Jordanian Educational Journal


This study aimed to investigate the effect of the integration between learning cycle strategy and Stepans conceptual change strategy on the acquisition of biological science concepts among first secondary female student in light of their motivation toward science. The study followed the quasi experimental design, two instruments were developed, a biological scientific concepts test and questionnaire to classify students according to their motivation toward science (low, high), their validity and reliability were verified. The Sample which was selected purposely consisted of (57) students who were studying at a public school in Jordan, was divided randomly into (2) groups: a control group consisting of (27) female students which was taught using traditional teaching method, and an experimental group of (30) female students which was taught using the integration strategy. The study revealed that students performed better with integration over that of the traditional method on the acquisition of biological science concepts. There were no significant differences attributed to interaction between the teaching strategy and the motivation toward science.

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