فاعلية نموذج peoe في تدريس العلوم لتنمية مهارات توليد وتقييم المعلومات والحس العلمي لدى طلاب الصف الأول المتوسط
The research aims mainly to explore the effectiveness of the (PEOE) model in teaching science to develop the skills of generating and evaluating information and the emotional side of the scientific sense of the intermediate first grade students. An experimental approach with a quasi-experimental design called pre-test and post-test control design was used. The research sample consisted of (60) students, who were selected in a random cluster method, (30) students in the experimental group studied the unit "The Nature of Material" using the (PEOE) model, and (30) students in the control group studied according to the prevailing method of teaching. The research materials and tools were represented in a teacher's guide for teaching the unit "The Nature of Material" according to the (PEOE) model, a student's activity guide, a test of generating and evaluating information skills, and a measure of the affective side of the scientific sense. The results showed that there are statistically significant differences at the level (0.05 ≥ α) in the post application of each of the tests for generating and evaluating information, and measuring the emotional aspect of the scientific sense in favor of the experimental group. The results also showed the existence of a positive statistically significant correlation relationship at the level (0.05 ≥ α) between the experimental group students' scores in the post application of each of the tests of information generation and evaluation skills, and the affective aspect scale. In light of these results, the research presented a number of recommendations: 1) training intermediate stage science teachers to use the (PEOE) model in teaching science. 2) Reorganizing the content of science curricula at the intermediate stage in light of this model, especially the science content of the intermediate first grade; to develop the skills of generating and evaluating information and the dimensions of the emotional side of the scientific sense of the intermediate first grade students. (Published abstract)