شبكة المعلومات العربية التربوية

The paper aims at identifying The Impact of Delineating Scientific Stations on the Achievement of Second Intermediate Students and their Inclination towards Physics via testing the two following hypotheses: There are no statistically significant differences on the level of (0.05) between the scores mean of the experimental group students who are taught according to the scientific stations strategy and the average scores of the controlling group students who are taught in the traditional method in the achievement test. There are no statistically significant differences on the level of (0.05) between the scores mean of the experimental group students who are taught according to the scientific stations strategy and the average scores of the controlling group students who are taught in the traditional method on the inclination towards physics scale. The experiment is conducted on second intermediate students in Shuhadaa Elislam (Martyrs of Islam) Secondary school/ Diyala Province in the academic year 2012-2013. Sample of the study comprised of (60) students who are set into two equal groups; experimental and controlling groups, of (30) students each. A match between the two groups is made in terms of intelligence and age in months. For the sake of verifying the study hypotheses, the researcher has set an achievement test for both groups. The test is of (30) objective MCQ items of four choices each. Moreover, the researcher has adopted an inclination scale as well as making a test for both groups in concordance with this scale after verifying the validity of the two tests by exposing them to a group of experts and referees. Furthermore, the researcher has prepared the scientific stations worksheets in their three types; the pilot study, the dyslexia and the investigative (yes or no). Moreover, the researcher, then, embarked on teaching the two groups himself. He taught the experimental group according to the scientific stations strategy, while the controlling group is taught in the traditional method. Next, he applied achievement test of physics and the inclination towards physics scale on both groups. Data is compiled and statistically processed via the SPSS program along with some other statistics rules. Results showed that there is a statistically significant variation on the level of (0.05) in the achievement and the inclination towards physics in favor of the experimental group which is taught in concordance to the scientific stations strategy. In light of the results of the study, the researcher recommends a number of recommendations as for instance, the taking up of scientific stations strategy in teaching physics in the intermediate level. He also suggested carrying out similar studies for other study levels. (Published Abstract)