This study aimed to investigate the effect of a learning program based on classroom questions in understanding scientific concepts and retention of learning in science among seventh-grade students in Nablus Governorate in the academic year (2016/2017). The researchers used the experimental approach with a quasi-experimental design. This study was conducted on a sample of (57) female students from the seventh grade in a Basic Girls School. This sample was distributed into two groups: the experimental group with (29) students, and the control group with (28) students. The control group was taught using the usual method of teaching while the experimental group was taught using a learning program based on classroom questions. The results of the study showed that there was a significant statistical difference at the level of (α=0.05) between the average scores of the two seventh-grade students’ groups (Experimental and control) in the scientific concepts test and the retention learning test in favour of the experimental group. In light of these results, the study recommended that science teachers pay attention to classroom questions. They should plan these questions before delivering them to students to avoid random formation and improvising. Keywords: teaching program, class questions, scientific concepts, learning retention

Title

مجلة دراسات لجامعة الأغواط

Publisher

جامعة عمار ثليجي -الاغواط- الجزائر

Publisher Country

Algeria

Publication Type

Both (Printed and Online)

Volume

89

Year

2020

Pages

22