أثر استراتيجية الاستقصاء القائم على توظيف الإيضاحات التعليمية في اكتساب المفاهيم العلمية لدى طلبة الصف الثالث الأساسي
The study aimed to identify the effect of an inquiry strategy based on employing educational explanations in the acquisition of scientific concepts among third-grade students. The study sample consisted of two divisions with a total of (39) students. One of these divisions was randomly selected to be a control group. It consisted of (19) students. The educational material was taught in the usual method. The other was an experimental group. Consisted of (20) students. The educational material was taught using a directed inquiry strategy based on the employment of educational explanations. To achieve the objectives of the study, the quasi- experimental methodology was used. A test for acquiring scientific concepts was prepared. The findings showed that there was a significance significant difference at (α≤0.05), in favor of the experimental group that was taught by using directed inquiry strategy based on employing educational explanations. The size of the effect was large according to the standard used in the study. The study also showed a positive correlation between the acquisition of scientific concepts and achievement in science. Based on the findings of the study, it was recommended to use this strategy in teaching science text topics to achieve better learning. (Published abstract)