The effect of using the scientific stations strategy in teaching the course of (Teaching science in the primary grades ) on the development of cognitive achievement and scientific curiosity among early childhood students at Umm Al-Qura University in the City of Makkah

Document Type : Original Article

Author

Department of Curricula and Teaching Methods, College of Education, Umm Al-Qura University, Saudi Arabia.

Abstract

This study aimed to reveal the effect of using the scientific stations strategy in teaching the course of (Teaching science in the primary grades) on the development of cognitive achievement and scientific curiosity among early childhood students at Umm Al-Qura University in the City of Makkah. To achieve the goal of this study, (heat/sound/light) topics were selected from the course of (Teaching Science in the Primary Grades); that was taught in the first semester of the year (2020/2021). The topics' contents were reformulated according to the scientific stations strategy. The cognitive achievement test and the scale of scientific curiosity were the measuring tools which had been prepared. After confirming the validity and stability of the two tools, the experimental approach based on the (pre/post) design had been applied to two groups of a random sample of fourth-level students in the Early Childhood Program at the College of Education at Umm Al-Qura University in Makkah city. The total number of participating students was (60). The participating students were randomly assigned into control and experimental groups. Each group was composed of (30) students. To ensure that they were compatible, both groups had been subjected to the cognitive achievement test and the scale of scientific curiosity before the beginning of the study. Later on, the control group was exposed to the previously chosen topics using the traditional manner, whereas the experimental group was exposed to the previously chosen topics using the scientific stations strategy. Then, the two tools were re-applied to the students of the both groups. The results of statistical analysis revealed that there are statistically significant differences between the two groups in terms of the mean of the post scores of the cognitive achievement test and the scale of scientific curiosity. These significant differences were for the benefit of the experimental group. In light of this result, it is highly recommended to use the scientific stations strategy in teaching science course in the pedagogical field. 
 

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