أثر استخدام استراتيجية العصف الذهني في تدريس العلوم علي تنمية مهارات الاستقصاء العلمي لدي طلبة الصف الثامن الأساسي بقطاع غزة The Effect of Using a Brainstorming Strategy in Science Education on the Development of Scientific Inquiry Skills of Eighth Grade Students in Gaza Strip

Document Type : Original Article

Author

Education College, Al-Aqsa University, Palestine

10.18576/ijlms/020208

Abstract

The aim of this study was to investigate the effect of using a brainstorming strategy in science education on the development of scientific inquiry skills of eighth grade students in the Gaza Strip, and to achieve this, unit were identified. "Atomic elements and groups'' established in the science book eighth-grade in Palestine, was taught to The experimental group consisting of 40 students, by using a brainstorming strategy compared to the control group consisting of (42) students studied the same unit by the traditional method. The researcher prepared a test of skills of scientific inquiry, and applied on the two groups (experimental and control) before and after the teaching of the unit, and applied on the two groups after about a month of the post test, The results of the study revealed that:
- There are statistically significant differences at the level (α = 0.05) between the means of the experimental and the control groups in the test of skills of scientific inquiry dimensional overall, and on each of the fields, in favor of students of the experimental group, and that these differences have a high effect on the development of skills survey for experimental group.
- There are statistically significant differences at the level (α = 0.05) between the means of the experimental and the control groups in the test of skills of scientific inquiry deferred overall, and on each of the fields, and in favor of the experimental group, and the percentage of loss in the skills of scientific inquiry for the control group times higher losses in these skills with respect to the experimental group in the same period.

Keywords

International Journal of Learning Management Systems
Volume 2, Issue 2
July 2014
Pages 141-171

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