The Effect of Specialty Area, Induction Dedication and Discussion methods on the Acquisition of the 9th Basic Cycle Girl Students in Nablus Educational Area of Scientific Concepts

The purpose of this study was to define the effect of the specialty area (chemistry, biology), Inductive method (Helda Taba model), deductive method (Kluasmaier model), and discussion method on the acquisition of 9th` basic cycle girl students, in Nablus Educational Area about the Scientific concepts (chemistry and biology). To achieve this objective, the study tried to answer the following questions: 1. Is there any effect of the specialty area (chemistry and Biology) on the acquisition of the 9th basic cycle girl students of the scientific concepts? 2. Is there any effect for the teaching methods used (inductive,deductive, and discussion) on the acquisition of the 9m basic cycle girl student of the scientific concepts? 3. is there any effect for the interaction between specialty area and methods of teaching that we have been used on the acquisition for the 9th basic cycle girl students of the scientific concepts? To answer the above three questions the following hypotheses were presented : 1. There are no significant differences for the specialty area (chemistry, biology) at the level (α= 0.05) in the acquisition of the 9th basic cycle girl students of the scientific concepts. 2. There are no significant differences for the teaching methods, used (inductive, deductive, or discussion) at level ( ot = 0.05) for E the 9th basic cycle girl students of the scientific concepts. 3. There are no significant differences of the interaction between jg the specialty area and methods of teaching used, in the acquisition of the 9m basic cycle girl students of the scientific concepts. cg The study sample was consisted of (250) girl students of the 9th basic cycle in public schools of Nablus educational area, studying in the second semester of the year 1999-2000. The experimental group (174 students) were taught by three teaching methods (inductive, deductive and discussion) in both specialty area (chemistry, biology), in six classes from six different schools using the selected teaching materials, which were prepared to deal with the three methods for teaching chemistry and biology by the researcher. While the control group (number=76) in two classes from two different schools, were taught by the traditional method To answer the questions of the study and to verify its hypotheses,the researcher used experimental procedures, such as : * preparation of selected teaching materials in chemistry and biology, to deal with three methods, inductive according to Helda Taba model, deductive according to Klausmaier model and discussion method. * Developing an achievement test for chemistry and biology, in order to use it as a measuring tool for the teaching effectiveness in their three methods. * To get the validity of the two tests they were revised by a group of jury in the fields of teaching chemistry and biology.The researcher, take into consideration the modifications suggested by those experts, and then the tests were in their final form ready fordistribution. * The reliability of the two tests was calculated using Spearman equation of the split half and it was 0.83 for the chemistry test and 0.72 for the biology test. The researcher used the semi experimental design, she also used another statistical treatments such as, Independent t-test, ANOVA test, Scheffe test, and Two-way ANOVA 2x4 where the Specialty was with two levels and Teaching was with four levels. The researcher had the following conclusions: l. There were significant differences at the level of (α=0.05) in the achievement of the 9"` basic cycle girl students for the scientific concepts between the chemistry and biology, in favor of the chemistry. 2. There were significant differences at (α= 0.05) in the acquisition of the 9th basic cycle girl students for the scientific concepts due to the Method variable. 3. There was no interaction between the variables of specialty area and methods in effecting the achievement for the 9th basic cycle girl students for the scientific concepts. On the light of the results, the researcher recommended, the following: * Focusing on the training of teachers on modem teaching methods. * supplying the teacher especially the new ones with samples of lessons plans that were prepared to deal with the inductive and deductive methods, also the teachers guide books ofthe science teachers must include these plans. * More research studies should be conducted on the inductive method represented by Helda Taba and deductive method, represented by Klausmaier for non-scientific subjects.