondary class student in Mafraq secondary school for boys with closed achievement were chosen.

They were randomly divided into two experimental groups and one control group.

The first experimental group(N=43) was taught by the learning cycle strategy and the second experimental group(N=34) was taught by wood's strategy where as the control group(N=32) was taught by the traditional method.

The material which was taught was the " vertebrate unit "taken from the Biology curriculum for the scientific first secondary class in public schools in Jordan.

The teacher who taught the three groups is well- qualified, and the period of teaching lasted 8 weeks of the scholastic year 2002-2003.

The statistical analyses of the data revealed that: There was significant differences in the scientific first secondary class student' achievement attributed to the instructional strategy (learning cycle , wood's strategy, and the traditional method).

Compared with those who were taught by the traditional method, the superiority in achievement was for the students who were taught by learning cycle and wood's strategy.

The effect of the learning cycle and wood's strategy was the same.

There was significant differences in the attitudes of the scientific first secondary class students towards Biology attributed to the instructional strategies (learning cycle, wood's strategy, and the traditional method).

Compared with the students who were taught by the traditional method, the superiority was for the students who were taught by learning cycle and wood's method, whereas, the effect of learning cycle and wood's strategy was same.

Several recommendations were suggested in the light of the results.