The Effectiveness of the Systemic Approach to Teaching Chemistry in Developing scientific thinking and scientific attitudes among Secondary school Students in Jordan

Abstract

The study aims to reveal the extent of the effectiveness of using the systemic approach in developing scientific thinking in chemistry among first year secondary scientific students, and its impact on their scientific trends according to their gender. The sample consisted of 106 male and female students from the first grade of secondary schools, scientific sector affiliated in the Directorate of Al-Ramtha for the academic year 2007/2008 AD. Samples were distributed in 4 branches of two schools selected randomly. Testing group consisted of 54 students and measuring group consisted of 52 students. Two data collection methods were used; scientific thinking test and scientific direction scale. These two tools were applied before and after the treatment. Teachers were trained to use the systemic approach and they were provided with teacher guidance which contained teaching plans and the procedures. The test group was taught using the systemic approach and the measuring group was taught in the normal approach. The selected units were chemical connections and force between material molecules. The result showed a statistical difference in systemic thinking in favor of the testing group. It also showed a statistical difference in systemic thinking in favor of based on gender and in favor of girls. There was no difference in the students' scientific orientation and this proved that the period is not long enough to change the students' orientation.