أثر استخدام استراتيجية جيجسو (jigsaw) في تدريس العلوم لتنمية بعض عادات العقل لدى طلاب الصف التاسع بغزة
Investigating the impact of using the Jigsaw strategy on the teaching of science to develop some mind habits among ninth-graders in Gaza in the general science subject, the first part of the ninth grade textbook in the unit of chemical reactions. Study Methodology: The researcher adopted the experimental approach, two-group design. The study population consisted of ninth graders in governmental schools in North Gaza in the 2016/2017 scholastic year. The study was applied on a random sample of ninth-graders. One class consisting of (31) male students was chosen as an experimental group and another consisting of (31) male students as a control group. The researcher prepared a teacher's guide and a content analysis card of the unit content, and a test of the mind habits consisting of (30) items. The study findings: 1) There were statistically significant differences at the level of significance (α = 0.01) between the mean scores of students of the experimental group and those of their counterparts of the control group in the mind habits test in favor of the experimental group. 2) There were statistically significant differences at the level of significance (α = 0.01) between the mean scores of the high achievers in the post application of the mind habits test between those of the experimental group and those of the control group in favor of the experimental group. 3) There were statistically significant differences at the level of significance (α = 0.01) between the mean scores of the low achievers in the post application of the mind habits test between those of the experimental group and those of the control group in favor of the experimental group. The study recommended the introduction of modern teaching methods in the teacher's guide, including Jigsaw strategy and making use of the guide used in this study. It also recommended holding training courses for science teachers to be trained on how to use the Jigsaw strategy in teaching science. The study finally recommended integrating the mind habits in the school curriculum as a goal which education seeks to achieve. (Author's abstract)