الفهرس 
الباب الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The new concept of science combines between the developed and organized structural knowledge and the way of thinking and research which leads on to reach. That scientific knowledge and its scientific applications in our daily life caplen sees that (science is a structure of some facts and a way for solving the problems).
Al mandy salem specifies the scientific research skills as follows :
Specifying the problem
Collecting Data.
Formulating hypotheses
Designing Experiment
Interpreting Data
These skills agree with those that Magda Habashy specified. Safia salam and salsa salam divide science operations into two main sections :
A] The Basic operations of science which contain the
following :
Observing Using space : Time Relationships
Classifying Using Numbers
Measuring Communicating
Predicting Inferring .
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B] Integrating science processes which contain the
following:
Formulating Hypotheses Defining operationally Controlling Variables Interpreting Data
Experimenting
A large group of researchers studied the effect of using some teaching methods on developing scientific reasoning. Some results led to the supremacy of the laboratory method at the traditional method as Mason (1951); wageeh (1973); Al-Habashy (1980); Radwan (1983);and Al-Kalzah (1989).
Some other studies studied the effect of some teaching methods on developing the scientific research skills. All of them led to the supremacy of experimenting and problem solving as Al Nimer (1976); Fadal (1979) and Al- Mandy (1981).
There are many other studies studied the relation between learning styles and attainment and most of them concluded to the supremacy of deep style at surface style in attainment as franson (1977): Entwistle & Kozaki (1985); Awad Allah (1988); Ramadan (1990).
Only one study led to the idea that there is no 2
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relation between learning styles and attainment. Barry (1985). Mahmoud Awad Allah (1986)1ed to the supremacy of the surface structure at the deep structure in attainment. This, in addition to the study of Ramssden and Entwistle
( 1981) led to freedom in learning non. Formal teaching methods which is associated to meaning orientation in the science departments.
Problem of the study :
The problem of the study can appear in the fallowing questions :
1-To what extent does the level of acquiring skills of scientific reasoning differ according to the difference of teaching methods?
2-To what extent does the level of acquiring skills of scientific reasoning differ according to the difference of learning styles?
3-To what extent does the level of acquiring skills of scientific reasoning differ according to the difference of interaction of leaning style and teaching method?
Previous studies :
The researcher presented some previous studies related to the topic of the present study. These studies were classified into three classes:
1- Studies tackled students learning styles.
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2-Studies tackled the laboratory teaching method.
3-Studies tackled the effect of some teaching methods on acquiring the skills of scientific thinking.
Sample -of- the -study :
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The sample of the study consisted of (78) students, second year, Manshia secondary school, Benha.
It was -classified -into -two -groups :
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1-The experimental group consisting of (41) students.
2-The control group consisting of (37) students. tools of the study :
The -present- study- used- these----- tools :
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1-Learning style Inventory ”Prepared by Ramadan Mohamed”.
2-The graph task ”Prepared by the researcher”.
3-The teacher guide for laboratory teaching method. ”prepared by the researcher ”
4-skills of scientific reasoning test_ ”Prepared by the researcher.
Statistical Methods :
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The researcher used the following statistical
methods.
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1-T- Test
2-2 x 2 factorial analysis of variance.
3-Numan collis test.
The results of the study .
1-There are statistically significant differences at (0.01) level 4n the skills of scientific reasoning between Deep and surface students infavour of Deep students.
2-There is no statistically significant differences between the medium of experimental group grades and those of the control group at the skills of scientific reasoning.
3-There are statistically significant differences at (0.05) level between the medium of experimental group grades and those of the control group in the skills of scientific reasoning infavour of the experimental group who study by the laboratory method .
4-There is statistically significant at( 0.05) level for the effect of interaction between the teaching method (Traditional - Laboratory) and the learning style (Deep - surface in the skills of scientific reasoning .