The Effect of Using SWOM Model on Metacognitive and Scientific Attitudes and on the Academic Achievement in Science for Seventh Grade Students in Nablus

This study aimed at exploring the effect of using SWOM model on the basic seventh-grade students UNRWA Schools in Nablus Area. This study attempted to answer the following main question: What is the impact SWOM model on the basic seventh-grade students in UNRWA Schools in Nablus Area? To answer the question of the study and test it's hypotheses, the study was implemented on a sample of (144) female and male basic seventh grade students, distributed into four section, in two schools : males school and females school, consisted of two groups, the experimental group (72) female and male students formed two section, and the control group (72) female and male formed two section, the experimental group taught the organs of the human body unit of science textbook, seventh grade ,First Semester (2013-2014), using SWOM model, while the controlling group studies the same unit in a traditional method. The researcher used three instruments : Metacognitive scale, Scientific Attitudes scale, achievement test. What's more, these instruments were valid since they were judged by academic and professional judges. They were also reliable. Their reliability coefficient was measured using Alpha Cronbach Formula. Their reliability coefficient was as follows : the metagonitive scale (0.88), the scientific attitude scale (0.79) and the achievement test (0.82). T-test two independent samples was used, to test hypotheses study, and calculated the value Eta square, to identify effect size of the teaching using SWOM model . The result of the study showed that: 1- Existence of the significant statistical difference at (α=0.05) between the average level metacognitive seventh grade students who learned according to the SWOM model ( experimental group), and average level metacognitive students who learned in the traditional way (control group) and for the interest of the experimental group. 2- Existence of the significant statistical difference at (α=0.05) between the average score seventh grade students on scientific attitudes scale who learned according to the SWOM model ( experimental group), and the average score students scientific attitude scale who learned in the traditional way (control group) and for the interest of the experimental group. 3- Existence of the significant statistical difference at (α=0.05) between the average achievement seventh grade students who learned according to the SWOM model (experimental group), and the average achievement students who learned in the traditional way (control group) and for the interest of the experimental group.