The Impact of Teaching Science by Using the Open-End Problem Solving Approach on Achievement and Developing the Depth of Scientific knowledge Among the First Grade intermediate Students.

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Assistant Professor of Curricula and Methods of Teaching Science - Faculty of Education - Assiut University

Abstract

 This research aimed at identifying the impact of science teaching by using the open-ended problem solving approach on the achievement and development of the depth of scientific knowledge among the first grade students. To achieve this goal. the descriptive approach and the semi-empirical approach were used to design the experimental and control groups. on a sample of the First Grade intermediate Students reached (60) students. divided into two groups. an experimental which consisted of (30) students and and a control one consisted of (30) students. the research tools (the achievement tests and the levels of scientific knowledge depth) were pre-applied after verifying their validity and stability to the research grou and then they studied the module. After the study ended. the tools were post-applied.
results of the study revealed that there were statistically significant differences at the level of (0.05) between the average scores of the students of the experimental and control groups in the post-test For the achievement test and the test of the depth of scientific knowledge in science for the benefit of the students of the experimental grou It also concluded that the use of the open-ended approach to solving problems in science teaching had a scientifically acceptable impact on achievement and the development of the depth of scientific knowledge among the first grade students. Some recommendations and proposals.

Keywords

References

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