Acquisition Of Scientific Concepts Research Articles

The Effect of an Inquiry Strategy Based on Employing Educational Explanations in the Acquisition of Scientific Concepts among Third-Grade Students

The study aimed to identifying the effect of of an inquiry strategy based on employing educational explanations in the acquisition of scientific concepts among third-grade students. The study sample consisted of two divisions with a total of (39) students. One of these divisions was randomly selected to be a control group. It consisted of (19) students. The educational material was taught in the usual method. The other was an experimental group. Consisted of (20) students. The educational material was taught using a directed inquiry strategy based on the employment of educational explanations. To achieve the objectives of the study, the quasi- experimental methodology was used. A test for acquiring scientific concepts was prepared. The findings showed that there was a significance slgnificant difference at (α≤0.05), in favor of the experimental group that was taught by using directed inquiry strategy based on employing educational explanations. The size of the effect was large according to the standard used in the study. The study also showed a positive correlation between the acquisition of scientific concepts and achievement in science. Based on the findings of the study, it was recommended to use this strategy in teaching science text topics to achieve better learning.

The impact of the four-pillars strategy on the acquisition of scientific and motivational concepts in third-grade middle students in physics

The study aimed to know the strategy of the four pillars in acquiring scientific concepts and motivation for third-grade secondary school students in physics. The researcher chose Al-Warka Secondary School for Boys in Baghdad as an intentional sample for the experiment. The research sample was 50 students from the third-grade secondary school students, divided them into two groups with 25 students for each of the two research groups. The researcher made the two groups equal in the varieties of intelligence and previous academic achievement in science subject in the second grade and the chronological age in months. The researcher prepared a test for acquiring scientific concepts and adopted a measure of motivation. After verifying the validity and reliability of the researcher’s use of the T-test to find out the results, the researcher concluded that the strategy of the four pillars has an active effect on the acquisition of scientific concepts and motivation for the experimental group compared to the control group, and the researcher suggested a number of recommendations and suggestions.

The effect of using the learning cycle model on the fifth grade students' acquisition of scientific concepts and the development of their scientific thinking

The present study aims at investigating the effect of the learning circle model on acquiring the fifth scientific grade female students' chemical concepts and developing their scientific thinking. The sample consisted of (60) students. It was distributed into two groups, (30) students for the experimental group in the Al-Talay'a preparatory school which was taught according to the learning circle model and (30) students for the control group in the Al-Andulus preparatory school which was taught according to the conventional method. Equating procedures were used to equalize the two groups in a number of non-experimental variables. To apply the study, the researchers prepared the lesson plans for both groups of the research. To achieve the aims and test the hypotheses of the study, two tools have been required: an achievement test to measure the acquisition of chemical concepts and a test to measure scientific thinking. The achievement test was objective in the form of multiple choice and comprises (44) items. The validity of the test was examined and the content validity type was used for this purpose. The test was presented to a number of jurors and the (80%) percentage was used as a percentage for accepting the item and all items got the percentage and more. The second tool was a previously made test to measure scientific thinking which consisted of (20) items. After collecting and analyzing the data by using the T-test for two independent samples, at (0.05) level of significance, the results indicated that: -There is a statistically significant difference between the mean scores of acquiring the chemical concepts for the experimental group and those of the control group for the benefit of the experimental group. -There is a statistically significant difference between the mean scores of developing scientific thinking for the experimental group and those of the control group for the benefit of the experimental group. -There is a statistically significant difference between the mean scores of developing scientific thinking for the experimental group from the pretest to the posttest for the benefit of the posttest. In light of the results obtained, the researcher concluded that the learning circle model is effective in the acquisition of chemical concepts and the development of scientific thinking. Also, a number of recommendations and suggestions are put forward.

The Impact of Self-Questioning Strategy (K.W.L) Learning on the Development of Motivation Towards Learning and the Acquisition of Scientific Concepts in the Basic Tenth Grade Computer Research in the Southern al-Mazar District

The current study aimed to reveal the impact of self-questioning strategy learning (K.W.L) in the development of motivation towards learning and acquisition of scientific concepts in the basic tenth grade computer research in the Southern al-Mazar District. To achieve the objective of the study, the semi-experimental curriculum was used. The study sample consisted of (81) students who were chosen intentionally from basic tenth grade students, one of which was randomly identified as a control group. (40) students, and the other experimental (41) students studied by the self-questioning strategy (L.W.L), where the teaching material was built according to the self-questioning strategy, and a test was used to gain concepts and measure motivation towards computer learning, their psychometric properties were verified. The study found statistically significant differences at an indicative level (α≤0.05) Between the averages of the two pilot groups' scores and the control of the dimensional measurement of the conceptual acquisition test and the impulse scale towards computer learning, where the value was reached Calculated (-5.738), indicating an impact of the self-questioning strategy (K.W.L) in the acquisition of scientific concepts in the computer research of basic tenth grade students and the development of their motivation towards computer learning. The study came up with the following recommendations, inviting computer supervisors to focus on teachers' interest in using modern and diverse methods and strategies when evaluating teachers, and holding in-service training workshops for computer educators on a self-questioning strategy (KWL) to be used in the acquisition of scientific concepts and student motivation development, and to conduct a similar study on the impact of learning using the self-questioning strategy (KWL) in correcting alternative perceptions of scientific concepts and developing critical thinking. Keywords: Self-questioning strategy (K.W.L), acquiring practical concepts, motivating learning. DOI: 10.7176/JEP/13-16-02 Publication date: June 30 th 2022

Astronomers’ representations of the earth and day / night cycle: Implications for children’s acquisition of scientific concepts

Previous researchers (e.g., Vosniadou and Brewer, Cognitive Psychology 24:535–585, 1992) have claimed that children have naïve, but coherent, mental models of the earth, such as the flat earth and the hollow sphere. Recent studies have challenged this view, focusing on the original researchers’ methods of testing (drawing and open questions) and coding. In this study we tested the construct validity of these methods by asking expert astronomers to complete the same test originally used with 5-year-olds. Many astronomers gave responses that, if given by young children, would have been considered non-scientific and as evidence of naïve mental models. Many gave two or more seemingly contradictory answers to the same questions and, even when only their ‘most scientific’ responses were considered, fewer than 50% of these expert scientists were classified as having coherent scientific mental models. Comparison with children’s responses to a rephrased and disambiguated task indicated that even 6–7-year-olds gave more scientific answers. The astronomers’ comments revealed the main reasons why the original task lacks validity: they found many questions confusing and ambiguous. This may well explain many children’s responses, too. Since the task incorrectly indicates that experts in the field have fundamental misconceptions, it is likely also to have led to substantial underestimates of children’s scientific understanding.

The Effectiveness of Using Analogies in the Acquisition of Scientific Concepts Among Students with Learning Disabilities

The study aimed to measure the effectiveness of an Analogies-Based Instructional Program (ABIP) in acquiring scientific concepts among a sample of third-grade students with learning difficulties in Al-Shoubak district schools. To achieve the study objectives, a semi-experimental approach was used. The study was conducted on a sample of 60 male and female students, divided into two groups: an experimental group consisting of (30) students who were taught using the ABIP, and the second was a control group consisting of (30) students and were taught the traditional method. The results pointed out the effectiveness of using ABIP compared to the traditional method in acquiring scientific concepts among third graders with learning difficulties. It was also found that there are statistically significant differences attributed to gender variable in favor of males, and interaction between gender and the teaching method. Keywords: a nalogies strategy, scientific concepts, individuals with learning difficulties, ABIP DOI: 10.7176/JEP/13-7-02 Publication date: March 31 st 2022

The effect of teaching science using the POE strategy in the acquisition of scientific concepts and the development of decision-making skills among primary stage female students

The effect of teaching science using the POE strategy in the acquisition of scientific concepts and the development of decision-making skills among primary stage female students

The effect of Merle-Tenson and Klosmayr educational models on the acquisition of scientific concepts in science for fourth graders of primary school

The current research aims to know the effect of Merle Tenson - and Clausmayer educational models on the acquisition of concepts by primary school students in the science subject for the fourth grade of primary school. The researcher adopted the experimental method with partial control for two experimental groups and a control group. The researcher chose Al-Faraged Primary School for Girls located in Baghdad - Al-Rusafa Third. The sample of the research was 92 students, with 30 students in the first experimental group who studied according to the Merle Tenson model, 31 students in the second experimental group who studied according to the Clausmeier model, 31 students in the control group that studied in the traditional way. The researcher was statistically rewarded in some variables, including (parents' academic achievement and intelligence test). The researcher formulated 40 behavioral objectives for the subjects studied during the experiment. As for the research tool, the researcher prepared a test of acquiring scientific concepts, as the number of its paragraphs reached (40) paragraphs of a type of multiple choice in light of the acquisition of the three basic elements of the concept, namely (definition - discrimination - application). Experiment with the three research groups. The research resulted in a set of results, including the superiority of the two experimental groups using the Merle Tenson and Clausemyr educational models over the control group that studied the same subject in the traditional way. In light of the results, the researcher made a number of conclusions, recommendations and suggestions. Keywords : acquisition, concepts.

The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

The effect of Good Lavoies' model on the acquisition of scientific concepts among fifth-grade primary students of the international content

The effect of Good Lavoies' model on the acquisition of scientific concepts among fifth-grade primary students of the international content

The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students

The Effect of Pedagogical Hypermedia on Acquisition of Scientific Concepts among Primary School Students

Oriented discovery and acquisition of scientific concepts according to the trend towards science at the request of the seventh grade basic: الاكتشاف الموجه واكتساب المفاهيم العلمية وفق الاتجاه نحو العلم لدى طلبه الصف السابع الأساسي

The research aimed identify the effectiveness of the method of discovery oriented in the acquisition of scientific concepts according to the trend towards science in the 7th grade students in science unit (strength and pressure), In order to achieve the objective of the research, the researcher followed the experimental method. The research tools were also prepared, namely, an educational unit according to the method of guided discovery and testing of scientific concepts. The research population consisted of (7654) students from Jerash Education Directorate (7th grade) The sample consisted of (102) students divided into two groups (experimental, control), where the students of the experimental group, which numbered (52) students were taught according to the method of discovery oriented, While the students of the control group were taught according to the traditional teaching method, which reached (50) students, After applying the research tools, the researcher found a statistically significant difference between the average of the two groups (experimental and control) and for the benefit of the experimental group in acquiring the scientific concepts according to the trend towards science, The researcher did not find a statistically significant difference between the average members of the experimental group in acquiring scientific concepts due to gender.

The Effect of Interactive Drills Using Dry Lab on the Acquisition of Laboratory Skills in Learning Science Among the Ninth-Grade Female Students in Palestine in Light of Their Thinking Style

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.

The Effectiveness of a Discovery-Learning Strategy in the Acquisition of Scientific Concepts Among Kindergarten Students in Jordan

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.

أثر اختلاف نمط التصميم المعلوماتي (الانفوجرافيک) في تحصيل المفاهيم العلمية في مقرر الأحياء لدى طلاب المرحلة الثانوية

هدفت هذه الدراسة إلى الکشف عن أثر اختلاف التصميم المعلوماتي (الانفوجرافيک) في تنمية المفاهيم العلمية في مقرر الأحياء لدى طلاب الصف الثانوية واستخدم الباحث المنهج التجريبي ، وتکون مجتمع الدراسة من طلاب المرحلة الثانوية بمحافظة قلوة ، أما عينة الدراسة تکونت من (40) طالبا موزعين على مجموعتين تجريبيتين، المجموعة التجريبية الأولى (20) طالبا والمجموعة التجريبية الثانية (20) طالبا ، تمثلت أدوات الدراسة في تصميم وبناء اختبار تحصيلي وبتطبيق أداة الدراسة على المجموعتين قبليا وبعديا ، وتم تحليل نتائج الدراسة باستخدام اختبار (ت)(t-Test) للعينات المستقلة ومربع إيتاη2 لقياس حجم الأثر للمتغير المستقل. وتوصلت نتائج الدراسة عن وجود فروق ذو دالة إحصائية عند مستوى الدلالة(0.05≥α) بين متوسطي درجات طلاب المجموعة التجريبية الأولى التي درست باستخدام الانفوجرافيک الثابت لصالح القياس البعدي وکان حجم الأثر مرتفع لصالح المجموعة التجريبية الأولى. وتوصي الدراسة: باستخدام نمط التصميم المعلوماتي (الانفوجرافيک) في تدريس المفاهيم العلمية لطلاب المرحلة الثانوية لما لها من أثر إيجابي على اکتساب المفاهيم العلمية، مع الترکيز على نمط الانفوجرافيک الثابت والتي أظهرت فاعلية أکبر في التأثير الإيجابي على التحصيل الدراسي للطلاب. The study aimed to detect the effect of the difference of information design (infographic) in the development of scientific concepts in the biology course of secondary school students. The researcher used the experimental method. The study population consisted all students in the secondary stage in Qalwa Governorate. The study sample consisted of (40) students in two groups, so the first group had (20) students and the second experimental group had (20) students, as well. The study tools were in the designing and construction of the achievement test and the application of pre and post evaluation tool. The results of the study were analyzed using the t-test of the independent sample and the eta's square is η2 in measuring the effect size of the independent variable. The results of the study revealed that there were statistically significant differences at the level of α (0.05)) between the mean scores of the students of the first experimental group which were studied using the fixed info graphic for the benefit of the telemetry. The study recommends using the information design style in teaching the scientific concepts of secondary students because of their positive impact on the acquisition of scientific concepts, with a focus on the pattern of the fixed infographic which showed a greater effectiveness in the positive impact on students' education achievement.

The effect of Teaching Science Using Roundhouse Chart on the Acquisition of Scientific Concepts and the Development of Visual Thinking Skills Among Students of Sixth Grade in Abha Saudi Arabia

The purpose of the research was to identify the impact of science teaching using the ring house plan in acquiring scientific concepts and developing the visual thinking skills of sixth grade students in the Saudi city of Abha. The research used the semi-experimental method. Two research tools were also developed: a test of scientific concepts, The experiment was applied to a random sample of 70 female students; sixth grade in two schools in Abha, the first school; the experimental group (35) students studied the "life processes" unit using the ring house plan, the second school (the control group) (35) students studied the unit in the usual way during the first semester of the academic year 1436 AH. The research tools were applied in advance to the two groups to identify the equivalence of experimental and control. At the end of the experiment, the same research tools were applied to the two groups. The results of the post-application of the scientific concepts test confirmed that there were statistically significant differences at (0.05) between the average scores of the two groups; experimental and obtained a general average (35.71) in return for the control of Average (21.31), and in the post-decimal application In the experimental group, the mean difference was (0.05) between the results of the two groups; the experimental obtained a total average (28.62) while the control obtained the average (17.45). The difference was in favor of the experimental group.) In the acquisition of scientific concepts, and (0.50) in the skills of visual thinking, ie, a significant impact in both, and in the light of those results, was made some recommendations and proposals to activate the use of the strategy of the ring house plan in teaching.

THE IMPACT OF CARICATURE DRAWINGS IN THE ACQUISITION OF SCIENTIFIC CONCEPTS AND ATTITUDES OF 4TH GRADE STUDENTS FOR BASIC EDUCATION TOWARDS SCIENCE

This research aimed to examine the impact of caricature drawings in the acquisition of scientific concepts and attitudes of 4th grade students for basic education towards science. The sample of the research consisted of 162 students from 4th grade. The results revealed that there were statistically significant differences at (p = .001) between the two groups in acquisition of scientific concepts in favour of experimental group. In addition to that, females scored significantly more than males in the post-test (p = .001), whereas the interaction between group and gender was not significant. The results also indicated that there were statistically significant differences (p = .001) between the two group in the attitudes towards science in favour of experimental group scores. The gender also has a significant impact on developing positive attitudes towards science in favour of females, whereas the interaction between group and gender was not significant. Finally, there was a statistically significant difference (p = .001) between pre- and post-application of students’ attitudes towards science scale in favour of post-application for the experimental group. Accordingly, the research recommends the use of caricature drawings to help students’ in the acquisition of scientific concept and developing positive attitudes towards science. Keywords: attitudes towards science, caricature drawings, scientific concepts.

The Effect of Using Fryer Teaching Model on 7th Grade Students' Acquisition of Scientific Concepts and their Attitudes toward it

This study aimed to investigate the effect of using Fryer teaching model on 7th grade students' acquisition of scientific concepts. The researchers were interested in testing if differences between students’ acquisitions of scientific concepts were dependent on previous achievement. Also important was to test if students' acquisition of scientific concepts correlated with attitudes towards using Fryer model. To achieve the objectives of the study, a quasi-experimental method was used. Two instruments were developed: a test to measure the acquisition of the scientific concepts and a questionnaire to measure students' attitudes. The study sample consisted of 72 students who were divided into two groups: one (n=37) studied science using Fryer model; the other (n=35) used the traditional method. At the end of the experiment, concepts acquisition test was administered to both groups; while the attitude scale was administered to the experimental group. The results revealed that there were statistically significant differences (p < 0.05) in the acquisition of scientific concepts in favor of the experimental group; and the previous achievement in favor of high achievers. There was an interaction effect between method and previous achievement. The results also revealed a statistically significant correlation between the acquisition of scientific concepts and attitudes towards learning using Fryer model among 7 graders.

The Effect of Using Fryer Teaching Model on 7th Grade Students' Acquisition of Scientific Concepts and their Attitudes toward it

This study aimed to investigate the effect of using Fryer teaching model on 7th grade students' acquisition of scientific concepts. The researchers were interested in testing if differences between students’ acquisitions of scientific concepts were dependent on previous achievement. Also important was to test if students' acquisition of scientific concepts correlated with attitudes towards using Fryer model. To achieve the objectives of the study, a quasi-experimental method was used. Two instruments were developed: a test to measure the acquisition of the scientific concepts and a questionnaire to measure students' attitudes. The study sample consisted of 72 students who were divided into two groups: one (n=37) studied science using Fryer model; the other (n=35) used the traditional method. At the end of the experiment, concepts acquisition test was administered to both groups; while the attitude scale was administered to the experimental group. The results revealed that there were statistically significant differences (p < 0.05) in the acquisition of scientific concepts in favor of the experimental group; and the previous achievement in favor of high achievers. There was an interaction effect between method and previous achievement. The results also revealed a statistically significant correlation between the acquisition of scientific concepts and attitudes towards learning using Fryer model among 7 graders.

Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.