The effect of cognitive modeling on acquiring fourth-graders of science with chemical concepts and developing their scientific exploration
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Abstract
The aim of the research was to identify the effect of cognitive modeling on acquiring fourth-grade scientific students with chemical concepts and developing their scientific inquiry, and the research sample consisted of (88) fourth-grade students in valid middle school for the academic year (2018-2019) and they were divided into two equal classes with the required variables. The first category is an experimental one that studied its members on cognitive modeling and the second is a control one who studied its members according to the usual teaching method. 2015) for exploratory development, consisting of (35) paragraphs, and the researcher verified his validity and consistency. After completing the experiment, the researcher applied these two tools to the members of his research sample.
- At the level of significance (0.05), there is a statistically significant difference between the means of testing chemical concepts for the two research groups and for the benefit of the experimental group.
- The existence of a statistically significant difference at a significance level (0.05) between the two averages of the development of chemical scientific exploration for the two research groups and in favor of the experimental group.
According to the results, the researcher came up with a number of conclusions and recommendations.
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