The effectiveness of cross-teaching strategy in achieving and developing scientific thinking among middle school students in physics

Abstract

The present study aims to identify (the effectiveness of reciprocal teaching strategy in achievement and the development of scientific thinking to the second grade average students in physics).

  And limited to:

1 - a sample of second grade students in the Mediterranean city of Hilla Center.
2 - the first five chapters of the book to be taught physics for students in the second grade average.

3 - first semester of the academic year 2013-2014 m.

In order to achieve the goal of the study formulated the following hypotheses:
1. There is no difference statistically significant at the level of significance (0.05) between the average scores of the experimental group the collection of students studying physics in accordance with the reciprocal teaching strategy and average grades collect the control group students studying physics in the traditional way in the post achievement test.

1. There is no difference statistically significant at the level of significance (0.05) between the average scores of the experimental group taught in accordance with the strategy of reciprocal teaching students and average students grades Aljmuah officer taught according to the traditional way in the post test of scientific thinking.
   3. There is no difference is statistically significant at the level of significance (0.05) in the average differences between the scores of pre and post tests of scientific thinking with the experimental group students studying physics in accordance with the reciprocal teaching strategy.
2. There is no difference is statistically significant at the level of significance (0.05) in the average differences between the scores of pre and post tests of scientific thinking with the control group students studying physics in the usual way.

    To verify the hypotheses of the study, the researcher randomly chosen medium Damascus for boys, then Akhtarashoaiaa Division (a), to represent the experimental group, and the Division (b) to represent the control group and the number of students of both of them (32) students.

    It was conducted parity between the two groups in the study variables (chronological age - physics degrees average first grade - intelligence - the pre-test of scientific thinking).

    Promising Researcher (115) behaviorally target included specific subjects in the experiment, as a promising plans teaching of those subjects, and to verify the purpose of the study and its hypotheses promising researcher achievement test consisting of 40 items, from multiple choice quad alternatives were confirmed the veracity of its paragraphs and persistence and transactions difficult and the power to distinguish, also used researcher scale scientific thinking prepared by Abboud (2012), consisting of (30) paragraph after making a number of amendments to it and ascertain the sincerity and persistence, and after the test was applied all of the achievement test and test scientific thinking and then data were collected and statistically analyzed using statistical methods to validate the assumptions of zero Vozart results outweigh the experimental group students on a control group of students in each achievement test and test dimensional scientific thinking.