effectiveness of the Dual situation model (DSLM) for teaching science on developing critical thinking and deep understanding among Intermediate school students.

Document Type : Original Article

Authors

Department of Curriculum and Science Teaching Methods, College of Education, Umm Al-Qura University

Abstract

       The current study aimed to revealing the effectiveness of the Dual situation model (DSLM) for teaching science on developing critical thinking and deep understanding among Intermediate school students. To achieve the goal of the study, the experimental method was used based on a semi-experimental design. The study sample consisted of (60) third-grade intermediate students who studied at Imam al-shawkani Intermediate school in Makkah almukarramha, and choose two classrooms randomly selected. The sample was divided into two groups, an experimental group that includes (30) students who studied using The Dual Situation Learning Model (DSLM), and the control group that includes (30) students who studied in the traditional way, the researcher re-formulated (motion and force) unit, preparing the teacher’s guide and student workbook. Then, the study tool was built, which is the test of deep understanding and the adoption of the test of critical thinking, and their validity and stability were confirmed, and then they were applied beforehand to the two study groups to ensure their equivalence, and then applied posthumously to the two study groups to test the validity of the hypotheses and answer the study questions, and the study concluded that there are  The effect of the effectiveness of the Dual-situational learning model (DSLM) for teaching science on the development of critical thinking and deep understanding among middle school students.

Keywords

References

Ibrahim, Magdi Aziz. (2005). Thinking from an Educational Perspective: Definition, Nature, Skills, Development, and Patterns (Thinking, Teaching, and Learning Series 1). World of Books.
Abu Jadu, Saleh Mohamed Ali, and Nofal, Mohamed Bakr. (2007). Teaching Theoretical and Applied Thinking. Dar Al-Maseera for Publishing and Distribution.
Abu Raya, Hanan Hamdi Ahmed, and El-Serjani, Azza Mahmoud. (2015). The Effectiveness of a Proposed Teaching Program in Light of Some Global Projects to Improve the Level of Deep Understanding and Some Patterns of Multiple Intelligences among Second Preparatory Grade Female Students in Science. Faculty of Education Journal, (60), 258-324.
Ahmed, Eman Badran Mohamed Ahmed, Zaki, Saad Yessi, Saudi, Mona Abdel-Hadi Hussein, and Mohamed, Naglaa Ismail El-Sayed. (2018). The Effectiveness of the POEE Strategy "Predict - Observe - Explain - Explore" in Developing Deep Understanding in Science for Preparatory Stage Students. Journal of Scientific Research in Education, (19), Vol. 6, 213-241.
Ahmed, Eman Abdel-Rahman Sayed, Al-Attar, Mohamed Abdel-Raouf Saber, and Ibrahim, Atiyat Mohamed Yes. (2018). The Impact of Using Beyond Knowledge Strategies in Developing Critical Thinking Skills in Science for Preparatory Stage Students. Faculty of Education Journal, 29(116), 65-100.
Ahmed, Fatma Mohamed Ali. (2012). Developing Deep Understanding and Achievement Motivation in Science for First-Year Preparatory Students Using Strategic Teaching. Egyptian Journal of Scientific Education, 15(4), 159-216.
Al-Badri, Naeem Ajeemi, Al-Zaabi, Ali Mohammed, and Rawaga, Ghazi Dhaifullah. (2019). The Impact of Using the Visual Thinking Strategy in Improving Critical Thinking in Mathematics for Secondary Stage Students in Iraq. Journal of Al-Quds Open University for Research and Educational Studies, 11(29), 113-125.
Al-Bloushi, Nahida Asker. (2019). Developing Deep Understanding in Chemistry for Secondary Stage Female Students Using the WebQuest Strategy. Faculty of Education Journal, 73(1), 71-111.
Al-Totnji, Taghreed Salim. (2021). The Impact of Using the 5E's Learning Cycle Strategy on Achievement and the Development of Critical Thinking Skills in Science for Eighth-Grade Female Students in Jordan. Journal of Educational and Psychological Sciences, 5(37), 82-98.
 
Jaber, Jaber Abdel-Hameed. (2003). Multiple Intelligences and Understanding: Development and Deepening. Dar Al-Fikr Al-Arabi.
Gerges, Rasha Ramzi, Kamel, Amal Rabie, Al-Baghdadi, Mohamed Reda Mahmoud, and Suleiman, Mustafa Hafezah. (2015). The Effectiveness of the Dual Situational Learning Model in Science in Developing Some Scientific Process Skills for Fifth-Grade Students. Journal of Al-Fayoum University for Educational and Psychological Studies, 5(1), 201-250.
Gerges, Rasha Ramzi. (2015). The Effectiveness of the Dual Situational Learning Model in Science in Correcting Misunderstanding for Fifth-Grade Students and Increasing Their Achievement Motivation [Unpublished Ph.D. thesis]. Al-Fayoum University.
Al-Jahouri, Nasser bin Ali bin Mohammed. (2012). The Effectiveness of the Self-Table Strategy (K.H.L.W) in Developing Deep Understanding of Physics Concepts and Beyond Knowledge Skills for Eighth-Grade Students in the Sultanate of Oman. Arab Studies in Education and Psychology, (32), Vol. 1, 159-216.
Hamzehi, Abdul Aziz Muhammad Ali. (2022). The Effectiveness of Using the Dual Situational Learning Model (DSLM) for Teaching Physics in Developing Future Thinking Skills and Deep Understanding for Secondary School Students with Different Learning Styles [Unpublished Ph.D. thesis]. Umm Al-Qura University.
Harbati, Hanan Abdullah. (2018). The Effect of Using Some Keegan Strategies on Developing Deep Understanding and Achievement in Science for Sixth-Grade Students. Egyptian Journal of Scientific Education, 21(5), 1-37.
Al-Harbi, Ahmed Abdullah Jweber. (2022). The Effectiveness of Using the Dual Situational Learning Model (DSLM) for Teaching Science in Developing Future Thinking Skills and Deep Understanding for Middle School Students [Unpublished Master's thesis]. Umm Al-Qura University.
Al-Halqi, Ali Sami. (2010). Language and Critical Thinking: Foundations of Theory and Teaching Strategies (2nd ed.). Dar Al-Maseera for Publishing and Distribution.
Al-Hammadine, Sahila Hamed, and Al-Qadri, Suleiman Ahmed. (2019). The Effect of Teaching Using Self-Organized Learning Strategies on Acquiring Scientific Concepts and Developing Critical Thinking Skills for Ninth-Grade Female Students in Biology. Studies, Educational Sciences, 46(1), Vol. 2, 251-265.
Al-Hanan, Osama Mahmoud Mohamed. (2020). Integration of the Gardens of Thoughts and the Circular Shape in Developing Deep Understanding of Mathematics and Mathematical Representation for Preparatory Stage Students. Journal of Mathematical Education, 23(5), 294-234.
Khalifa, Mohamed Abdel-Mawjoud Ali, Shahab, Mona Abdel-Sabour Mohamed, Abdel-Karim, Sahar Mohamed, and Saleh, Ayat Hassan. (2021). Developing the Science Curriculum in Light of Scientific and Engineering Practices and Its Impact on Developing Deep Understanding for Preparatory Stage Students. Research Journal, (5), Vol. 2, 245-291.
Khalil, Nawal Abdel-Fattah Fahmi. (2008). The Impact of Using Mind Maps in Developing Achievement, Deep Understanding, and Achievement Motivation for Fifth-Grade Students in Science. Egyptian Journal of Scientific Education, 11(4), 63-118.
Al-Khawaldeh, Salem Abdul-Aziz Awad. (2015). The Impact of the Dual Situational Learning Model on Understanding the Concepts of Light Construction and Respiration for Ninth-Grade Students and Retaining This Understanding. Al
Al-Rasheed, Munira bint Muhammad Fahd. (2013). The Effectiveness of the WebQuest Method in Teaching Science on Developing Conceptual Comprehension for First Intermediate Grade Female Students. Journal of Curriculum Studies and Teaching Methods, (191), 15-64.
Ramadan, Hayat Ali Muhammad, and Al-Khatib, Mona Faisal Ahmed. (2009). The Effectiveness of Using the Dual Situational Learning Model (DSLM) in Correcting Alternative Conceptions and Developing Scientific Thinking in the Science Subject for Primary Stage Students. Journal of Curriculum Studies and Learning Methods, (150), 34-70.
Ryan, Mohamed. (2011). Critical Thinking and Innovative Thinking. Al-Falah Library for Publishing and Distribution.
Al-Zubaidi, Nancy Adel Ibrahim, and Bani Khalaf, Mahmoud Hassan. (2020). Designing an Educational Unit in Science Based on Design Thinking and Measuring Its Effectiveness in Acquiring Scientific Concepts and Developing Creative and Critical Thinking Skills for Basic Stage Students [Unpublished doctoral dissertation]. Yarmouk University.
Al-Zaghouli, Emad Abdul Rahim. (2012). Principles of Educational Psychology (2nd ed.). Dar Al-Kitab Al-Jameeli.
Zaki, Hanan Mustafa Ahmed, Abdel-Hamid, Atef Hassan, and Abdel-Rahim, Mahmoud Ridwan Hamed. (2022). The Impact of Using the Scientific Stations Strategy in Teaching Science on Developing Deep Understanding for Fourth-Grade Students. Journal of Young Researchers in Educational Sciences, (12), 657-687.
Al-Zahrani, Mohammed Issa. (2018). The Effectiveness of a Strategy Based on the Dual Situational Learning Model in Developing and Comprehending Engineering Concepts for Fifth-Grade Students [Unpublished doctoral dissertation]. Umm Al-Qura University.
 
 
 
Zenkur, Maher Mohamed Saleh, Mohamed, Ihab El-Sayed Shahata, and Ibrahim, Amal Hleem. (2020). A Teaching Model Based on the Successful Intelligence Theory for Developing Deep Understanding Skills in Mathematics for Secondary School Students. Scientific Journal of the College of Education, (35), 65-96.
Al-Zahrani, Nora bint Ali Qadan. (2022). The Impact of Using the Dual Situational Learning Model (DSLM) in Developing Reflective Thinking and Conceptual Comprehension and Academic Self-Efficacy in Chemistry for Secondary School Female Students [Unpublished doctoral dissertation]. Umm Al-Qura University.
Al-Zuhairy, Haider Abdul-Karim Mohsen. (2021). The Effectiveness of an Educational Program Based on the Schmeck Model in Achievement and Deep Understanding for Middle School Students in Mathematics. Misan Research Journal, 17(33), 346-372.
Zaitoun, Kamal Abdel-Hamid. (2002). Teaching Science for Understanding - A Constructive Vision. World of Books.
Zaitoun, Aayesh. (2005). Science Teaching Methods. Dar Al-Shorouk for Publishing and Distribution.
Sarrage, Susan Hussein. (2017). The Impact of Using the Educational Supports Strategy in Developing Achievement and Deep Comprehension Skills in Science for First-Year Preparatory Students. Faculty of Education Journal, 17(5), 730-816.
Al-Sufiani, Naeif bin Atiq bin Abdullah. (2022). The Impact of an Enrichment Program Based on the Next Generation Science Standards (NGSS) on Developing Critical Thinking and Deep Understanding for Gifted Middle School Students with Different Brain Control Patterns. Education Journal, (195), Vol. 3, 100-154.
Al-Sufiani, Naeif bin Atiq bin Abdullah. (2022). The Impact of Using the Dual Situational Learning Model (DSLM) in Teaching Science on Developing Inductive Thinking, Mind Habits, and Cognitive Beliefs for Middle School Students. Education Journal, 33(132), 1-42.
Al-Salamat, Mohammed Khair Mahmoud. (2016). The Effectiveness of Teaching the Scientific Concepts Growth for Students in the Special Education Department Using the PDEODE Strategy in Shaping Their Conceptual Structures and Cognitive Beliefs about Science. Educational Journal, Council of Scientific Publishing, Kuwait University, 30(120), 139-164.
Al-Sayyid, Aliaa Ali Aissa Ali. (2019). A Training Program Based on the Next Generation Science Standards (NGSS) for Developing Deep Understanding, Teaching Performances, and Attitude Toward Teaching with Dimensions of These Standards for the Student Teacher. Faculty of Education Journal, 16(88), 89-158.
Al-Ashqar, Sumaah Farouk El-Mursi. (2021). The Use of the Samr Model for Teaching Integrated Science through Google Classrooms to Develop Deep Understanding and Technological Acceptance for Female Student Teachers at the Girls' College. Journal of Fayoum University for Educational and Psychological Sciences, (15), Vol. 10, 492-547.
Al-Shamali, Mahmoud Ahmed, and Ramadan, Mahmoud Abdul Jalil. (2019). The Impact of an Educational Program Based on Advanced Organizations in Developing Critical Thinking in Science for Ninth Basic Grade Students in Tulkarm Governorate. Journal of the Arab Universities Union for Education and Psychology, 17(3), 117-150.
Al-Shehrani, Nazih Awad Mohamed, and Al-Azab, Iman Saber Abdul Qader. (2022). The Effectiveness of a Proposed Enrichment Unit in Chemistry Based on the Next Generation Science Standards (NGSS) for Developing Critical Thinking Skills for Secondary School Female Students. Arab Studies in Education and Psychology, (143), 315-344.
Al-Sheikh, Mustafa Muhammad, Abdel-Jeed, Youssef El-Sayed, and Al-Sanour, Ibrahim Youssef Ibrahim Mohamed. (2021). The Effectiveness of a Strategy Based on the
Al-Otaibi, Khaled Nahis. (2012). Psychometric Characteristics of the Short Form of the Watson-Glaser Critical Thinking Appraisal (WGCT-SF): A Study on a Sample of Teacher Students in the Saudi Environment. Journal of King Saud University for Educational Sciences and Islamic Studies, 24(4), 1427-1454.
Al-Otaibi, Fatimah Eid, Al-Bluwi, Ahoud Saad, Al-Harbi, Mashail Sa'han, Al-Qahtani, Muna Said, and Al-Arini, Hanan Abdul Rahman bin Suleiman. (2022). The Role of Artificial Intelligence in Developing Critical Thinking Skills and Scientific Attitudes among Second-Year Secondary Female Physics Students. Journal of Educational Sciences and Humanities, (21), 141-172.
Osman, Mona El-Sayed Abdel-Monem, Tantawi, Ramadan Abdel-Hameed Mohamed, Youssef, Manal El-Sayed El-Sayed, and Salim, Shimaa Abdel-Salam Abdel-Salam. (2021). Using Dual Situational Learning to Develop Reflective Thinking Skills and Achievement in Chemistry for Secondary School Students [Unpublished Master's Thesis]. Damietta University.
Azz al-Din, Sahar Mohammed Youssef. (2021). The Impact of Productive Failure in the Digital Inquiry Environment on the Development of Deep Understanding, Achievement, and Goal Orientation Among Secondary Stage Female Students in Saudi Arabia. Journal of Scientific Research in Education, (22), Part 1, 290-329.
Al-Asimi, Khaled bin Hamoud bin Mohammed. (2020). The Effectiveness of the White and Gunstone Model (PEOE) in Teaching Science in Developing Deep Understanding and Achievement Motivation Among Third Intermediate Grade Students. Journal of the Faculty of Education at Benha, (123), Part 2, 447-534.
Al-Asimi, Khaled Hamoud Mohammed. (2021). The Effectiveness of the Dual Situational Learning Model (DSLM) in Teaching Science on the Development of Scientific Concepts, Beyond-Knowledge Skills, and Cognitive Beliefs Among Second Intermediate Grade Students. Journal of the Faculty of Education in Educational Sciences, 45(2), 79-152.
Al-Afifi, Hani bin Saad bin Saad. (2020). The Effectiveness of Using the Circular Inquiry Cycle Model (CICM) in Teaching Science to Develop Critical Thinking Skills and Scientific Values Among Middle School Students [Unpublished Master's Thesis]. Umm Al-Qura University.
Ali, Ismail Ibrahim. (2009). Critical Thinking Between Theory and Practice. Dar Al-Shorouk for Publishing and Distribution.
Al-Onazi, Amal Falih. (2022). The Impact of Teaching Science Using the POE Strategy on Acquiring Scientific Concepts and Decision-Making Skills Among Elementary Stage Female Students. Journal of Umm Al-Qura University for Psychological and Educational Sciences, 14(1), 29-43.
Al-Faleh, Sultanah Qasim. (2016). The Effectiveness of Critical Questions in Developing Critical Thinking Skills in Science Among Middle School Female Students in Riyadh. Journal of Educational and Psychological Sciences, 17(2), 533-561.
Al-Qarni, Fahd Hamdan Hasan, and Omar, Asim Muhammad Ibrahim. (2017). The Effectiveness of Teaching Physics Using Progressive Activities in Developing Deep Understanding Among First Secondary Grade Students. Studies in Curricula and Teaching Methods, (221), 110-159.
Kanaan, Ashraf Fouad, and Al-Zoubi, Talal Abdullah. (2019). The Impact of Teaching Science Using the Advanced Organizer and Posner's Conceptual Change Model on Acquiring Scientific Concepts and Developing Scientific Reasoning and Critical Thinking Skills Among Eighth Grade Students. Jordanian Journal for Applied Sciences, 21(1), 1-14.
Al-Farhan, Ibrahim Ahmed. (2020). The Effectiveness of Teaching Science Using the Nedham Constructivist Model in Developing Cognitive Levels and Critical Thinking Skills Among Sixth Grade Students. Studies in Educational Sciences, 47(4), 116-136.
Mohamed, Amal Jamaa Abdel-Fattah. (2015). Thinking Skills: A Contemporary Educational Perspective. Dar Al-Kutub Al-Jameela.
Al-Muhsin, Ibrahim bin Abdullah. (2007). Teaching Science: Foundation and Modernization. Al-Obeikan for Publishing.
Al-Marwani, Dhaif Allah Mashaad Masoud. (2020). The Effectiveness of Using the White and Gunstone Model (PEOE) in Teaching Science in Developing Divergent Thinking and Deep Understanding Among Middle School Students with Different Information Processing Levels [Unpublished Doctoral Dissertation]. Umm Al-Qura University.
Muslim, Hamouda Ahmed Hassan. (2019). The Effectiveness of Flipped Classrooms in Teaching Biology in Developing Deep Understanding Skills and Learning Satisfaction Among First Secondary Grade Students in Saudi Arabia. Journal of Education, (183), Part 2, 94-126.
Al-Mushaweh, Hoda Mohammed Abdul Rahman, and Hage Omar, Suzan Bint Hussain. (2022). The Impact of Employing the Moon Capture Strategy in Teaching Science on Critical Thinking Among First Intermediate Female Students. Arab Studies in Education and Psychology, (142), 121-146.
Al-Naqah, Salah Ahmed, and Saqr, Najla Omar. (2019). The Effectiveness of a Program Based on the Scamper Model in Developing Critical Thinking Skills in Science and Life Among Fourth Basic Grade Female Students in Gaza. Journal of Islamic University for Educational and Psychological Studies, 27(2), 1-24.
Al-Najdi, Ahmed, Saudi, Mona Abdel Hadi, and Rashid, Ali. (2006). Modern Methods and Strategies in Teaching Science. Dar Al-Fikr Al-Arabi.
Nasih, Sherry Magdi. (2018). The Effectiveness of the Debating Inquiry Model in Developing Deep Understanding and Attitude Toward Physics Among Secondary Stage Students. Egyptian Journal of Scientific Education, 21(11), 193-229.
المراجع الأجنبية:
Chin, C., &Brown, David, E., (2000), Learning in Science: Acomparison of Deep and Surface Approaches, Journal of research in science teaching, 37(2), 109-138.
Kurniawan, M. A., Rahayu, S., Fajaroh, F., & Almuntasheri, S. (2020). Effectiveness of Dual Situated Learning Model in Improving High School Students' Conceptions of Chemistry Equilibrium and Preventing Their Misconceptions. Journal of Science Learning, 3(2), 99-105.
Marzano R, Pickering D & Pollock ‘J. (2016): Classroom ‘instruction that’s works: research based strategies for increasing student achievement. 20 editions, alexandria, Virginia: association for supervision and curriculum development (ASCD).
Mcfarland, M. & Moulds, P. (2007). Leading, Learning and Teaching for Understanding, Journal of Principal Leadership, 7 (9), 48-51.
Mednick, A. (2002). Starting with the end in mind: Authentic assessment in the turning points school, in conversations turning points school transforming middle school, Center for Collaborative Education, (2), N (1), Boston, Massachusetts, 1-12.
Mohammad Sh., & Ahmad N. (2010). The Effect of Cooperative Learning with DSLM on Conceptual Understanding and Scientific Reasoning Among Form Four Physics Students with Different Motivation Levels. Bulgarian Journal of Science and Education Policy (BJSEP), 2(4), 275-310.
Newton, D.P. (2000). Teaching for Understanding: What it is and How to do it. Routledge Falmer.
Next generation science standards (NGSS) (2013): Washington, DC: The national academies press. National.
Posner, M.G., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of scientific conception toward theory of conceptual change. Science Education, 66 (2).195-201.
Research Council (NRC) (2012): A frame work for K-12 science Education: Practices, Crosscutting Concepts and core ideas. Washington, DC: the national Academies press
She, H.C, (2002) "Concepts of a higher hierarchical level require more dual situated learning events for conceptual change: A study of students conceptual changes on air pressure and buoyancy, International Journal of Science Education, 24(9), 981-996.
She, H.C, (2003), "DSLM instructional approach to conceptual change involving thermal expansion", Journal of Research in Science and Technological Education, 21 (1), 43-54.
She, H.C. (2004a)"Facilitating changes in ninth grade students' understanding of dissolution and diffusion through DSLM instruction", Research in Science Education, 34, 503-52.
Wang, D.& Allen, M. (2003): Understanding by Design meets in Integrated Science, Journal of The Science Teacher, 70(7), 37-41.
Wang, J.S. (2013): The effects of deep approach to learning on students' need for cognition over four years of college ]phD. Thesis [. University of Iowa.
Watson, G & Glasser, E. (1964). Watson - Glasser critical thinking appraisal, N Y world Book co.
Watson, G., & Glaser, E. (2008). Watson-Glaser Critical Thinking Appraisal Short Form Manual. Pearson Education, Inc.

Files

Share

How to cite

Statistics