Abstract
The study aimed to identify the effect of the interactive drills using the dry laboratory on the acquisition of scientific concepts and laboratory skills in science among the ninth-grade female students in Palestine in light of their thinking styles. The study used quizzes of experimental method. The sample consisted of 68 female students distributed on two groups: an experimental group (n = 34 students) and a control group (n = 34 students). In order to achieve the objectives of the study, test of laboratory skills and thinking styles tests were used. The results showed that there were statistically significant differences between the means of the experimental group that was studied using the interactive method of the dry laboratory and the control group that studied using the traditional method via laboratory skills tests in favor of the experimental group. The results also revealed that there was an interaction between the method of teaching (the interactive drills using dry laboratory and the traditional method) and thinking styles on the acquisition of laboratory skills. In light of these results, several recommendations were suggested.
Highlights
Rapid technological developments encompassing all aspects of life are the dominant feature of the present era
Mean scores of students in the experimental group who studied the interactive training method using the dry laboratory, and means of the students of the control group who studied in the traditional method (7.00) and standard deviation (1.79)
In order to detect the significance of the differences, a two-way ANCOVA was conducted for the effect of teaching method and thinking style and interaction between them in the acquisition of laboratory skills, as shown in Table (3)
Summary
Rapid technological developments encompassing all aspects of life are the dominant feature of the present era Examples of these aspects are teaching methods that help students to achieve one of the most important objectives of the educational process which is to master different concepts and skills, including in particular scientific concepts. Traditional methods predominate over teaching methods used by science teachers, which are based on teaching so that the student is only a listener These traditional methods of overcrowded classrooms are suitable for students, and theoretical examinations are made, making the teacher’s work easy, it is difficult to follow students’ progress individually or measure their individual skills. Despite the appropriateness of these traditional methods for overcrowded classrooms and theoretical examinations, which makes teacher work easy, it is difficult to follow students’ progress individually or measure their individual skills. In the light of modern trends in teacher training, have called for the need for teachers to acquire competencies related to laboratories and practical activities, because of the benefits provided by the laboratory to students, including: acquiring manual and educational skills, such as recording and collecting data, writing reports, acquiring basic science skills, self-learning, as well as shaping student scientific attitudes and tendencies (Al-Soub, 2007)
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