The English SummaryIntroduction:The latest years of the 20th Century witnessed great developments in both the quality and quantity of knowledge and human information, or what is known as the age of knowledge explosion. Not just being a process of information transfer, science teaching should cope with this rapid change because this teaching is a process that helps students build their knowledge. Moreover, the teaching styles of science in schools must be developed in order to help the individual keep up with the time in which he lives.Most people who are interested in science teaching, and the practice of teaching in general, believe that one of the general aims of science teaching is to develop scientific concepts among learners. Scientific concepts are important because they are more stable than scientific facts, and they are considered a basic element in designing scientific curricula and developing scientific thinking.Vygotsky believes that learning scientific concepts is related to and affected by discourse-based group participation. Thus, for students to learn science, they should be given the adequate opportunity to experience the natural phenomena and cultural tools of science. In addition, there should be a chance for diccourse and dialogues that build up natural phenomena and help in the learning of scientific concepts. And this is why the present research has tried to examine the effect of using a strategy for small group discussion on acquiring scientific concepts.Research Problem:The present research has tried to answer the following main question:What is the effect of using a strategy for small group discussion on acquiring scientific concepts and developing the cooperative attitudes among first primary students?The following minor questions could also be stated:- What are the concepts included in the unit of ”Earth and the Atmosphere” in the first primary science book?- How could the content of the unit of ”Earth and the Atmosphere” in the first primary science book be organized in light of the small group discussion strategy?- What is the effect of the unit prepared in light of the small group discussion strategy on acquiring scientific concepts among students?- What is the effect of the unit prepared in light of the small group discussion strategy on developing the cooperative attitudes?Research Limits:The research was limited to the following:- A sample from first preparatory students (experimental and control).- A study unit from the first preparatory science book entitled ”Earth and the Atmosphere”, and it is studied in the second semester.Research Significance:The research is significant for:1- The students because it helps them acquire scientific concepts and develop cooperative attitudes.2- The teachers because it helps them prepare other study units using the strategy of small group discussion, and it also directs their attention to the importance of cooperative attitudes among students.3- Supervisors and curriculum designers because it helps them design teacher guides for group discussion activities and cooperative attitudes.Research Hypotheses:1- There are statistically significant differences at the level of 0.01 between the mean scores of the experimental group students and control group students in the post-application of the test of concept acquiring in favour of the experimental group.2- There are statistically significant differences among the mean scores of the experimental group students in the pre-application and post-application of the test of concept acquiring in favour of the post-application.3- There are statistically significant differences between the mean scores of the experimental group students and control group students in the post-application of the scale of cooperative attitudes in favour of the experimental group.4- There are statistically significant differences among the mean scores of the experimental group students in the pre-application and post-application of the scale of cooperative attitudes in favour of the post-application.5- There are statistically significant differences among the mean scores of the control group students in the pre-application and post-application of the scale of cooperative attitudes in favour of the post-application.Research Procedures:1- Reviewing the literature and previous studies related to active learning, small group discussion, scientific concepts and cooperative attitudes.2- Analyzing the unit ”Earth and the Atmosphere” according to Bloom’s classification (remembering – understanding – applying) and determining the scientific concepts targeted.3- Preparing the teacher’s guide and the activity record using the strategy of small group discussion.4- Writing the guide in its final form according to the modifications recommended by some experts.5- Preparing the research tools: a test for acquiring scientific concepts, and a scale for cooperative attitudes.6- Viewing the tools to some experts in curricula and methodology.7- Preparing the tools in their final form according to the modifications recommended by the experts.8- Standardizing the tools through a pilot study to measure the reliability and validity.9- Modifying the tools according to the results of the pilot study.10- Selecting the sample of the study and dividing them into experimental and control group.11- Conducting the pre-application in the second semester of the academic year 2005-2006.12- Using small group discussion in teaching for the experimental group, and using the conventional method in teaching for the control group students.13- Conducting the post-application.14- Recording the results and using the suitable statistical style.15- Explaining the results.16- Presenting the recommendations and suggestions.Research Results:1- There are statistically significant differences at the level of 0.01 between the mean scores of the experimental group students and control group students in the post-application of the test of concept acquiring in favour of the experimental group.وتتحدد مشكلة البحث فى التساؤل التالى:ما أثر أنماط التفصيل على جوانب البنية المعرفية لطلاب الصف الأول الثانوى العام؟أهمية البحث : تتمثل أهمية البحث الحالى فيما يلى:1- تقديم بعض أنماط التفصيل والمتمثلة فى (الاستفهام التفصيلى، التفصيل المولد ذاتياً من المفحوص، التفصيل المقدم من الباحث) والتى يمكن أن تعمل على زيادة مقدرة المتعلم فى تجهيز وخزن المعلومات والمفاهيم المتعلمة واسترجاعها والاستفادة منها بصورة أفضل، خاصة وأن الممارسات التقليدية فى مواقف التعلم بدأت تظهر تدنياً واضحاً فى نواتجه.2- تقديم أسلوب جديد، لقياس البنى المعرفية لطلاب المرحلة الثانوية متمثلاً فى الخريطة المتدفقة والتى يمكن من خلالها قياس البنية المعرفية لطلاب المرحلة الثانوية فى المواد الدراسية المختلفة، الأمر الذى قد يساهم فى قياس المستويات العليا من المعرفة كالتحليل والتركيب والتطبيق.3- محاولة التعرض لنقطة بحثية هامة تعارضت بشأنها نتائج البحوث السابقة وهى مدى تأثير الاستفهام التفصيلى على جوانب البنية المعرفية ،وذلك لإجلاء الغموض حولها.