This study aimed to investigate the effect of blended learning on developing scientific concepts in biology textbooks among basic tenth grade students. The study sample consisted of (63) students from the tenth-grade students at Jubbeh Secondary School s in Jerash Governorate, they were divided into two groups: an experimental group (32) students, and a control group (31) student. To achieve the objectives of the study, the quasi-experimental approach was followed, and the scientific concepts were tested for data collection. The results showed that there were statistically significant differences in the students' responses to the scientific concepts test, in favor of the experimental group. It also showed that there is a significant impact of blended learning in developing scientific concepts. Considering these results, several recommendations were suggested, including the use of blended learning in teaching new units in science, especially biology, and training science teachers to use blended learning techniques.

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