Forming a Unified Theory about Biological Ideas, Using Narrative Storytelling Strategy
Abstract
The study aimed to reveal the appropriateness of using the narrative storytelling strategy to allow forming a unified theory concerning biological concepts and principles. The sample consisted of (58) female sixth grader students in Amman, Jordan; students were assigned randomly for experimental and control groups (29) students each. The results of the study showed that there were statistically significant differences at (α≤0.05) in students’ ability to generalize their unified everyday life concerning biological ideas, for the benefit of the experimental group. The results also showed that there were statistically significant differences at (α ≤ 0.05) in understanding anabolism function than catabolism functions in living organisms in experimental group.