اثر استخدام استراتيجيتي التشبيهات التدريسية و دورة التعلم في اكتساب المفاهيم الحياتية و الاحتفاظ بها لدى طلبة معلم الصف في كلية العلوم التربوية الجامعية الأنروا

Abstract EN

This study compares the effect of using instructional analogies and learning cycle strategies on the acquisition and retention of biological concepts amongst (68) class teacher students at the Faculty of Educational Sciences / UNRWA in Jordan.

Participants were distributed into two experimental groups (one group were taught using the instructional analogies strategy, the other were taught using the learning cycle strategy) and one control group.

A pre-post scientific concepts test was designed and administered.

The results revealed that there were statistically significant differences between students' acquisition and retention of biological concepts in favour of students who were taught using the instructional analogies strategy compared with the others who were taught using the learning cycle strategy and the traditional teaching method.

Results also revealed that there were statistically significant differences between students' acquisition and retention of biological concepts in favour of students who were taught using the learning cycle strategy compared with students who were taught using the traditional teaching methods.

The study recommends using instructional analogies and the learning cycle strategies in teaching biology courses at the undergraduate level.