أثر استراتيجية Smithفي اكتساب المفاهيم العلمية لدى طلاب الصف الرابع العلمي لمادة الفيزياء وتفكيرهم الجانبي

Abstract

The aim of the research was to identify (the effect of Smith's strategy on the acquisition of scientific concepts among fourth-grade science students in physics and their lateral thinking). The experimental design with two groups was adopted for this purpose. The research sample consisted of (52) students from the (fourth-grade science) secondary school affiliated with the Directorate of Education / Diyala, represented by (Ibn Al-Farid Secondary School for Boys) for the academic year (2023-2024) AD. They were distributed into the two sections, Section A, B, as Section A had (26) students and Section B had (26) students. Later, random selection was carried out, so Section A represented the control group, which was taught in the usual (followed) method, while Section B represented the experimental group, which was taught using the Smith model. Based on that, A test was built to acquire the scientific concepts of the subject based on its scientific content. It contained (48) objective multiple-choice paragraphs. A lateral thinking test was also built consisting of (20) objective paragraphs. Their validity, reliability, and psychometric properties were verified. After that, the two groups were rewarded in each of (the students’ previous achievement, their chronological age calculated in months, and the Otis Lennon Mental Ability Test). By using the T-test, the final statistical results for both the test of acquiring scientific concepts and lateral thinking were that there is a statistically significant difference between the final scores of students studying with the Smith model (the experimental group) and those studying with the usual method (the control group) in favor of the experimental group in the test of acquiring scientific concepts in physics. There is a statistically significant difference between the scores of students studying the Smith strategy (the experimental group) and students studying with the usual method (the control group) in favor of the experimental group in the test of lateral thinking. Based on the results of the research, the researcher had an opinion that it is necessary to adopt this strategy in teaching physics. It can be included in the study curricula followed for teaching methods in educational colleges.