أثر استخدام استراتيجية التعلم بالدماغ ذي الجانبين في تنمية المفاهيم العلمية وعمليات العلم لدى طلاب الصف الخامس الأساسي بغزة
The study aimed at identifying the Impact of Using Two-side Brain Learning Strategy on Developing Scientific Concepts and Science Processes among Fifth Graders in Gaza. The researcher used the experimental approach based on a two-group design with a pre and a post test. Shohadaa Sheikh Radwan Basic boys school (A) was chosen to be the field of the study with a sample composed of (68) male students. Students were distributed into two groups: (33) students for the experimental group in which the two-side brain learning strategy was implemented, and (35) students for the control group following the traditional method in their study. The instruments of the study represented in an objective test consisting of (32) items of the Scientific Concepts and an objective test composed of (25) items of the Science Processes. The researcher implemented both tests on a pilot sample composed of (35) students in order to calculate the coefficients of difficulty and discernment to verify their validity and reliability. The researcher also prepared a teacher guide based on the used strategies. The Results of the Study: 1) There are statistically significant differences at 0.01 level between the mean scores of the experimental group students and the control group students in the post application test on scientific concepts in favor of the experimental group. 2) There are statistically significant differences at 0.01 level between the mean scores of the experimental group students and the control group students in the post application test on science processes in favor of the experimental group. Study Recommendations: 1) The importance of applying the Two-side Brain Learning Strategy while teaching science in different educational stages. 2) Attention to the methods of developing scientific concepts and science processes specially in the elementary stage. (Author's abstract)