The Effect of Using the Teaching Strategy 7E's on Comprehending Scientific Concepts and skills of Inquiry-Based Learning among Primary Education Students in Light of Their Academic Self-Concept
Keywords:
(7E's) strategy, Comprehending Scientific Concepts, Inquiry-Based Learning, Academic self-concept.Abstract
The purpose of this study was to investigate the effect of using teaching
strategy (7E's) on understanding scientific concepts and acquisition inquiry
thinking skills among basic stage students in the light of their academic selfconcept
as compared with the traditional method. The study used a purposeful
sample that consisted of (60) eighth grade famales. The sample was divided
into two groups: experimental group which was studied by using a strategy
based on constructivist strategy (7E's), and a controlled group which was
studied by using the traditional method. Data were collected by classifying
students according to their academic self-concept (High vs Low) by using the
academic self-concept scale, a scientific concepts and inquiry thinking skills
tests were administered pre and post the experiment. Data were analyzed
using the analysis of variance of factorial design 2x2 ANCOVA.
The study revealed that students performed better with the 7E's strategy
over those of the traditional method in their understanding of scientific
concepts and in acquiring inquiry thinking skills. The researcher found
that the high academic self-concept students performed better than the low
academic self-concept students in their understanding of scientific concepts
and in acquiring inquiry thinking skills.
In the light of these results, the study recommended carrying out further
similar studies on different educational subjects and levels.
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