أثر التدريس المتمايز في اكتساب المفاهيم العلمية ومهارات عمليات العلم والاتجاه نحو العلوم لدى طلاب الصف السابع الأساسي
The current study aimed at investigating the effect of differentiated instruction in the 7th grade's acquisition of scientific concepts, science processes skills and their attitudes towards science. To achieve the objectives of the study, a test was prepared to measure the acquisition of scientific concepts. It consisted of (27) item distributed into six dimensions (Problem solving, identification of verbal significance, conclusion, discovery of the scientific concept, interpretation of observations, application of the scientific concept). In addition a test was used to measure the science processes skills this e-test consisted of (24) item distributed into four skills (Observation, conclusion, prediction, classification), more one attitudes scale towards science was it consisted of (33) item. The sample of the study consisted of (65) students selected by the available method. One of the people was randomized as an experimental group with (31) students studied in a differentiated instruction method. The other division was considered a control group with (34) students studied in the traditional method in the second semester of the year Study 2018/2019. The results of the study showed that there was a statistically significant difference in the test of the acquisition of scientific concepts, and in each dimension of scientific concepts, and in the test of the skills of basic scientific processes, and in each skill of the basic scientific processes, between the performance of the experimental group students who studied the differentiated instruction method compared to the performance of the control group students who studied in the traditional method who studied in a differentiated instruction method. There was a statistically significant difference in the direction of the sample of the study towards science between the estimates of the experimental group students who studied the differentiated instruction method compared to the students of the control group who studied in the traditional method and for the evaluation of the experimental group students who studied the differential teaching method. (Author’s abstract)