Abstract
This study aimed at investigating the effectiveness of teaching biology course using the learning stations strategy in developing the mindfulness and conceptual understanding of first year secondary school students. To achieve these aims, a student's book, a teacher's manual, a scale for measuring mindfulness, and a test for measuring the conceptual understanding were used. A sample was randomly selected and divided into two groups: the experimental and control groups. An experimental group (n=44) studied the selected biology subjects utilizing the learning stations strategy, whereas the control group (n=46) studied the same subjects using a traditional method. A pre-post test was administred and the data was analyzed using ANCOVA. The study results revealed the effectiveness of teaching the biology course using the learning stations strategy in developing the mindfulness and the conceptual understanding of first year secondary school students over the traditional method.
Keywords
Learning stations, mindfulness, and conceptual understanding.
Article Type
Article
First Page
226
Last Page
245
Publication Date
4-26-2018
Recommended Citation
Omar, A (2018). Effectiveness of Teaching Biology Course Using Learning Stations Strategy in Developing the Mindfulness and Conceptual Understanding of First Grade Secondary School Students. Journal of Educational and Psychological Studies, 12(2), 226-245. https://doi.org/10.53543/jeps.vol12iss2pp226-245