The Effect of Deep Learning Strategy on Developing Conceptual Understanding and Improving Procedural Skills among Fifth Scientific Grade Students in Physics.

Abstract

The research intended to reveal the effect of the deep learning strategy on developing conceptual understanding and improving procedural skills among fifth-grade science students in physics. The research population consisted of (52) students from the fifth grade at (Toufan Al-Aqsa Secondary School), affiliated with the general directorate of education baghdad /Al-Karkh, for the year 2025-2026. group (A) was chosen to represent the experimental group with (27) students, and group (B) was chosen as the control group with (25) students. The research instrument consisted of a conceptual understanding test at the levels of (interpretation, prediction, multiple representations, and application), with (20) items. Its validity and reliability were verified and calculated, reaching (0.83). A performance card for procedural skills consisted of (5) main skills and (11) sub-skills distributed across three levels of performance for procedural skills (good, average, and weak). The validity and reliability of the card were verified. The researcher recommended several recommendations, the most important of which is the need to develop and update strategies that are appropriate to the nature of the cognitive structures provided by an important subject such as physics, and the need to develop and employ the cognitive aspect with the skills together to increase the learners’ ability to understand and acquire the information correctly.