أثر استخدام طريقة الاستقصاء الموجه على تحصيل طلبة الصف الثامن الأساسي لمادة العلوم وعلى اتجاهاتهم نحوها

Educational Literature faced very wide attention in the last two decades in science education. This was clear in the variation in teaching method were the educators were involved either in the international or the local levels. The researches in this field concentrated in this domain because of its importance in the nations progress according to the requirements of this era. One of the famous teaching methods in science education is the inquiry method which is depending on the research, experimenting and asking questions. These activities generate hypothesis which needs to data collection required for testing these hypothesis and acquiring new knowledge. The importance of this method is dealing with acquiring the students cognitive and practical skills necessary for reaching the scientific knowledge and helping them in solving the problems. Inquiry is two types. Free inquiry and guided. The free inquiry is occurred through the choosing of the teacher for procedure, the kinds of questions and the material and tools required for solving the problems or understanding the natural phenomena and events, where the guided inquiry is the goal and the procedure in the same time and occurred under the teacher supervision or through a research plan prepared for this target. This kind of inquiry depends upon the learner but in a clear framework and target in order to achieve a definite objectives. The guided inquiry in science education had a many different studies included many variables like : the achievement, scientific attitudes, and the methods depending on different models. This study used a new model of guided inquiry, Nashwan Model for the guided inquiry", for that the study aimed to delineate the effect of using the guided inquiry by "Nashwan Model" and comparing it by the normal method on the achievement of 8th grade students and their attitudes, So, the study tried to answer the following question : What is the effect of using the guided inquiry on 8th grade students achievement and their attitudes in science subject? In order to answer the main question it must be answer the following hypotheses : 1- There are no significant differences (α= 0.05) between the means of the control and experimental group in the achievement test. 2- There are no significant differences (α= 0.05) between the control and experimental group in each level of the cognitive domain (knowledge, comprehension and application). 3- There are no significant differences (α= 0.05) between female and male in the achievement test. 4- There are no significant differences (α= 0.05) between the grades of the students in the experimental groups before and after the treatment. 5- There are no significant differences (α= 0.05) between the control and experimental group in the attitudes toward science. 6- There are no significant differences (α= 0.05) between the attitudes of students in the experimental group due to sex. 7- There are no significant differences (α= 0.05) in the attitudes of the experimental group due to the achievement level (High Achievers, Middle, and Low Achievers.). 8- There are no significant differences (α= 0.05) in the attitudes of the experimental group before and after the treatment. The number of the students in the sample is (189), males and females who compose four classes in grade eight in two schools located in Gaza Strip, and related to the schools of the Ministry of Education. The first school is for males and the second is for females. The number of males is (92) and the female is (97). In each school the students are randomly distributed into two groups. The first group is control and the second is experimental. The students are taught by the researcher and the topic is "Heat Energy" which is included the syllabus of science for eighth graders. The unit of the study has been rearranged in two forms. The first form suits the Nashwan's Guided Inquiry Model and the second form suits the traditional method of teaching science. The unit of the study completed in (16) periods. Two test were used to assess the students achievement for the scientific concepts included in the unit and assess their attitudes toward science. The first test has been especially made for testing the students' understanding for the scientific concepts. It shows validity. and the reliability coefficient has been calculated to be (0.90) by using (Split-Half Method). The second test (Attitude scale) measured the attitudes of the students in the sample toward science. It's valid and the reliability coefficient is (0.81) which has been calculated by using (test-retest) method. The two instruments have been applied on the students of the sample before and after studying the unit. The student’s grades are written in special tables and the arithmetic means and the correlation for each group are calculated separately. Each hypothesis was tested statistically in the appropriate way. The study led to the following results : 1- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group. The result is in favor of the grades of the students in the experimental group. 2- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group and the grades' means of the students in the control group in each level of the achievement test (knowledge - comprehension, and application). The significant difference is in favor of the students in the experimental group in all levels. 3- T-test results show that there are no significant differences (α= 0.05) between the grades' means of the male students in the experimental group and the grades' means of the female students in the same group. This result ensures that sex has no influence on their achievement for scientific concepts. 4- T-test results show that there are significant differences (α= 0.05) between the grades' means of the students in the experimental group in the Pre-test and their grades' means in the post-test. The difference is in favor of the Post-test achievement. 5- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group and the attitudes of the control group toward science. such difference is in favor of the students in the experimental group. 6- T-test results show that there are significant differences (α= 0.05) between the means of the attitudes of the male and female students in the experimental group. The difference is in favor of the male students' attitudes. 7- The results of (ANOVA) show that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group in the three levels (High Achievers, Middle, and Low Achievers). Scheffee-test results ensure that the difference is between the means of the attitudes of the high achievers and those of the low achievers. Such difference is in favor of the high achievers. The results do not show any significant differences (P a 0.05) between the means of the attitudes of other levels. 8- T-test results ensure that there are significant differences (α= 0.05) between the means of the attitudes of the students in the experimental group before and after the treatment. The significant difference is in favor of their attitudes in the post-measuring stage. In short, the above mentioned results show that the guided inquiry has exceeded the traditional method of teaching science especially in understanding the scientific concepts and the students' attitudes toward science. The guided inquiry has neutral influence on both sex, males and females in understanding the scientific concepts, but the male students develop their attitudes toward science more than the female students. The results also indicated that the guided inquiry in teaching science has positively influenced the high achievers more than other types of achievers. The significant difference is in the students attitudes toward science. In the light of the above-mentioned data, it's necessary to do more research and study on the students in the elementary and secondary schools, so as to ensure the results of this study. It is also essential to do more research and study using other inquiry models which are different from Nashwan's to help more in teaching science. This study recommends teachers of science to adopt the guided inquiry method in teaching some subjects of science, and the school need to be supplied with the scientific tools and equipment's which are required to implement the new method. The teachers of science need to have in service training courses to learn how to use the guided inquiry method in teaching science. This study also points out that the science text books should be developed in the basic education in order to suit the inquiry method used in teaching science.