The Effectiveness of the SCAMPER Strategy for teaching science on Conceptual Comprehension among Middle School Students

Authors

1 A teacher in the administration of Makkah Al-Mukarramah, Kingdom of Saudi Arabia.

2 College of Education, Umm Al-Qura University

Abstract

The research aimed to develop conceptual comprehension among the middle school students through the use of the SCAMPER strategy in science teaching. To achieve this, the quasi-experimental method was used. The research tools consisted of test of conceptual comprehension. A representative sample of the community was selected, amounting to (64) female students from the second middle stage. They were chosen and distributed randomly into two groups, one is a control group (32), and the other is an experimental one (32).The results showed that the students of the experimental group (using the SCAMPER strategy) outperformed the students of the control group (studying in the usual way) in the conceptual comprehension; as there were statistically significant differences at the level (0.05) between the mean scores of the two groups of students in the post conceptual comprehension test.

Keywords

Main Subjects

References

Altiparmak, T., & Eryilmaz-Mustu, Ö. (2021). The Effects of SCAMPER Technique Activities in the 8th Grade Simple Machines Unit on Students' Academic Achievement, Motivation and Attitude towards Science Lessons. International Journal of Educational Methodology, 7(1), 155-170.
Çelikler D. and Harman G. (2015), The Effect of the SCAMPER Technique in Raising Awareness Regarding the Collection and Utilization of Solid Waste. Journal of Education and Practice, Vol.6, No.10.
Joseph, A. (2012). Grade 12 learners’ conceptual understanding of chemical representations. University of Johannesburg (South Africa).
Newton, D. (2000). Teaching for understanding: What it is and how to do it. London: Routledge.
Wiggins, G. P., Wiggins, G., & McTighe, J. (2005). Understanding by design. Ascd.‏

Files

Share

How to cite

Statistics