Abstract
The present study aimed to detect the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten students whose ages are between 5-6 years. The study used the experimental method through semi-experimental design with pre and post-test for the experimental and control groups. To achieve the goal of the study, a visual test for the scientific concepts was developed. After verifying the validity and reliability of the scale, it was applied to the study sample, which included 49 boys and girls randomly assigned to two groups,: An experimental group consisting of 24 boys and girls who were taught by using a discovery-learning strategy, and a control group consisting of 25 boys and girls were taught by using the traditional methods.
 
 The results of variance analysis showed a statistically significant difference at the level α = 0.05 between the mean scores of the responses of the control and experimental groups’ participants in the post-test of scientific concepts, attributed to the use of the discovery-learning strategy, and for the benefit of the experimental group. The study found no statistically significant differences at the level of α = 0.05 between the mean scores of the experimental group's participants in the post-test of scientific concepts attributed to gender variable, nor there was any statistical effect of interaction between gender and teaching strategy. In the light of these results, the study concluded the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten children.
Highlights
A widely accepted claim in the science Education community is the constructivist idea that discovery learning, is the best strategy to get deep and lasting understanding of scientific Concepts, for Kindergarten child. (Klahrl and Nigam, 2004)
The study sample consisted of 57 male and female students distributed into two groups, an experimental group of (29) students who studied using a discovery-learning strategy and a control group of (28) students who studied using the usual method, the study tools consisted of an achievement test and a science test The results showed statistically significant differences in the post-test grades in both achievement and science tests between experimental and control groups in favor of the experimental group
As shown in table (3) that there is a marked difference between the average scores of the study subjects on the post-test of scientific concepts acquisition according to the variables of teaching strategy and gender
Summary
A widely accepted claim in the science Education community is the constructivist idea that discovery learning, is the best strategy to get deep and lasting understanding of scientific Concepts, for Kindergarten child. (Klahrl and Nigam, 2004). Kindergarten is one of the most important educational stages in a child's life (Graaf, Segers, Verhoeven, 2015), because it is the beginning of a long series of changes, but because it will influence the subsequent stages of any human’s life greatly Children at the age of kindergarten have the flexibility and the ability to learn fast; and they acquire skills and different cognitive abilities (Sackes, Trundle, Bell & Connell, 2011) It's a stage of preparing, forming and constructing the personality traits of any child; and defines the characteristics of behavior and human relations and outlines future directions (Patrick, Mantzicopoulos, Samarapungavan, & French, 2008). Guess, discover and experiment, so it is important that this stage feels fun for the child, and simultaneously gives him a sense of security, and freedom to exercise activities and explore the capabilities, tendencies and possibilities, so he can enter the stage of education smoothly and . (Sackes, Trundle, Bell & Connell, 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
