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首页> 外文期刊>Journal of Education and Practice >The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts Among the Fourth Graders of Bani Kinana Directorate of Education
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The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts Among the Fourth Graders of Bani Kinana Directorate of Education

机译：在Bani Kinana教育局四年级学生中，在教学科学中使用拼图策略对获取科学概念的影响

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摘要

The study aimed to identify the effect of using Jigsaw strategy in teaching science on the acquisition of scientific concepts among the fourth graders of Bani Kinana Directorate of Education compared to the traditional way. The study sample consisted of 70 male and female students, divided into two groups: experimental and control where the students of the experimental group studied through the Jigsaw strategy and the students of the control group studied the same units in the traditional way.An achievement test was developed in the mentioned units of science to measure the extent of the acquisition of scientific concepts, which had sufficient validity and reliability. The test was applied on the study sample and the appropriate statistical analyses were conducted. The results indicated that there were statistically significant differences at the significance level (0.05) for the variable of the group in the post measurement as the value of (F) was (18.366) by a statistical significance of (0.000), and the differences were in favor of the experimental group and that there were no statistically significant differences at the level of (0.05) for the variable of gender. The researcher recommended the adoption of the teaching method by using the Jigsaw strategy in teaching science because of its effect on the acquisition of scientific concepts.
机译：该研究旨在确定在教学科学中使用拼图策略对班尼·基纳纳教育局四年级生与传统方式相比对获得科学概念的影响。研究样本由70名男女学生组成，分为两组：实验组和对照组，实验组的学生通过拼图策略进行学习，对照组的学生以传统方式学习相同的单元。是在上述科学单位中开发的，用于衡量获得足够的有效性和可靠性的科学概念的获得程度。将测试应用于研究样本并进行适当的统计分析。结果表明，在测量后，该组变量在显着性水平（0.05）上具有统计学显着性差异，因为（F）的值为（18.366），统计学显着性为（0.000），差异为有利于实验组，并且性别变量在（0.05）水平上没有统计学上的显着差异。研究人员建议在教学科学中采用拼图策略来采用教学方法，因为它对科学概念的获取有影响。

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