The effectiveness of the Susan Riley model based on the integrated science approach (STEAM) to year teach art education in developing critical thinking and twenty-first century skills among the students of the first intermediate School

Document Type : Original Article

Author

Master in Curricula and Methods of Teaching Art Education, College of Education, Umm Al-Qura University.

Abstract

     The research aimed to reveal the effectiveness of the Susan Riley model based on the integrated science approach (STEAM) for teaching art education in developing critical thinking and twenty-first century skills among first-grade intermediate students. The sample consisted of (56) female students from the first intermediate grade, the experimental group consisted of (28) female students and the control group consisted of (28) female students. The following two research tools were applied: the critical thinking test, the twenty-first century skills scale, and after collecting the results, statistical treatments were performed and the following results were reached:
1)    There are statistically significant differences at the level (0.05) between the mean scores of the students of the control and experimental groups in the post application of the critical thinking test and the twenty-first century skills scale in favor of the experimental group.
2)    There is a statistically significant correlation at the level (0.05) between the scores of each of the critical thinking test and the twenty-first century skills at the total score and the dimensions of the post application of the students of the experimental group.
    In the end, the researcher made a number of recommendations and proposals based on the results of the current study.

Keywords

References

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