The effectiveness of using the model-based thinking strategy in developing first-grade high school students’ physical concepts and inquiry thinking skills

Abstract

This research aimed to verify the effectiveness of using the model-based thinking strategy in developing first-grade high school students’ physical concepts and inquiry thinking skills. To achieve this goal, the research used the experimental approach with a quasi- experimental design for the experimental and control groups. The sample of the study consisted of 67 students in the first grade of high school, and it was divided into two groups: the experimental group 33 students (who studied using the model-based thinking strategy) and the control group 34 students (who studied conventionally). The study used the following tools: the physical concepts test and the inquiry thinking skills test. The results of the current research revealed that there are statistically significant differences between mean scores obtained by the experimental and control groups in the physical concepts test as a whole and its different levels of knowledge favoring the experimental group, and there are statistically significant differences between mean scores obtained by the experimental and control groups in the inquiry thinking test as a whole and its different skills favoring the experimental group, and there is a positive statistically significant relationship between the development of physical concepts and inquiry thinking skills among the students of the experimental group. Finally, the research presented some recommendations and proposals, including conducting more studies on model-based thinking strategy, inquiry thinking skills, and physical concepts in various disciplines and age stages.

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

“…The sub‐skills found to promote conceptual change include hypothesis testing, control of variables, evaluation of evidence, and hypothetical‐deductive, probabilistic, and proportional reasoning (e.g., Lawson et al, 2000; Torres & Zeidler, 2002; Zimmerman, 2000). Some recent research has shown that student reasoning skills, especially evidence‐based reasoning, and control of variables, do seem to be affected by modeling‐based pedagogies or vice versa (Russ & Odden, 2017, Tolba & Al‐Osaimi, 2023; Wang et al, 2015). Interestingly, Russ and Odden (2017) discovered that in undergraduate physics classes the use of evidence‐based reasoning or the evaluation of evidence occurred simultaneously with model‐based reasoning when students worked on constructing static electricity models showing that they seemed to be intertwined.…”

The effect of the 5E instructional model on students’ cognitive processes and their attitudes towards chemistry as a subject

“…It promotes the development of critical thinking and argumentation skills, as well as the ability to apply the knowledge in practice (Amaliyah et al, 2023;Cahyarini et al, 2016;Chen, 2021;Chu et al, 2017;Ha et al, 2023;Miarti et al, 2021;Vafaeikia et al, 2023). It also facilitates the development of inquiry skills or scientific process skills (Cakir, 2017;Ergul, 2011;Harlen, 2021;Ješková et al, 2022;Liu et al, 2021;Ozkul & Ozden, 2020;Tolba & Al-Osaimi, 2023;Wale & Bishaw, 2020) such as formulation of research questions and hypotheses, provision of evidence, evaluation of explanations, and conclusion-drawing. Moreover, the 5E model promotes the development of scientific literacy (Areepattamannil et al, 2020;Bybee, 2019).…”