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Abstract
This study aimed to investigate the effect of using Fryer teaching model on 7th grade students' acquisition of scientific concepts. The researchers were interested in testing if differences between students’ acquisitions of scientific concepts were dependent on previous achievement. Also important was to test if students' acquisition of scientific concepts correlated with attitudes towards using Fryer model. To achieve the objectives of the study, a quasi-experimental method was used. Two instruments were developed: a test to measure the acquisition of the scientific concepts and a questionnaire to measure students' attitudes. The study sample consisted of 72 students who were divided into two groups: one (n=37) studied science using Fryer model; the other (n=35) used the traditional method. At the end of the experiment, concepts acquisition test was administered to both groups; while the attitude scale was administered to the experimental group. The results revealed that there were statistically significant differences (p < 0.05) in the acquisition of scientific concepts in favor of the experimental group; and the previous achievement in favor of high achievers. There was an interaction effect between method and previous achievement. The results also revealed a statistically significant correlation between the acquisition of scientific concepts and attitudes towards learning using Fryer model among 7 graders.