أثر نموذج التعلم ثنائي الموقف في فهم مفاهيم البناء الضوئي و التنفس لدى طلاب الصف التاسع الأساسي و الاحتفاظ بهذا الفهم

Abstract EN

The study aimed at investigating the effect of Dual Situated Learning Model on ninth grade students' understanding of photosynthesis and respiration concepts and their retention of this understanding compared to the traditional method of teaching biology.

The subjects of the study consisted of 73 ninth-grade students from two classes of a basic school in Mafraq city in Jordan.

One of the classes was randomly assigned to experimental group in which Dual Situated Learning Model was employed، and the other class was randomly assigned to control group in which students were instructed by traditionally designed biology instruction.

A quasi-experimental research design of pre-test, post-test and non-equivalent control group were adopted.

A photosynthesis and respiration concepts test (17 items) and open-ended test (6 items) were used as a measurement tools.

Results indicated that students exposed to Dual Situated Learning Model based instruction had better understanding of the photosynthesis and respiration concepts than those exposed to traditional instruction.

The results also indicated that the Dual Situated Learning Model based instruction was significantly better than the traditional instruction in retention of this understanding.