فاعلية التعلم المدمج القائم على المدخل التاريخي في تحسين فهم الطلبة لطبيعة العلم، و التغير المفاهيمي في بيئات تدريس الكيمياء

Abstract EN

The present study aimed at investigating the effectiveness of blended learning based on historical approach in improving pupils' understanding of the nature of science and conceptual change in chemistry teaching environments.

To achieve the objective of the study, the researchers prepared the study instruments after making sure of their validity and reliability.

The instruments consisted of teaching-learning computerized unit, a test to measure the level of understanding the nature of science, and a conceptual change test.

The findings of the study showed that the experimental group achieved higher averages in nature of science test, and conceptual change test, while the control group achieved little averages.

The results of the analysis of covariance showed a statistically significant difference in the results between the two groups, and these differences were in favor of the experimental group that received education through blended learning based on historical approach.

The results revealed a positive correlation between the performance of students on the test of the nature of science, and their performance on the test conceptual change.