The impact of teaching science using differential education; based on scientific activities in the development of conceptual understanding and the development of the habits of the mind of second-grade students.

Document Type : Original Article

Author

Master of Science methodology - King Khalid University Head of school affairs – Ballahmar Office of Education

Abstract

The objective of the current research is to identify the effectiveness of teaching science using Differentiated learning based on scientific activities in the Development of conceptual Understanding and development of habits of mind of the second grade students in Belhimr, Al-Mawain complex in Asir region. The study sample consisted of two groups: the first group was experimental; it was taught using Differentiated learning based on scientific activities, 20 female students, and the second was an control; The research tools included an achievement test, a student book, and a teacher's guide to the use of Differentiated learning based on scientific activities by second-graders. The results of the research indicated that: There is a statistically significant difference between the mean scores of the experimental group students who studied using the Differentiated education based on scientific activities strategy and the scores of female students in the control group who studied the usual method. There is a statistically significant impact of the use of Differentiated learning based on scientific activities in science teaching on the Development of conceptual understanding and development of habits of mind of science in the intermediate second grade..

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References

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Screener، R. (2012). Differentiated math instruction in a mixed ability fifth-grade classroom. Master Thesis, Montana state University Bozeman, Montana.
Shaffer, Donna (2011): "The Effects of Differentiated Instruction on Grade 7 Math and Science Scores", Doctoral Dissertation, Walden University, Proust Dissertations and Theses. (NO., 884225980).

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