أثر التدريس باستخدام استراتيجية التخيل في تحصيل طلبة المرحلة الأساسية العليا و في الاتجاهات نحو الكيمياء وفق نصفي الكرة الدماغية

Abstract EN

The Effect of Teaching by Imagination Strategy on Higher Basic Stage Students` Achievement and Attitudes towards Chemistry in Light of Brain Hemispheres The purpose of this study was to investigate the effect of teaching by Imagination strategy on higher basic stage students` achievement and attitudes towards chemistry in light of brain hemispheres.

The study attempted to answer the following questions: 1.

What is the effect of implementing the imagination strategy on the achievement of basic stage female students in chemistry when compared with the ordinary strategy? 2.

What is the effect of interaction between the teaching strategy and brain hemispheres on the achievement of basic stage female students in chemistry? 3.

What is the effect of implementing the imagination strategy on the attitudes of basic stage female students towards chemistry? 4.

What is the effect of interaction between the teaching strategy and brain hemispheres on the attitudes of basic stage female students towards chemistry? In order to achieve the purpose of this study, the following instruments were used: - Achievement test, consisting of (27) multiple choice items.

- Attitudes scale, consisting of (30) items.

- Students` categorization scale to categorize students according to brain hemispheres, consisting of (44) items.

- A teaching material was used, which was the Hydrocarbons unit from the 10th grade Chemistry textbook.

This unit was introduced in the form of a teacher guide to help to teach this unit according to the imagination strategy.

The sample of the study was chosen purposively,(74) female students were selected from the 10th graders during the second semester 2006/2007.

They were distributed in two classes in UNRWA Amman New Camp Prep Girls School No.4, South Amman.

This sample was divided into two groups: Control group consisting of (38) female students.

They were taught by the ordinary strategy.

Experimental group consisting of (36) female students.

They were taught by the imagination strategy for about 8 weeks.

After the implementation of the study, the data was collected and analyzed through using the analysis of covariance (ANCOVA) in order to test the null hypotheses.

The results of the study revealed the following: - There was a significant difference between the two means of 10th grade students` marks in the achievement test in favor of the imagination strategy students.

- There was no significant difference in 10th grade students' achievement due to the interaction between the strategy of teaching and the brain hemispheres.

- There was a significant difference between the two means of 10th grade students` marks in the attitudes scale towards chemistry in favor of the imagination strategy students.

- There was no significant difference in 10th grade students' attitudes towards chemistry due to the interaction between the strategy of teaching and the brain hemispheres.

In light of these results, the study recommended to use the imagination strategy in teaching, and to acquaint teachers during their training and preparation of this strategy and how to prepare their study plans accordingly, and considering its use in developing new curricula.

Further more, the study suggested to carry out more studies using this strategy in teaching science in different subjects and different grade levels using other dependent variables.