ملخص بحث التدريس المتمايز(إنجليزي)

The Effect of  Differentiated Instruction Approach in Teaching Science on Developing  Scientific Concepts and  Attitudes Towards Science for the  Primary Pupils in Saudi Arabia

Journal of science Education
The Egyptian Society for Science Education

VOL. 18- Number 1- January 2015

Prepared by DR.Hatem Mohamed Morsy

Abstract:

       This study aimed at finding out the effect of differentiated instruction approach in teaching science on developing scientific concepts and attitudes towards science of Saudi Arabia primary pupils.

       The sample of the study consisted of 40 male pupils from the fifth grade, Gazan Administration, Saudi Arabia, the academic year (2013/2014). They were divided into two groups: experimental group who were taught according to the differentiated instruction approach and the control group who were taught according to traditional way.

      To achieve the aims of the study, the researcher prepared two instruments: a test which aimed to measure students' acquisition of scientific concepts, and an attitude scale to measure students' attitude towards science. Both instruments were valid and reliable.

    The results revealed that:

v The differentiated instruction approach is effective in developing the scientific concepts for the experimental group compared to the control group.

v There is no difference between the experimental and control groups  in their attitudes towards science

     In the light of the study results, several recommendations have been suggested, like science teachers should be encouraged to use this differentiated instruction approach in their teaching.

Keywords:  Differentiated Instruction Approach , Scientific Concepts ,  Attitude Towards Science.