Abstract:
The study aimed to study the impact of the numbered heads strategy in
developing deep understanding skills among tenth grade students in Palestine
in science. The experimental designs was used, where the sample of the study
consisted of )80( students. They are selected purposive manner. The sample
was divided randomly into two groups, an experimental group (40) students
learned using the numbered heads strategy, and a control group (40) students
learned the traditional method. To achieve the goal of the study, a test of
deep understanding skills was prepared and its validity and reliability were
calculated. It was applied pre- and post-test on the study sample. The results
of the study showed differences between the average scores of students in
the control and experimental groups on deep understanding skills test in the
post-application for the benefit of the experimental group students, as well
as the presence of differences between the average scores of students in the
experimental group in the two applications )pre/post( on deep understanding
skills test In favor of post-application and with a very large effect size, the
study recommended encouraging science teachers at different stages of
education to activate the numbered heads strategy in teaching science.
