أثر استراتيجية المحطات العلمية في تنمية عادات العقل لدى طالبات الصف السابع الأساس في مادة العلوم

Abstract EN

This research is aimed at identifying the impact of the science learning stations strategy on developing habits of mind among seventh-grade students in 'Science' subject.

The experiment was carried out on the seventh-grade students of 'Brayati New Basic School' in Erbil Governorate for the academic year 2019-2020.

The sample students were chosen in deliberate manner.

The researchers designed the experiment with two separate groups, experimental group and control group, with the pre and post tests for each for the variable of habits of mind.

The sample consisted of (60) female students divided randomly into two groups, the experimental group has a number of (30) students who studied 'Science for All' according to the strategy of scientific learning stations, and the control group has (30) students who studied 'Science' according to the usual in-action method.

The efficiency correlation was conducted between students of the two groups in variables of 'the average scores in 'science for all' for the sixth grade of the academic year 2018-2019, age, IQ, and mind habits).

The researchers prepared the scale of mind habits and verified its face validity by presenting it to a group of jury members and its stability was confirmed by re-testing, and Pearson correlation coefficient was calculated and the total stability coefficient was (0.80).

The researcher prepared (40) teaching plans, twenty of which according to the strategy of the scientific learning stations, whereas the other twenty were in accordance with the usual in-action method.

The experiment began on 15/10/2019 and ended on 1/12/2019, and the subject teacher examined groups of students herself.

After completing the experiment and applying the tool and extracting the data using the statistical means (t-test) for the two independent samples and (t-test) for the two samples correlated, and after the data was collected and statistically treated by the statistical program (SPPSS) and some statistical rules, the researchers came up with the results shown below: 1.

The presence of a statistically significant difference with a level of (0.05) between the average scores of pre and post applications in the habits of mind among students of the experimental group who studied the subject according to the strategy of scientific learning stations, in favor of the post-application results.2.

The presence of a statistically significant difference with a level of (0.05) between the average scores of pre and post applications in the habits of mind of students of the control group who studied the subject according to the usual method, in favor of the post-application results.3.

The presence of a statistically significant difference with a level of (0.05) between the average scores of post-applications in habits of mind of students of the experimental group who studied according to the strategy of scientific learning stations and students of the control group who studied the same subject in the usual way, which was in favor of the experimental group.

In the light of the results of the research, the researchers presented a number of recommendations and proposals, including adopting the strategy of scientific learning stations in teaching 'Sciencel' at the basic school grades, and a number of suggestions were proposed by them, including conducting a similar study in other education stages.