شبكة المعلومات العربية التربوية

The impact of the learning strategy on both sides of the brain in the teaching of science on achievement and the development of scientific sense and the habits of the mind of the first-grade students of intermediate stage. The aim of the research was to discover the impact of the learning strategy on both sides of the brain in teaching science on achievement and the development of the scientific sense and some habits of mind among the first-grade students. The sample consisted of 29 girls as experimental group and 29 girls as control group. The research tools were formed of a measure of brain control to classify the sample according to their control of the brain to those with right side control, left side control, and both sides brain control. In addition: an achievement test, scientific sense test, and mind habits test. The results of the first hypothesis showed: indicating that there were statistically significant differences (0.005) between the experimental group and the control group, the effect size is (0.52), which means that the effect size is average. The results of the second hypothesis showed: this indicates that there were statistically significant differences at the level of (0.005) between the experimental group and the controls controlling the right side of the brain in the achievement test. The effect size (0.49) is weak. The results of the third hypothesis showed: this indicates that there were statistically significant differences at the level of (0.005) between the control group and the controls with the dominant left side of the brain in the achievement test. The results of the fourth hypothesis showed: this indicates that there were statistically significant differences at the level of (0.005) between the experimental group and the control group (left and right) of the brain in the experimental test for the benefit of the experimental group, the size of the effect (0.49) which is weak. The results of the fifth hypothesis showed: this indicates that there were statistically significant differences at the level of (0.005) between the experimental group and control group in favor of the experimental (0.5). This means that the effect of the learning strategy on both sides of the brain in the development of the sense of science as a whole is average. The results of the sixth hypothesis: this indicates that there are differences of statistical significance at the mean level (0.005) between the experimental and control groups. The effect size was (0.44) which means that learning strategy of both sides of the brain in the development of habits, as a whole is weak. The results of the seventh hypothesis: this indicates that there are differences of statistical significance at the level of (0.005) between the experimental group and control group with the right side controlling the brain in all habits of mind for the benefit of the experimental group the results of the eighth hypothesis showed: this indicates that there are statistically significant differences at the level of (0.005) between the experimental group and control group with the right side of the brain in all habits of mind for the experimental group. The results of the ninth hypothesis: this indicates that there are differences of statistical significance at the level of (0.005) between the experimental group and control group of both sides (left and right) in all habits of mind and for the benefit of the experimental group. (Published abstract)