چکیده:
The aim of the present research is to investigate teaching-learning approaches in experimental science lessons in lower secondary school and to analyze the efficiency of each in promoting students' scientific skills and attitudes. The findings show that using active learning approaches such as research-based learning, discovery learning, and group collaboration, compared to traditional knowledge transfer methods, leads to an increase in understanding scientific concepts, improvement in problem-solving abilities, and strengthening of positive attitudes toward science. Additionally, the results indicate that integrating educational technology and providing interactive learning environments are among the most important factors for success in the effective implementation of these approaches. Finally, the necessity of empowering teachers and designing flexible curricula to achieve meaningful learning in experimental science lessons is emphasized.
خلاصه ماشینی:
The findings indicate that using active learning approaches such as research-based learning, discovery learning, and group collaboration, compared to traditional knowledge transfer methods, leads to an increase in the understanding of scientific concepts, improvement in problem-solving abilities, and strengthening of a positive attitude toward science.
In the experimental sciences course, whose goal is to foster scientific thinking, a spirit of inquiry, and problem-solving skills in students, the selection and application of appropriate teaching-learning approaches is of special importance.
At the lower secondary level, laying the foundation for understanding scientific concepts and having a correct attitude toward science as a dynamic and inquiry-based process plays an essential role in developing the future intellectual capabilities of students.
Numerous studies show that utilizing active approaches such as problem-based learning, discovery learning, and participatory teaching can lead to the development of scientific skills, increased intrinsic motivation, and the enhancement of scientific literacy.
Therefore, the present research has been conducted with the aim of investigating teaching-learning approaches in the experimental sciences course at the lower secondary level, identifying the strengths and weaknesses of each, and providing suggestions for improving the quality of education.
Analysis and comparison of teaching–learning approaches in experimental sciences Numerous studies show that the effectiveness of science education increases when the student plays an active role in constructing their own knowledge.
Conclusion The present research showed that utilizing modern teaching-learning approaches in the subject of experimental sciences plays a significant role in enhancing the level of conceptual learning, fostering scientific skills, and forming a positive attitude toward science in students.
(
, 
, 
)
