Self-regulated learning activities based on collaborative inquiry cycle for developing deeper learning competencies and enjoying learning science for preparatory school students

Author

Assistant Professor of Curriculum and Teaching Methods for Science- Faculty of Education - Damanhour University.

Abstract

This research aimed to design self-regulated learning activities based on collaborative inquiry cycle and investigate its effectiveness for developing deeper learning competencies and enjoying learning science among second year preparatory school students. The sample included (121) students (first semester Academic Year 2020/2021) and randomly assigned into two groups: Exp. G (61 students), and C.G. (60 students). The activities were designed, and the research instruments were prepared. Research instruments were applied. The proposed activities were used to teach for the Exp. G., while the control group was taught without it. Research instruments were applied again. Research results revealed that: There were significant differences at p<0.01 between means of scores in favor of the experimental group students in mastery of elements periodity concepts, academic mindset, and enjoying learning science. A statistically significant relationship was found at the significance level of p<0.01 between mastery of concepts, academic mindset, and enjoying learning science.

Keywords

References

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