English abstract
This study aimed at investigating the effective of using Vee Mapping of Teaching Science on the achievement and acquisition of science processes for Ninth-Grade Students. The sample consisted of (147) ninth-grade students from Ahmed bin Saeed Basic Education School-Cycle two in Batinah North. The sample was randomly divided into two groups: the experimental group which was taught by Vee Tapping, and it consisted of (74) students. The second group was the controlled group which was taught by conventional or normal method and it was consisted of (73) students. The experiment continued for six weeks. To achieve the goals of the study, the researcher prepared two tools, an achievement test that consisted of (26) questions, they were multiple-choice, completion and short essays question. The questions covered three cognitive levels, which were: knowledge, comprehension and application. The science processes consisted of (23) multiple-choice questions which covered eight processes: observation, interpreting data, deduction, classification, prediction, using numbers, controlling variables and formulating hypothesis. The validity of the two tests was realized by conducting it through a panel of expert judges. Reliability of internal consistency of the two tests were calculated using the Cronbach-Alpha method and it was (0.81) for the first test and (0.79) for the second one, and this signifies that both tests were valid for research purposes. The research findings have shown that there are statistically significant differences in the means of the student's performances of the two groups at the significance level (oc=0.05) in the overall achievement test and it cognitive levels in favor of experimental group. The finding have also shown that there are statistically significant differences in acquisition of science processes as a whole and in the process of interpreting data, deduction, classification, prediction, controlling variables and formulating hypothesis, whereas the differences in the skills of observation and using numbers were not significant. In the light of the findings, the researcher recommends running seminars and workshops for teachers and supervisors in the field of teaching science to identify the "Vee Mapping" for its many advantages. He also encourages teachers of science to apply them as a tool in teaching, learning and evaluation tool. He also insists on the necessity of doing researches targeting other stages of learning in different levels and test other variables.
