أثر استخدام إستراتيجيتي النمذجة والخرائط العقلية في تدريس علم الأحياء على تحصيل طلبة الصف الثاني الثانوي العلمي وتفكيرهم العلمي
This study aims to determine the effect of using modeling strategy and mind maps strategy in biology teaching on the achievement and scientific thinking of second grade students at secondary school. The researcher has developed an achievement test and a scientific thinking skills scale. This study used a pretest and posttest, with both control and experimental groups. A sample of 116 students of the second grade in Qunetra secondary school participated in the study. The control group consisted of 30 students (15 females, 15 males) studied the subject (some biological functions at human) using the traditional method. The experimental group consisted of 86 students studied the same subject using new strategies for 10 weeks, it was divided into three groups dependent on the uses of teaching strategy which include the following: 1) the first experimental group consisted of 30 students (11 females,19 males) studied by using Modeling strategy. 2) The second experimental group consisted of 28 students (12 females, 16 males) studied by using Mind Maps strategy. 3) The third experimental group consisted of 28 students (13 females, 15 males) studied by using modeling and mind maps together. The statistical analysis indicated that: 1) there were significant statistical differences at the level of 0.05=α between the mean’s scores of control group and the mean’s scores of three experimental groups in post test of the achievement test, in favor of the experimental groups. 2) There was significant statistical interaction at the level of 0.05=α between the instruction strategy and the gender of student (males and females) in the achievement test post test. The statistical effect size was medium. 3) There were significant statistical differences at the level of 0.05=α between the mean’s scores of control group and the mean’s scores of three experimental groups in post test of the scientific thinking skills scale, in favor of the experimental groups. 4) There was significant statistical interaction at the level of 0.05=α between the instruction strategy and the gender of student (males and females) in the scientific thinking skills scale post test. The statistical effect size was medium. 5) There was significant statistical correlation at the level of 0.05=α between the mean’s scores of experimental groups (males and females) in post test of the achievement test and the scientific thinking skills scale. According to previous results several recommendations were suggested for further studies. (Author’s abstract)