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Abstract:
The study aimed at investigating the effects of using the reflective inquiry strategy on the
acquisition of the desired physics concepts and development of scientific attitudes for the 6th grade
students. The sample of the study consisted of (146) 9th grade students (80 males and 66 female from
the governmental schools in Bethlehem District/Palestine, which were assigned to experimental
and control groups. The instruments used in the study was: physics concepts test and a questionnaire
of scientific attitudes. Content validity and reliability were established for both instruments. Data was
analyzed using means, standard deviations and (ANCOVA) test.
The findings of the study were: A significant difference between the mean scores of the
experimental and control groups were found in the test of acquisition of physics concepts in favour of
the experimental group. And no significant differences in the acquisition of physics concepts was
found due to gender and to the interaction between groups and gender.
There are significant differences between the mean scores of the experimental and control
groups in the development of scientific attitudes due to teaching method in favor of the reflective
inquiry strategy. And there are no significant differences in development of scientific attitudes was
found due to gender, and to the interaction between the groups and gender.
Based on the finding of this study, incorporating reflective inquiry strategy in teaching science
by training in-service science teachers how to use it, and more studies should be conducted to
investigate the effect of reflective inquiry strategy in different subjects was recommended.
Keywords: reflective inquiry strategy, physics concepts, 6th grade students.

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21-Akerson, V , Abd-El-khalik, F. and Lederman ,N . (2000) . Influence of a Reflecttive Explict
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22-Brears, L, Maclntyre, B. & O'Sullivan, G. (2011). Preparing Teachers for the 21st Century Using
PBL as an Integrating Strategy in Science and Technology Education, Design and Technology
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23-Kishfe, R. and Abd- El-khalick,F.(2002). Influence of explict and reflective versus implicit
inquiry-oriented instruction on sixth graders views of nature of science. Journal of Research in Science
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24-National Research Council (NRC) (1996).National Science Education Standards. Washington, DC.
:National Academy Press.

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