عنوان المقال عربي
أثر استراتيجية التدريس المقلوب على التفكير العلمي لدى طلاب الصف الرابع العلمي في مادة الفيزياء
Abstract
The aim of the research is to identify the effect of the flipped teaching strategy on scientific thinking among fourth-year science students in physics. The researcher used the design of two equivalent groups with a post-test with partial control. The research community consisted of fourth-year science students in middle and secondary schools in the center of Diwaniyah city for the academic year (2018-2019), which numbered 34 middle and secondary schools. The researcher chose Al-Karamah Intermediate School for Boys by simple random method from among the center schools in the General Directorate of Education in Diwaniyah. Two sections were chosen from four sections randomly. The number of sample members in the two groups was (67) students distributed between the two research groups. The researcher prepared an objective test aimed at measuring scientific thinking among students in the experimental group in the experiment. It consists of (26) paragraphs that determine the steps of scientific thinking. The validity and reliability were confirmed. The researcher used statistical methods (T-test for two independent samples (T-Test). - Discrimination power equation - Kuder-Richardson equation 21. After analyzing the results, the researcher concluded that there is an effect of the reverse teaching strategy on scientific thinking among fourth grade science students. The researcher recommended a number of recommendations and suggestions.
Keywords
Flipped teaching, scientific thinking, fourth grade science students, physics
Recommended Citation
Al-Gharawi, Wissam Khalaf Jasem
(2025)
"The effect of the flipped teaching strategy on scientific thinking among fourth-grade science students in physics,"
Uruk for Humanities: Vol. 14:
Iss.
1, Article 25.
Available at:
https://muthuruk.mu.edu.iq/journal/vol14/iss1/25
