اثر تدريس العلوم باستخدام المنظم المتقدم ونموذج بوستر للتغيير المفاهيمي في اكتساب المفاهيم العلمية وتنمية مهارات الاستدلال العلمي والتفكير الناقد لدى طلبة

Effect of Teaching Science by Using Advanced Organizer and Posner’s Model for Conceptual Change on Acquiring Scientific Concepts Developing Scientific Reasoning and Critical Thinking Among Eighth Grade Student

This study aims to identify the effect of teaching the Heredity Unit using advanced organizer and Posner’s model for conceptual change on acquiring scientific concepts and developing scientific reasoning and critical thinking skills in contrast with the traditional method. The study adopted the pre-post quasi-experimental design, and the sample consisted of (90) male and female students from the eighth grade in king Abdullah II School of Excellence, in Zarqa First Directorate of Education. The scientific concepts acquisition test and critical thinking skills test consisted of 21 and 26 multiple-choice items, respectively. Also, Lawson (2000) test for scientific inference consisted of 20 multiple-choice items checked by experts. All the tests reliability and validity conditions were fulfilled as required. Analysis of Covariance (ANCOVA) was used to demonstrate the differences between the experimental and control groups averages on the scientific concepts acquisition test, the scientific reasoning skills test, and the critical thinking test. The results of the study showed that there were statistically significant differences (α= 0.05) in the scientific reasoning skills and critical thinking skills in favour of experimental group students, and the absence of significant differences in the scientific concepts acquisition test. In light of the study results, a number of recommendations and suggestions that could contribute to the improvement and development of science teaching methods were presented.