تفاصيل الرسالة العلمية

The purpose of the study was to identify the impact of using Metacognitive learning cycle strategy on the acquisition and retention of scientific concepts among students of the Institution of the Earth and Environmental Sciences at Al al-Bayt University compared with the traditional method. The sample consisted of (53) students chosen randomly, and divided into two groups: the experimental group of (26) students was taught using Metacognitive learning cycle strategy, and the control group of (27) students was taught using the traditional strategy. The study was applied in the second semester of 2014/2015 with an average of three consecutive teaching hours per week, the study continued for six weeks, and the researcher used the quasi-experimental research design in applying the study. The study tools were identified by a multiple choice test called Acquisition of Scientific Concepts. After gathering the data a statistical analysis was applied using covariance analysis (two ? way ANCOVA (2?2)). The results revealed that: there was a statistically significant difference (? = 0.05) in the acquisition of scientific concepts in the practical hydrochemistry subject among the students of the Institution of the Earth and Environmental Sciences attributed to the teaching strategy and to the favour of Metacognitive learning cycle strategy. The results also revealed that there was no statistically significant difference (? = 0.05) in the acquisition of scientific concepts in the practical hydrochemistry subject among the students of the Institution of the Earth and Environmental Sciences attributed to the interaction between the teaching strategy and gender. Moreover, the results revealed there was statistically significant difference (? = 0.05) in the retention of scientific concepts in the practical hydrochemistry subject among the students of the Institution of the Earth and Environmental Sciences attributed to the teaching strategy in favour of Metacognitive learning cycle. As well the results revealed that there was statistically significant difference (? = 0.05) in the retention of the scientific concepts in the practical hydrochemistry subject among the students of the Institution of the Earth and Environmental Sciences attributed to the teaching strategy and gender. The study recommended teaching the students using this strategy and conduct trainings and workshops, and according to the results shown by this strategy of methods confirming the understanding of meaning and retain it for the long term