شبكة المعلومات العربية التربوية

This study aims to explore the impact of using the Gerlach & Ely Model in scientific problem-solving ability and cognitive autonomy of the 3rd grade intermediate students of different learning styles in Taif city. The sample of the study consisted of (66) students, randomly selected and divided into two groups: controlling and experimental. The controlling group studied the science course traditionally, while the experimental group studied the same course using Gerlach & Ely Model. The researcher used three tools to collect the data: scientific problem-solving scale, cognitive autonomy scale, and learning styles scale (VARK). The validity and reliability of the scales were confirmed. The results showed that there were statistical significant differences at (α = 0.05) between the mean scores of the experimental and controlling groups students in scientific problem-solving, and cognitive autonomy in favor of the experimental group students. The results also showed that there were statistical significant differences at (α = 0.05) between the mean scores of the students in the scientific problem-solving scale due to the learning styles, and there was a statistical significant impact due to the interaction between the teaching method and the learning styles on the same scale. There were no statistical significant differences at (α = 0.05) between the mean scores of the students in the cognitive autonomy scale due to the learning styles, and there was no statistical significant impact due to the interaction be - tween the teaching method and the learning styles on the same scale.(Published Abstract)