أثر إستراتيجية دورة التعلم الرباعية المعدلة (4es) ومستوى الميول العلمية في اكتساب المفاهيم العلمية لدى طالبات الصف السابع الأساسي
The study aimed to investigate the effect of the modified quadruple learning cycle (4Es) strategy and the level of scientific inclinations in acquiring scientific concepts for seventh grade students. To achieve the objectives of the study, the researcher used the quasi-experimental method. The study sample consisted of (50) female students of the seventh grade and distributed over two divisions in Fatima Al-Zahraa Elementary School for Girls affiliated to the Directorate of Education of the Al-Rusaifa District and a control group studied according to the usual method. The researcher prepared a guide for the teacher to teach the first unit of the science book, the second part of the seventh grade, using the modified quadruple learning cycle (4Es) strategy. The results of the study showed that there were statistically significant differences at the significance level (α = 0.05) in the degree of achievement between the two study groups due to the teaching strategy (Modified Quad Learning Cycle (4Es), the usual method), and in favor of the experimental group, and the results also showed that there are significant differences Statistical significance at the significance level (α = 0.05) in the degree of students' achievement due to the level of scientific inclinations (high, low), and in favor of the female students with a high level of scientific inclinations. The results also showed that there were no statistically significant differences in the degree of female students' achievement due to the interaction between the teaching strategy and the level of scientific inclinations. In light of these results, the study recommended adopting the modified quadruple learning cycle strategy (4Es) due to its impact on the level of scientific inclinations in acquiring scientific concepts among female students. (Author’s abstract)