استخدام استراتيجية الفصل المعكوس في تدريس الكيمياء لتنمية التحصيل المؤجل لدى طلاب المرحلة الثانوية

Abstract EN

The study aimed to develop postponed achievement among second-grade students in chemistry by using the reverse classroom strategy, and the study tried to answer the following question: What is the effectiveness of using the reverse separation strategy in teaching chemistry to develop deferred achievement among second-grade secondary school students? And it was clear from the results of the previous statistical methods presented that there is a statistically significant difference at the level of significance (0.01) between the mean scores of the two groups (control and experimental) students in the post-measurement of achievement levels (lowest - average - highest) and the achievement test as a whole for the benefit of the experimental group students The size of the effect showed the effectiveness of the flipped separation in the teaching of chemistry for the development of postponed achievement among second-grade secondary students, and these results can be explained and returned to the following reasons: The rearrangement of educational activities provided to students between home and class reduces the cognitive burden and speed of processing information in working memory, As it has been observed that students actively participate during the class in answering the various types of questions asked.

The activities presented in the flipped classroom during the school session depend on discussion, cooperative learning, peer learning, and problem solving, providing more learning opportunities for different types of learners, and increasing their participation in the process.

Learning, providing more learning time, increasing the maximum use of the content provided; As it was noted that it was easy to remember and retrieve basic information such as concepts, terms and generalizations, for students to familiarize themselves with them before the class meeting, and then emphasized in the classroom.