الفهرس 
مشكلة الدراسة وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
learning of scientific concepts is considered to be one of the most important goals of science education, including make it available to students to understand the phenomena, try to explain it, predict its occurrence, and assist the development of some scientific trends, tendencies and skills. Also the teacher plays an important role in the process of learning within the classroom, and his responsibility is the ability to show some of the motives of students and exploitation through teaching practices that he does. So he has to take into account the work to raise the case of suspense and the desire for discovery and curiosity about science topics whenever possible. To achieve this he must use a variety of teaching methods in each lesson whenever possible. Hence we are in an urgent need for effective teaching methods through teaching science, ways to help acquire the scientific concepts and help in the development of performance motivation of the learner, and achieve positively through practicing the various scientific activities which allow students to explore through research, investigate through teaching and learning. Also to attempt to apply what they know in their working lives. This is what expected to be achieved when the 5 E’s Model of Learning cycle.
II- The Statement of the Problem:
In the light of literatures and previous studies, it was concluded that common method used in teaching of science is the traditional method, which may hinder what is desirable for students to acquire scientific concepts, in addition the received of students for scientific knowledge in a negative way weaken their achievement motivation. This requires the use of teaching models based on the philosophical and educational foundations of a new learner-centered that emphasizes students’ interaction with the educational situation, which in turn lead to activities that require data collection, analysis of results and experimentation.Therefore, the current study tried to use the 5 E’s Model to indicate its impact on the acquisition of some scientific concepts and performance motivation for the first-grade students in prep school
Based on the above, the problem in the current study was identified in the following main question:
- What is the effect of using the learning cycle five E’s Model in teaching science to acquire scientific concepts and development of performance motivation to the first-grade students in prep school?
This question can be branched to the following two questions:
1- What is the effect of using the learning cycle five E’s Model in teaching science to acquire scientific concepts to the first-grade students in prep school?
2- What is the effect of using the learning cycle five E’s Model in teaching science to acquire performance motivation to the first-grade students in prep school?
III- The Research Assumes:
The present study was based on several assumes such as:
1. Acquiring of scientific concepts is considered to be one of the important science teaching goals that could contribute in making the scientific facts kept the difference.
2. The development of performance motivation among students towards the study of science leads to activate the role of student attitudes in the educational situations and exciting his motives for teaching and learning.
3. The acquisition of scientific concepts and performance motivation towards the study of science among students can be measured by using appropriate tests and measurements.
IV - The Importance of the Study:
The present study derived its importance from being an attempt to take advantage of the teaching model derived from one of the important theories of learning, a constructivist theory, and the significances of the current study are as follows:
- To keep pace with international and local attention of instructional theories, models and strategies which aim to make the student the center of the educational process and to make him able to build a scientific knowledge by himself without directly receiving from the teacher.
- Assist curriculum planners in the planning and preparation of science curriculum for the preparatory schools and how to organize course content and display it in the textbook and teacher’s guide according to the Five-E’s Model of learning cycle.
- Draw the attention of curriculum planners to how to develop of performance motivation when preparing the science curriculum using the Five-E’s Model.
- Provide a new framework for organizing and planning the curriculum in science based on the use of many sources of learning and enrichment activities, exercises, various methods and ideas which increase the students interesting and thinking and encourage them to learn effectively.
- Help science teachers in the preparation of some units of study in a new and useful form according to the Five-E’s Model and the preparation of some of the tools (tests and measurements) that may benefit who work in this area. - Help science teachers to develop their teaching methods of science where this model of teaching helps to stimulate the thinking of the learner, feeds him to effectively contribute in the learning, and makes his view of science more positive.
V - Objectives of the Study:
The present study aimed to:
1- Identify the effect of the using the Five-E’s Model in teaching of science to acquire some scientific concepts to first-grade preparatory students.
2- Identify the effect of the using the Five-E’s Model in teaching of science to develop performance motivation the first-grade preparatory students.
VI – Hypotheses of the Study:
In the light of the previous study questions, the study attempted to validate the following hypotheses:
- There is a statistical significant difference between the mean scores of experimental group students (who studied according to using five E’s Model) and the mean scores of the control group students (who studied according to the traditional teaching method) in the post-test of achievement test in favor of the experimental group students.
- There is a statistical significant difference between the mean scores of experimental group students (who studied according to using five E’s Model) and the mean scores of the control group students (who studied according to the traditional teaching method) in the post-test of motivation scale in favor of the experimental group students.
VII – The limitations of the Study:
Committed to the current study, the following limitations:
1- Selecting the unit of ”Material and its Structure” that taught through the academic year 2008/2009 as a field of this study.
2- Choosing a random sample from among of the first grade students (80 student) in Mazorh prep school for girls. The sample was divided randomly into two groups as follows:
• Experimental group: (40 student).
• Controlled group: