أثر تدريس العلوم باستخدام استراتيجيات الذكاءات المتعددة في تنمية التفكير العلمي و التحصيل لدى طلبة الصف الثالث الأساسي

Abstract EN

This study aims at investigating the effect of teaching science using multiple intelligence strategies on developing third grade pupils' scientific reasoning and achievement.

The study sample consisted of (60) males and (65) females distributed into (2) groups: an experimental group taught by using multiple intelligence strategies, and the other group taught according to traditional methods.

An achievement test and a scientific reasoning test were applied before the instruction and after it.

ANCOVA was used at (α≤0.05) level.

Results indicate that there are statistically significant differences in the development of third grade pupils' scientific reasoning and achievement in favor of the experimental group, due to using multiple intelligence strategies.

There are no differences between males and females with respect to scientific reasoning, nor are there any differences in the achievement and scientific reasoning tests as related to interaction between teaching method and gender.