Abstract:
The study aims at developing a program on teaching science based on blended learning to develop the metacognitive thinking skills and achievement of ninth graders. A 140- male and female 9th graders were chosen as a sample for this study from two UNRWA basic schools in Hebro in the scholastic year 2010/2011. The four-class sample was divided into two groups (controlled & experimental). For achieving the study aims, the researchers designed a program on science teaching based on blended learning for the 9th grade. A38 – item pretest on concepts of the target unit was prepared to guarantee equality among groups. A 41- item pre-post test was also designed on metacognitive skills to assure equality among groups before implementing the study. Moreover, the researchers constructed a post scale on metacognitive skills after implementing the study. The researchers also constructed an achievement post test consisting of (43) items. To answer the questions of the study, means, SD and ANCOVA were used to determine the differences in statistical means of the groups of the study. The study showed the following results. There is statistically significant difference at (0.05 ≤ α) for the effect of the program on teaching science based on blended learning in developing the metacognitive thinking skills and achievement in favor of experimental group , and there is no statistically significant difference at (0.05 (α ≤ for the effect of the program on teaching science based on blended learning to develop the metacognitive thinking skills and achievement attributed to gender , and there is no statistically significant Difference at (a=0.5) for the dual interaction between the variables of instructional program and gender in developing the metacognitive thinking skills, and metacognitive skills. and achievement. The study recommended that the Ministry of Education should apply the blended learning in teaching scientific subjects.
