The effectiveness of teaching science using the synectics strategy in developing the depth of knowledge and patterns of cognitive preference among first-grade female students

Document Type : Original Article

Author

Curriculum and Teaching Science Methods Faculty of Education, Muzahimiyah, Shaqra University, KSA.

Abstract

            The aim of the research is to investigate the impact of teaching science using the Synectics Strategy on developing the depth of knowledge and patterns of cognitive preference among intermediate first grade students. Government affiliated to the Education Office in the city of Khamis Mushait, it was divided into two groups: one of them was experimental (26) students, who studied the unit "The Changing Surface of the Earth" using the Synectics Strategy, and the other was a control group (26) students, who studied the same unit in the usual way. The research tools (a test of depth of knowledge - and a measure of cognitive preference patterns - prepared by the researcher) were applied to the two groups before the start of the experiment and immediately after its completion, during the second semester of the academic year 1444 AH. The results of the research showed that there were statistically significant differences at the level (0.05) between the mean scores of the experimental group students, and the mean scores of the control group students in the post application of the depth of knowledge test, and the cognitive preference patterns scale in favor of the experimental group students. The results also showed an effectiveness (large effect size) for using Synectics Strategy in developing the depth of knowledge and modifying their cognitive preference patterns, and considering the results reached, some recommendations and proposals were presented.
 

Highlights

 

 

Keywords

Full Text

 

 

References

Abdel Bari, M. (2014): The effectiveness of the scattering damage strategy in developing the creative writing skills of middle school students. Journal of the Arab Gulf Message, 35 (130), 55-88.
Abdel Malak, M. (2020). Using realistic mathematics strategy to develop levels of depth of mathematical knowledge and improve the desire to learn mathematics among middle school students. Fayoum University Journal of Educational and Psychological Sciences,FayoumUniversity - Faculty of Education, 14 (3), 445-501.
Abdul Majeed, A. (2011). The effect of a program based on the use of second-generation Web 2.0 tools in teaching mathematics on developing electronic writing patterns and modifying cognitive preferences among students of the Elementary Education Division of the College of Education. Journal of the College of Education in Mansoura, MansouraUniversity, 76 (2), 246-330.
Abdul Rahim, M. (2020). Using generative learning to develop the depth of mathematical knowledge and confidence in the ability to learn mathematics among middle school students. Mathematics Education Journal, Egyptian Association for Mathematics Education, 23(2), 130-176.
Abdul Rahman, A.; and Al-Janabi, A. (2007). Design (educational - learning) to teach the periodic table of the elements and its impact on the achievement of chemical concepts and cognitive preference. Journal of the College of Education for Girls for Humanities,University of Kufa, 5 (9), 15-33
Abu al-Qasim, K. (2020). Using the strategy of damaged fragments to develop creative abilities and inclination towards history among middle school students. Journal of the Educational Association for Social Studies, Educational Association for Social Studies, (125), 110-132.
Abu Al-Saud, H.; al-Astal, I.; And Al-Naqah, S. (2022). The effectiveness of employing the Needham constructivist model in teaching science to develop the depth of scientific knowledge among ninth grade students in Gaza. Journal of the Islamic University for Educational and Psychological Studies, Islamic University of Gaza - Scientific Research and Graduate Studies Affairs, 30 (4), 1-25.
Al Saud, A. (2020). The effectiveness of teaching science using the strategy of familiarity with the diaspora in modifying alternative perceptions among female students in the first intermediate grade. Journal of Young Researchers in Educational Sciences, SohagUniversity - Faculty of Education, (5), 836-894.
Al-Akkam, N.; and Al-Fatlawi, A. (2017). Patterns of cognitive preference among students of the Faculty of Fine Arts, University of Babylon, Babylon University Journal - Human Sciences, University of Babylon, 25 (2), 985-1002.
Al-Ghamdi, M. (2019). A proposed model for teaching science based on the integration between constructivist learning and conceptual modeling and its impact on the depth of scientific knowledge among sixth grade students in Al-Baha Governorate. Journal of Educational and Psychological Sciences, GazaNationalResearchCenter, 3 (25), 49-73.
Al-Ghannam, S.; And Mersal, I. (2022). Levels of depth of mathematical knowledge in mathematics learning environments: a comparative analytical study. Mathematics Education Journal, Egyptian Association for Mathematics Education, 25(4), 197-267.
Al-Shammari, N.; and Al-Halfi, M. (2017). Cognitive preference among students of the College of Education for Humanities, Maysan Research Journal, University of Maysan - College of Education, 13 (26), 260-304.
Al-Suleiman, Y. and Mahmoud, M. (2021). Patterns of cognitive preference and their relationship to the level of ambition among a sample of students from the Faculty of Fine Arts at DamascusUniversity. Al-Baath University Journal, Educational Sciences Series, Al-BaathUniversity, 43 (49), 143-180.
Atwood, R.; Ronald, K. & Stevens, T. (1978). Do Cognitive Preference of Ninth Grade Students In fluence Science process Achievement? Journal of Research in Science Teaching, 15, 4, 277-80, Jul 78
Barbara, R. & Zelia, & Mike, W. (2004). Cooperating in Constructing Knowledge: Case Studies From Chemistry and Citizenship. International Journal of Science Education, 26(3), 935-949.
Basal, S. (2016). The effect of the diaspora familiarity strategy on developing creative reading skills and reading self-efficacy among middle school students. Journal of Reading and Knowledge, AinShamsUniversity, (173), 79-136.
Cartier, J.; Passmore, C. & Stewart, J. (2001). Balancing generality and authenticity: a framework for science inquiry in education. Paper presented at the International History، Philosophy، and Science Teaching Organization, 6th International Conference Denver، Colorado، Nov. 7-11
Eristi, B. & Polat, M. (2017). The effectiveness of Synectics instructional model on foreign language vocabulary teaching.International Journal of Languages Education, 5(2), 59-76
Fikri, I. (2018). Alia A program of various activities based on the strategy of diaspora harmony in developing the values of citizenship and democratic principles among kindergarten children. Journal of Childhood and Education, University of Alexandria - Faculty of Kindergarten, 10 (36), 287-384.
Fyfe, E. R. (2014). An Alternative Time for Telling: When Conceptual Instruction Prior to Problem Solving Improves Mathematical Knowledge، British Journal of Educational Psychology، 48(3), 502-519, https://doi.org/10.1111/bjep.12035
Gordon, W. (1981). Synectics: The Development of Creative Capacity. 8th Edition, New York: Collier Books.
Hamdi, H. (2011). The effect of the diaspora familiarity strategy on the expressive performance and innovative thinking of fifth grade literary students. Al-Fath Journal, (47), 424-462. https://www.iasj.net/iasj/download/ c40a234c3a0dd78e
 
 
Hassan, S. (2018). A proposed strategy in the light of Vygotsky's theory to develop the depth of mathematical knowledge and the responsibility of learning mathematics among middle school students. Mathematics Education Journal, Egyptian Association for Mathematics Education, 21(10), 126-177.
Hassan, S.; and Al-Dasouki, W. (2022). The effectiveness of a website based on the depth of knowledge model in developing the levels of cognitive depth associated with the skills of using cloud computing applications among educational technology students. Education Technology, Egyptian Society for Educational Technology, 32(2), 3-47.
Heath، R. (1984). Curriculum Cognitive and Educational Measurement. Educational and Psychological Measurement, 24(2), 239-253
Hicks، Michael J. (2004). Problem Solving and Decision Making Hard، Soft and Creative Approaches. Thomson. https://books.google.com.eg/books?id=uCvbEtCBBGQC
Hussein, A. (2019). The effect of teaching science using open-ended problem-solving approach on the achievement and the development of the depth of scientific knowledge among the first intermediate grade students. The Egyptian Journal of Scientific Education, 22 (7), 1-32.
MC-Naught, C. (1997). Relationship Between Cognitive Preference and Achievement in Chemistry، Journal of Research in Science Teaching, 19(2), 177-186
Michael, I. (2007). Major Obstacles to Creative Thinking 3.0. Retrieved January 27,2016 from Creative thinking، Pdf. http://www.in2in.org/insignts/Ira- Major Obstacles to
Misfold, Rieder. (2014). What a Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics, Science & Education, 23(47), 47-60.
Muhammad, K. (2020). Using the Needham constructivist model in teaching science to develop the depth of scientific knowledge and higher-order thinking skills of middle school students. Educational Journal, SohagUniversity - Faculty of Education, 76, 1047-1125.
National Research Council (2001). Pellegrino, J.، Schakowsky, N. & Glaser, R. (Eds.) Knowing what students know: The science and design of educational assessment. Washington, D.C.: Academy Press
Proctor, T. (2005). Creative Problem-Solving Managers, Developing Skills for Decision Making and Innovation. 2nd Edition، London. Routledge Taylor& Francis Group.
Qarni, Z. (2008). The effectiveness of a program based on e-learning technology in the light of comprehensive quality standards in developing achievement, generative thinking skills, and modifying patterns of cognitive preference among first-year secondary students in physics. Journal of Scientific Education, 4(11), 145-207.
Thomas، J. (2017). Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching، The Mathematics Educator، 26 (2), 3-25
Ting, t. & Ai Girl Tan, A (2003). The Use of Biyu in Students' Creative Writing: A Study on an Intervention Program,The International Journal of Creativity & Problem Solving. 13(2), 29-39
Yang, T. (2013). Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles. Educational Technology & Society, 16 (4).185-200.
 
 

Files

Share

How to cite

Statistics