فاعلية اسرتاتيجيتي دورة التعلم املعدلة حتصيل طلبة الصف األول الثانوي وخريطة املفاهيم يف

العلمي يف األحياء واكتسابهم ملهارات عمليات العلم

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حتصيل طلبة الصف فاعلية اسرتاتيجيتي دورة التعلم املعدلة و خريطة املفاهيم يف األول الثانوي العلمي يف األحياء واكتسابهم ملهارات عمليات العلم

إعـــداد الدكتور سامل عبـــد العزيز اخلوالده

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The Effectiveness of the Modified Learning Cycle and

Concept Mapping Strategies on the First Secondary Scientific Stream Students’ Achievement in Biology and in

their Acquisition of Science Process Skills Dr. Salem. A. A. Al khawaldeh

ABSTRACT:

The study aimed at investigating the effectiveness of the modified learning cycle and concept mapping strategies in the first secondary scientific stream students’ achievement in Biology and in their acquisition of science process skills compared to the conventional method of teaching Biology.

The sample of the study consisted of 280 in six sections in two governmental schools in Mafraq; (A girl school and a boy’s school). The sections were distributed randomly to form the control group (A male section and a female one) and the two experimental groups .

The first experimental group (A male section and a female one of 93 students) was taught via the modified learning cycle and the second one (A male section and a female one of 95 students) was taught using concept mapping. The control group that consisted of 92 students (males and females) was taught through the conventional (traditional) method.

The study was carried out in the second semester of the school year 2004–2005. Three periods a week for 8 weeks were devoted to complete the study. The three groups were taught by male teacher and a female one who were qualified to carry out the task. The subject–matter taught was the vertebrate unit at the first secondary scientific stream Biology curriculum in governmental school in the Hashemite kingdom of Jordan.

The results of the study indicated that : –There were statistically significant differences in the first secondary

scientific stream students’ achievement due to the teaching strategy. Superiority was on the part of students taught by the modified learning cycle strategy and concept mapping strategy compared with those taught through the conventional method but an equal effect of the modified learning cycle strategy and concept mapping strategy was traced.

– There were statistically significant differences in the first secondary scientific stream students’ acquisition of science process skills attributed to the teaching strategy. The students taught through strategy of modified learning cycle were superior to those taught through the conventional method and the concept mapping strategy but an equal effect of the concept mapping strategy and conventional method was traced.

In the light of the previous results, science teachers were urged to use the modified learning cycle and concept mapping strategies in their instruction at the secondary level instead of the traditional method.

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٠٠٠}٠

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אKאאאאאאאאאFאא،

אא،אE؛אאאאאאאK

אאאאאאאאאא،א

אאאFאאאא،א،EאScheffeאF٣Eאא

אK F٣E

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F٣אE،אאאאF٦٩}٢١Eא

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אKאF٣אE،אאאF٦٦}٢٠E

אאF٠٢}١٨KEאאאא،אאאא

אאאאKאF٣אE،

אאF٦٩}٢١EאF٦٦}٢٠EאאK

אאאאאאאאאאא،

אא،אא،אאאאאא،אאאאא

א؛אאאאאאאאאאאאאאK

WאאאW אאWאאא

אאאאאאFאאאא،א،KE

אאאאאאאאאאאא

אאא،אאF٤Eאאאא

אאK

אאאאאאאא…

٣٦٤אאאא

F٤E אאאאאאא

אא

א א אאאאא

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אאאאאאאאF٤אEאא،

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א א

א

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אאאאאWאאאאאאא

אאFאאאא،א،E؛אאאאא

אאאאאאאFאאאא،א،E؛אאא

אאאאאאאאאK

אאאאאאאאאאא،א

אאאאFאא،א،אאEאScheffeא،F٦E

אאאK F٦E

אאאאאאאאא

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אאאאאאאא…

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אאאאאאF٤١}١٨EאאאאF٣٦}١٤KE

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אאאאאאאאאאא

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אא،אאאאאאאאאאאא

אK

:مناقشـــة النتـــائــجאאאאאא

אאאאאאאאאאKאאאאא

Kאאא

אא–אא–א١٤٢٧–٢٠٠٧٣٦٧

אאאאאאKאאאאאאא

אא،אאאאאאKא

אאאאאאאאאאאK

אאאW

אאאאאאאאKאאא

אאאאאאאא؛אאאאאאא

אאאאאא،אא

אאאאKאאאאאאא

אאאאאK אאאאא،אא،אא

אאאאאאאאאK

،אאא

אאאאאאאא…

٣٦٨אאאא

אאאאא–אאאאאאאאK

אא،אאאאאאK

אאאאאאאאאאאאאאאK

،אאאאאאFEאא–אא؛א

אא،אאK

אאאאא،אאאאאא

אאFאKEאאאאא F،א٢٠٠٠א،אא؛٢٠٠٣،א٢٠٠١؛KE

אאא(Hanley, 1997; Lord, 1999; McCormick, 2000; Parker, 2000; Rubin& Norman, 1992)K

אאאאאאKאאאאא

Fא،١٩٩٣،١٩٩٦؛،א١٩٩٨؛،١٩٩٥؛EKאאאא(Caker, Uzuntiryaki &

Geban,2002; Jegede, et al., 1990; Jones, Carter & Rua, 2000; Odom & Kelly,2001) K

אאאאאאא

Kאאא

אא–אא–א١٤٢٧–٢٠٠٧٣٦٩

אאאאאאKאאאאאאא

אאאאF،א،אאאאEאאא،

אאא،אאKאאאאאא

אאאאאאאK אאאW

אאא؛،אא

אאא،אFאEאאKא،א

،אאאאא،א،א،א،א،א،א

אאאאאאK אאא

אאאאK،אאאאאאא

אK אאאא

א،אאאאא(Rubin& Norman, 1992)Kא

אאאאאאאא…

٣٧٠אאאא

אאאאאאאKאאאאא

אאאאאאאא،אא،אא

אאאאאאK

אאאאאאאאאKא

אF١٩٩٥Eאאאאאא

אאאאאK :التوصيات واملقرتحات

אאא،אאאאW

١ J אאאאאאאאא،אFאEאאאא

אאאאאאאאK

٢ J אאאאאאאאאאא،K

٣ J ،א،אאאאאאאא،אאא

אאא،אאK

Kאאא

אא–אא–א١٤٢٧–٢٠٠٧٣٧١

٤ J אאאאא،אאאאא،אאאאאאאא

Kאאאא٥ J אאאאאאאא

v،אאאאא،אאאאא

אK

אאאאאאאא…

٣٧٢אאאא

عـــاملراج

١K ،FK٢٠٠٣KEאאאאאא،אאאאK

אאאא،١٥F٢E،٢٧–١K ٢K ،א،א،אFK٢٠٠٠KEאאא

אאאאאKאא،١٥F٧E،٣١–١١K

٣K ،،א،،אאFK١٩٩٦KEאאאאKWאא

אK ٤K ،אFK١٩٩٦KEאאאK

א،،F١١٦E،٢٧١–٢٥٥K ٥K ،אאKF٢٠٠٣KEאאא

אאאאאאKאא،،אאא،K

٦K ،אאFK٢٠٠٤KEאאאאאאאא

אK،א،א،אK ٧K א،אFK١٩٩٣KEאאאאאא

אאאאאאאאאאאKא،א

،،אאK ٨K ،FK١٩٩٦KEאFאאKEWא

Kאאא

אא–אא–א١٤٢٧–٢٠٠٧٣٧٣

אאK ٩K ،FK١٩٩٦KEאאאא

אאאאאאK،א،א،אK

١٠K ،FK١٩٨٨KEאאאאאאאאאK،

א،،אK ١١K ،אFK١٩٩٨KEאאאאאא

אאאאאאאאאאK

،،אא،K ١٢K ،אFK٢٠٠١KEאאאא

אאאאK،א،א،אK

١٣K ،FK١٩٩٥KEאאאאאאאאאאאא

אK،א،،אאK

אאאW 1. American Association for the Advancement of Science (AAAS).

(1989). Project 2061: Science for All Americans: Literacy Goals in Science, Mathematics and Technology. Washington , D.C, USA.

2. Bybee, R.(1993). Instructional model for science education in

אאאאאאאא…

٣٧٤אאאא

developing biological literacy. Colorado Springs, Co: Biological Curriculum Studies.

3. Caker, O., Uzuntiryaki, E., & Geban, E . (2002). Contribution of conceptual change texts and concept mapping to students’ understanding of acids and bases. Paper presented at the at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

4. Cullen, J.(1990).Using concept maps in chemistry: An alternative view. Journal of Research in Science Teaching, 27, 1067– 1068.

5. Gang , (1995). Removing preconceptions with learning cycle. The Physics Teacher, 33(4), 346–354.

6. Hanley, C.D.(1997). The effects of the learning cycle on the ecological knowledge general biology students as measured by two assessment teaching. Doctoral Dissertation, University of Kentucky, DAI–A 58/06.p2052,Dec 1997.

7. Hedgepeth, D.J.(1995). A Comparison of the learning cycle and a traditional instructional sequence in teaching an eighth–grade science Topic. Doctoral Dissertation, The University of Alabama, DAI–A57/02,p.628,Aug,1996.

8. Heinze–Fry, J.,& Novak, J.D. (1990). Concept mapping brings long term movement toward meaningful learning. Science Education, 74(4), 461–472.

9. Jegede, O.J., Alaiyemola, F.F., & Okebukola, P.A.(1990). Concept mapping on students’ anxiety and achievement in biology. Journal of Research in Science Teaching, 27 (7),951–960.

10. Jones, G.M., Carter, G., & Rua, M.(2000). Exploring development of

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אא–אא–א١٤٢٧–٢٠٠٧٣٧٥

conceptual ecologies; Communities of Concepts related to Convection and heat. Journal of Research in Science Teaching, 37(2), 139–159.

11. Lawson, A.E. (1995). Science teaching and the development of the thinking. Belmont, CA: Wads worth publishing,

12. Lawson, A.E. (2000). A Learning cycle approach to introducing Osmosis. The American Biology Teacher, 62(3), 189–196.

13. Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A Theory of instruction: Using the learning cycle to teach science concepts and thinking skills. National Association for Research in Science Teaching ,Monograph No.1.

14. Lord, T.P. (1999). A comparison between traditional and constructivist teaching in environmental education. Journal of Environmental Education,30(3), 22–28.

15. Marek, E.A., & Methven, B.(1991). Effects of learning cycle upon students and classroom teacher performance. Journal of Research in Science Teaching, 28(1), 41–43.

16. McCormick, B.C.(2000). Attitude, achievement, and classroom environment in a learner–centered introductory biology course. Doctoral Dissertation, The University of Texas, DAI–A 61/11, p.4328, May 2001.

17. National Research Council .(1996). National Science Education Standards, Washington, D.C: National Academy Press,

18. National Science Teacher Association. (1971). NSTA position statement on school science education for the 70’s. The Science Teacher, 38(1), 46–50.

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٣٧٦אאאא

19. Novak, J.D. (1990). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10),937–950.

20. Novak, J.D. (1993). How do we learn our lesson? The Science Teacher, 60,50–55.

21. Novak, J.D. & Gowin, W. (1986). Learning how to learn., New York: Cambridge University Press.

22. Odom , A., & Kelly , P. (2001). Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology Students. Science Education, 85(6), 615–635.

23. Okebukola, P.A.(1992). Can good concepts mappers be good problem solvers in science? Research in Science and Technological Education, 10(2),153–170.

24. Parker, V. (2000). Effects of a science intervention program on middle grade students achievement. School Science & Mathematics, 100(5), 236–243.

25. Renner , J.W.(1986). Rediscovering the lab. The Science Teacher, 53, 44–45.

26. Renner , J.W., & Marek , E.A. (1990). An educational theory base for science teaching. Journal of Research in Science Teaching,27(3),241–246.

27. Renner ,J.W.,& Marek E.A. (1988). The learning Cycle and elementary Science Teaching. Portsmount, NH: Heinman Educational Books.

28. Rubin, R.L., & Norman, J.T.(1992). Systematic modeling versus the learning cycle, comparative effects on integrated science process

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אא–אא–א١٤٢٧–٢٠٠٧٣٧٧

skill achievement. Journal of Research in Science Teaching, 29(7), 715–727.

29. Rye, J.A., & Ruba, P.A. (1998). An exploration of concept map as an interview tool to facilitate the externalization of students’ understanding about global atmospheric change. Journal of Research in Science Teaching, 35 (5), 521–546.

30. Tobin, K.G., & Capie, W. (1982). Relationships between formal reasoning ability, locus of control, academic engagement and integrated process skill achievement. Journal of Research in Science Teaching. 19(2), 113–121.

31. Wandersee, J.H. (1990). Concept mapping and the cartography of Cognition. Journal of Research in Science Teaching, 27(7), 923–936.

32. Willerman, M.,& Macmary, R.A .(1990). The Concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705–711.

33. Yeany, R.H., Yap, K.C., & Padilla, M.J.(1986). Analyzing hierarchical relationships among modes of cognitive reasoning and integrated science process skills. Journal of Research in Science Teaching. 23(4), 277–291.

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)١(لحق امل االختبار التحصيلي يف األحياء

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٥–אאאW –אאאאאאK –אאK

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١٣–אאאW –٣–٤א–٢–٣א

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א،אW –אאK–אK

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