How does the role-playing strategy affect the development of interpretive skill for astronomical phenomena among fourth-grade female students?

Asma Abd Alrahman Hawamdeh

doi:10.51724/arise.34

Authors

Asma Abd Alrahman Hawamdeh Queen Rania Teacher Academy, Jordan

DOI:

https://doi.org/10.51724/arise.34

Keywords:

teaching science, the role-playing strategy, interpretive skill, astronomical phenomena

Abstract

Projects and efforts to reform global science education have emphasized the importance of preparing a scientifically educated generation. The science teacher plays an important role in creating learning societies that foster the mental, social, and emotional values of learning science. Therefore, it is the responsibility of the science teacher to develop the skills of students in interpreting scientific phenomena and problem-solving to understand the surrounding world. The research was conducted on three independent study classes in 2018/2019 in Jordan. The data were collected using two worksheets, the interview tool, and a description of the learning process journal. The results showed a positive effect of role-playing on the development of the skill of interpreting the astronomical phenomena of the fourth-grade students when analyzing the results of the students on the worksheet. The strategy of role-playing has a positive role in developing the interpretive skills of the fourth-grade students by deepening the understanding of astronomical phenomena and addressing conceptual misunderstandings to develop interpretation skill.

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