The Impact of Using the "Express-Plan-Evaluate" Strategy in Teaching Science on the Academic Achievement and Development of Inferential Thinking Skills of Second Intermediate Grade Students.

Abstract

This study aimed at identifying the effect of using the Express - Plan - Evaluate Strategy in teaching science on the academic achievement and the development of the inferential thinking skills among second intermediate grade students. The study was conducted on a sample of (52) students divided into two groups: a control group and an experimental group. A multiple-choice achievement test and an inferential thinking skills test were administered to the two groups as pre-post testing. The results of the study showed that there was a statistically significant difference in the achievement test between the experimental and control group, and in favor of the experimental group, who studied according to the Express - Plan - Evaluate Strategy. There were also statistically significant differences in the inferential thinking skills test between the experimental and control group, and in favor of the experimental group. The study recommends using the Express - Plan - Evaluate Strategy to effectively teach other subjects of science and to hold training sessions for teachers of science on the use of Express - Plan - Evaluate Strategy in order to help them replace the traditional methods of teaching that are dependent on recall and memorization.