scholarly journals مهارات التفکیر العلمی فی مادة العلوم لدى طالبات الصف الثالث المتوسط بمنطقة الریاض بالمملکة العربیة السعودیة Scientific Thinking Skills in Science Among 9th Grade Female Students in Riyadh city in Saudi Arabia

2020 ◽  
Vol 39 (3) ◽  
pp. 61-110
Author(s):  
نورة بنت سعید بن علی القحطانی ◽  
علی بن أحمد بن صالح الراشد
Keyword(s):  
Saudi Arabia ◽  
Thinking Skills ◽  
Female Students ◽  
Scientific Thinking ◽  
Riyadh City ◽  
9Th Grade

scholarly journals The effectiveness of an educational program based on constructive learning (CLM) on developing scientific concepts and the skills of scientific thinking in science textbook among students of eighth grade in directorate of education in Al-Mazar Al-Janoubi: فاعلية برنامج تعليمي وفق نموذج تعلم بنائي (CLM) في اكتساب وتنمية بعض المفاهيم العلمية ومهارات التفكير العلمي في مبحث العلوم العامة لدى طالبات الصف الثامن الأساسي في مديرية التربية والتعليم للواء المزار الجنوبي في الأردن

2021 ◽  
Vol 5 (36) ◽  
pp. 139-113
Author(s):  
Lamia' Mohammad Al-Hawwari, Omar Abdul Razzaq Al-Huwaimel Lamia' Mohammad Al-Hawwari, Omar Abdul Razzaq Al-Huwaimel
Keyword(s):  
Educational Program ◽  
Thinking Skills ◽  
Learning Model ◽  
Female Students ◽  
Eighth Grade ◽  
Control Group ◽  
Scientific Thinking ◽  
Scientific Concepts ◽  
Constructive Learning ◽  
Experimental Group

This study aimed at investigating the effectiveness of an educational program based on constructive learning model (CLM) in acquiring and developing scientific concepts the skills of scientific thinking among the female students of the eighth grade in the directorate of education in Al-Mazar Al-Janoubi for the academic year (2020-2021). The study used the quasi approach, where a random sample was selected from the study population that consisted of all the female students of the eighth grade, with a total of (910) female students, while the purposive sample consisted of (57) female students and was randomly distributed to two groups: the experimental group and control group. The study instrument included the test of acquiring scientific concepts, with (32) multiple-choice items and the test of scientific thinking skills, with (30) multiple-choice items distributed to five skills (determining the problem, collecting data, determining hypotheses, testing hypotheses, concluding results); their validity and reliability were verified. The researcher developed the educational program, represented by a number of educational activities in the two units of (living beings and their environment, and motion) from the science textbook of the eighth grade, based on the constructive learning model (CLM). The program consisted of (32) periods and was applied to the experimental group during the academic year (2020-2021). The study results showed that the program, which is based on the constructive learning model (CLM) was effective in promoting the students' acquisition of the scientific concepts and developing their scientific thinking skills, where the mean scores for the experimental group were higher than the control group. The study recommended conducting further experimental studies for similar educational programs that include samples from other educational stages and other textbooks.

scholarly journals The Effectiveness of Teaching Science Using Self-Questioning Strategy

2019 ◽  
Vol 13 (1) ◽  
pp. 151
Author(s):  
Huda A. Qahtani ◽  
Mohammed M. Al Gaseem
Keyword(s):  
Saudi Arabia ◽  
Science Achievement ◽  
Reflective Thinking ◽  
First Grade ◽  
Thinking Skills ◽  
Achievement Test ◽  
Female Students ◽  
Teaching Science ◽  
Control Group ◽  
Experimental Group

The study aimed at identifying the effectiveness of teaching science using self-questioning strategy on academic achievement and developing reflective thinking skills. The sample consisted of 100 first grade intermediate female students in Khamis Mushait governorate, Saudi Arabia. The sample was divided into two equal groups: an experimental group studied by self-questioning strategy, and a control group which studied using the conventional  method. Teacher guide and student handbook activities were developed, and validated. Moreover, a science-achievement test and a reflective-thinking test were developed, checked for reliability, and validated. With regard to both instruments, the results showed statistically significant differences at the level of 0.05 in favor of the experimental group.

scholarly journals The Effect of Teaching Biology with Active Learning Strategies in Acquisition of Basic Tenth Students in Irbid Region in Jordan for Concepts and Skills of Scientific Thinking: أثر تدريس الأحياء باستراتيجيات التعلم النشط في اكتساب طلبة العاشر الأساسي بمنطقة قصبة إربد بالأردن لمفاهيم ومهارات التفكير العلمي

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Abdallah Mohammad Shehab, Iyad Abdallah Al- Shreifeen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Female Students ◽  
Scientific Thinking ◽  
Scientific Concepts ◽  
Male And Female ◽  
Active Learning Strategies ◽  
Experimental Group ◽  
Total Average

The study aimed to investigate the impact of teaching biology using active learning strategies in the acquisition of the tenth- grade students in the Directorate of Education of the of Irbid to the concepts and skills of scientific thinking. The study consisted of (148) male and female students distributed in two groups, each group consisting of (74) male and female students, the first group studied by using active learning strategies, the second group studied in the usual ways. The results showed that there were statistically significant differences at the level of significance (α≤ 0.05), in the performance on the two- post conceptual acquisition tests. Where the experimental group got a total average (29.43 out of 40) while the control group got a total average (22.42 out of 40), and in post- scientific thinking skills the experimental got a total average (27.61 out of 40) while the control got a total average (21.43 out of 40) ), The difference in favor of the experimental group. The results of the study also showed that there was a significant statistical difference in favor of sex for the male students in acquisition of scientific concepts and scientific thinking skills. In addition, there were no significant differences due to the interaction between the teaching process and sex. For both tests. The findings also showed that there was a strong positive direct correlation between the students’ post acquisition of scientific concepts test and post Scientific Thinking test reached (0.994). The study recommended, according to the findings of the study, to include Active Learning Strategies in the teachers’ preparation programs before and during their service.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

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