The Effect of Teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders

Yazan Alsaadneh; Sinaria Abdel Jabbar

doi:https://doi.org/10.35552/0247-031-010-005

English
العربيّة

The Effect of Teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders

DOI:

10.35552/0247-031-010-005

Authors:

Article info

Received 2016-12-25

Received in revised form

Accepted 2017-05-03

Availabe online

Pages 1809 - 1838

Keywords

science
Systematic Cognitive Comprehensive Model
Scientific Concepts.
Suchman Investigative Model

Abstract

This study aimed to investigate the effect of teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of scientific concepts among female eighth graders. In order to achieve the purposes of the study the researchers developed a test to acquire scientific concepts. The validity and reliability of the test were verified. The purposive sample consisted of (74) female eighth graders, selected from khadiga Bint Khuwaylid School in Maan Governorate for the Academic Year 2016/2017. The participants were assigned randomly to the two experimental groups: the first group of the participants consisting of (37) students were taught using Suchman Investigative Model, and the second group of the participants consisting of (37) students were taught using the Systematic Cognitive Comprehensive Model. The results of the study showed the following: There were statistically significant differences at (α = 0.05) between the two groups on the Acquisition of Scientific Concepts Test in favor of the second experimental group who were taught according to the Systematic Cognitive Comprehensive Model. The study recommended employing Models in the teaching of science, conducting studies to measure the perspective of teachers and learners pertaining to two models, and to detect the effect of the model on other age groups and other variables such as development of critical thinking skills.

Recommended Citation

BibTex RIS

Alsaadneh, Y., & Abdel Jabbar, S. (2017). The Effect of Teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders. An-Najah University Journal for Research - B (Humanities), 31(10), 1809–1838. https://doi.org/10.35552/0247-031-010-005

[1]Y. Alsaadneh and S. Abdel Jabbar, “The Effect of Teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders,” An-Najah University Journal for Research - B (Humanities), vol. 31, no. 10, pp. 1809–1838, Oct. 2017, doi: 10.35552/0247-031-010-005.

Alsaadneh, Yazan, and Sinaria Abdel Jabbar. “The Effect of Teaching Using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders.” An-Najah University Journal for Research - B (Humanities), vol. 31, no. 10, Oct. 2017, pp. 1809–38. Crossref, https://doi.org/10.35552/0247-031-010-005.

1.Alsaadneh Y, Abdel Jabbar S. The Effect of Teaching using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders. An-Najah University Journal for Research - B (Humanities) [Internet]. 2017 Oct;31(10):1809–38. Available from: http://dx.doi.org/10.35552/0247-031-010-005

Alsaadneh, Yazan, and Sinaria Abdel Jabbar. “The Effect of Teaching Using Suchman Investigative Model and Systematic Cognitive Comprehensive Model on the Acquisition of Scientific Concepts and Developing Critical Thinking Skills among Female Eighth Graders.” An-Najah University Journal for Research - B (Humanities) 31, no. 10 (October 2017): 1809–38. https://doi.org/10.35552/0247-031-010-005.

أثر التدريس باستخدام نموذجي سكمان الاستقصائي والنموذج المنظومي المعرفي الشامل في اكتساب المفاهيم العلمية لدى طالبات الصف الثامن الأساسي

DOI:

10.35552/0247-031-010-005

المؤلفون:

معلومات المقال

تاريخ التسليم 2016-12-25

تاريخ تسليم النسخة المعدلة

تاريخ القبول 2017-05-03

على شبكة الإنترنت

الصفحات 1809 - 1838

الكلمات الإفتتاحية

science
Systematic Cognitive Comprehensive Model
Scientific Concepts.
Suchman Investigative Model

الملخص

هدفت هذه الدراسة إلى تقصّي أثر التدريس باستخدام نموذجي سكمان الاستقصائي، والنموذج المنظومي المعرفي الشامل، في اكتساب المفاهيم العلميّة لدى طالبات الصف الثامن الأساسي، ولتحقيق هذا الهدف، قام الباحثان بتطوير اختباراً لاكتساب المفاهيم العلمية، والتحقق من صدقه وثباته. وطبّق على عينة قصدية مكوّنة من (74) طالبة من الصف الثامن الأساسي في مدرسة خديجة بنت خويلد في محافظة معان للعام الدراسي 2016/2017، وتم تعيينهم عشوائياً إلى مجموعتين تجريبيتين؛ الأولى درست باستخدام نموذج سكمان الاستقصائي، وبلغ عددها (37) طالبة، والأخرى درست باستخدام النموذج المنظومي المعرفي الشامل، وبلغ عددها (37) طالبة. أظهرت نتائج الدراسة وجود فروقاً دالة إحصائيّاً عند مستوى الدلالة (α=0.05) بين المجموعتين التجريبيتين على اختبار اكتساب المفاهيم العلمية، ولصالح المجموعة التجريبية الثانية، التي درست وفقاً للنموذج المنظومي المعرفي الشامل. وأوصت الدراسة بتوظيف النموذج المنظومي المعرفي الشامل في تدريس العلوم، وإجراء دراسات لقياس وجهة نظر المعلمين نحوه، وإجراء دراسات مشابهه على مراحل عمرية أخرى، ومتغيرات تابعة أخرى كتنمية مهارات التفكير الناقد.