أثر دائرة التعلم على فهم تلاميذ الصف السابع من التعليم الأساسي للمفاهيم العلمية

Abstract EN

The goal of this study was to compare the effect of traditional teaching method and the modified version of the learning cycle on seventh grade students’ learning of scientific concepts included in the unit of matter (the first unit in the seventh grade science textbook).

To achieve this goal, 132 students (66 boys and 66 girls) from two schools, were distributed randomly in to two groups; the control group and the experimental group.

The control group was taught a traditionally designed unit ( the unit of matter ) by using the traditional teaching method, in witch the demonstration serves as a verification phase, i.e.

it comes after students have been informed of the concept.

On the other hand , the experimental group was taught the same unit ( the unit of matter ) which was designed as a series of scientific activities , and taught by following the version of the learning cycle achieved significantly better than those who were taught according to the traditional method.

In addition, girls in general were better achievers than boys.

It was also found that students hold five types of misconceptions of concepts related to the subject of matter, and that the number of students in the experimental group who hold these types of misconceptions is less than the number of students from the control group.

The study suggested that inquiry based teaching method such as the learning cycle should be used in teachi9ng science because studies including this study showed that these methods are helpful in developing students’ conception of science concepts as well as their thinking skills.