دراسة مقارنة لثلاث استراتيجيات تدريسية في تعليم الكيمياء لطلاب الصف الأول الثانوي و أثرها على تحصيلهم و بعض خصائصهم الانفعالية و المعرفية

Abstract EN

This study aims at identifying the effect of using three methods in teaching chemistry courses, (PhESimulations, science, technology, society and environment (STSE) approach and problem-centered learning) in chemistry achievement, academic orientation and academic emotions for first grade secondary students.

The sample consists of 120 students at Al Madinah.

The sample was chosen using the random cluster sampling method.

There are three experimental groups : the first one (30 students) taught by problem-centered learning method, the second group (30 students) taught by PhESimulations method, and the third group (30 students) taught by (STSE) Approach method, while the fourth group (control group) was taught by the traditional method.

Data were analyzed using ANCOVA, and Scheffe test for multiple comparisons.

Results revealed that there are statistically significant differences at (α ≤ 0.05) between the means of the chemistry achievement, academic orientation and academic emotions for first grade secondary students in chemistry courses, due to the method applied (PhESimulations, science, technology, society and environment (STSE) approach, and problem-centered learning) as compared to the traditional method, in favor of the three methods.

The science, technology, society and environment (STSE) approach came ahead of the other two.