The Effect of Using an Integration-Based Strategy between Learning Cycle and Conceptual Maps on Acquiring Geometrical Concepts and Cognitive Flexibility by Seventh Grade Students in Jordan

Abstract

The study aimed to investigate the effect of using a strategy based on integration between learning cycle and conceptual maps on acquiring geometrical concepts and cognitive flexibility by seventh grade students in Jordan. The study sample consisted of (69) students during the scholastic year 2015/2016. The study sample was divided randomly into two groups: experimental which consisted of (34) students through using the strategy that is based on integrating learning cycle with conceptual maps, and a control group which consisted of (35) students who studied (geometry subject) by the traditional method. A geometrical concepts test and cognitive flexibility measure were prepared. A teacher’s guide was also prepared to teach through using the strategy. The results related to geometrical concepts in general, as well as each individual concept: (angles, adjacent angles, vertical angles, complementary angles, supplementary angles, perpendicular, parallel, alternate angles, corresponding angles, allied angles, triangle, equilateral triangle, isosceles triangle, scalene triangle, acute – right angled triangle, right angled triangle, and obtuse triangle) that students in the experimental group performed better and had more cognitive flexibility than their counterparts in the control group who studied by the traditional method.