أثر دورة التعلم والخرائط المفاهيمية في اكتساب طلاب الصف التاسع الأساسي للمفاهيم الفقهية
This study examines the effectiveness of the leaning cycle model and concept maps in the acquisition of juristic concepts among ninth grade students. The study attempts to answer the following question: Are there any significant differences among ninth grade students in their acquisition of juristic concepts that might be related to a specific teaching method? The study sample consisted of 74 students and was distributed over 3 randomly selected classes. To achieve the aims of the study, the researchers designed an achievement test to investigate students’ acquisition of juristic concepts and a pre-acquisition jurisprudence knowledge test. The content validity and reliability of both tests was examined. The researchers also designed teaching material for the jurisprudence unit for the ninth grade students in accordance with the learning cycle model and conceptual maps. After conducting the study, the researchers administered the achievement test to examine the extent to which juristic concepts had been acquired. Findings from the study show that there is a statistically significant variance in the acquisition of juristic concepts related to method of teaching, indicating a preference for the experimental groups’ learning process, i.e. students who were provided the learning cycle model and conceptual maps. (Published abstract)