The Effect of Teaching Physics Using the Jigsaw Strategy on the Developing of the Scientific Sense and Self-Efficacy of Students in the First Secondary Grade Students

The aim of this study is to explore the effect of teaching physics using the Jigsaw strategy on developing the scientific sense and self-efficacy of the first secondary grade students. The study was followed by the semi-experimental method. The sample consisted of (58) students. They were randomly selected and divided into two groups, a controlled group and an experimental group. The controlled group studied the physics course traditionally, while the experimental group studied the same course using Jigsaw strategy. Two tools were used to collect the data: Scientific sense scale, and self-efficacy scale. The results show that there were statistically significant differences at (α = 0.05) between the mean scores of the experimental and control groups students in scientific sense and self-efficacy scales. And this difference is in favor of the students of the experimental group who studied using the Jigsaw strategy.